Kindergarten LivingNonLiving Unit

GRADE LEVEL AND CONTENT AREA:

K/Science Living v. Non-living (Foss Tree Kit plus literature)

In this unit you will be exploring living and non living objects and learning the characteristics that determine the appropriate status. You will be touching upon some habitats that things or objects occupy. This unit is a combination of lessons and the Foss tree kit.

STANDARDS AND INDICATORS (LISTED BY NUMBER):

A. 6. Describe the characteristics that distinguish living from non-living things.

A. 4. Describe the similarities and differences in the appearance and behaviors of plants, birds, fish, insects and mammals (including humans).

SCIENCE CONTENT STANDARD K.2

CONCEPTUAL THEME:

Heredity and Evolution - What processes are responsible for life’s unity and diversity?

CONTENT STANDARD:

K.2 - Many different kinds of living things inhabit the Earth.

GRADE-LEVEL CONCEPT: u Living things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and response to stimuli.

GRADE-LEVEL EXPECTATIONS:

1. Things in our environment can be classified based on whether they are alive, were once alive or whether they were never alive.

2. Growth is an observable characteristic common to living things.

3. Reproduction is an observable characteristic common to living things. Living things can be classified into groups based on the different ways they reproduce. For example, some living things lay eggs, while others produce seeds or give birth. Offspring generally resemble their parents but are not identical to them.

4. Many living things move in response to their environment, but movement alone is not evidence of life. For example, cars and the wind both move, but they are not alive.

5. Plants and animals are living things. Plants have characteristics (such as roots, stems, leaves and flowers) that animals do not have. Animals have characteristics (such as body parts and body coverings) that plants do not have.

6. Animals can be classified into groups based on generally similar characteristics such as number of legs, type of body covering, or way of moving. Some animal groups are reptiles, insects, birds, fish and mammals.

7. Members of the same group of animals can look and behave very differently from each other. For example, goldfish and sharks are both fish, but there are distinct differences in their size, color and lifestyle. In addition, all goldfish are not identical to each other and neither are all sharks.

8. Plants can be classified into groups based on similarities in the appearance of their leaves, stems, blossoms or fruits. Some plant groups are grasses, vegetables, flowering plants and trees.

9. Members of the same group of plants can look and behave very differently from each other. For example, although oaks and palms are both trees, their size, shape, leaves and bark are very different. In addition, all oak trees are not identical to each other and neither are all palms.

KEY SCIENCE VOCABULARY: classify, reproduction, offspring, characteristics, reptile, insect, mammal

CMT EXPECTED PERFORMANCES

Describe the similarities and differences in the appearance and behaviors of plants, birds, fish, insects and mammals (including humans).

Describe the similarities and differences in the appearance and behaviors of adults and their offspring.

Describe characteristics that distinguish living from nonliving things.

CONCEPTS: Need To know about …

v Difference (characteristics) between living and non-living things.

v Use of Venn and other various diagrams and chart to sort information and compare and contrast information. (use the diagrams and charts already using in math and literature)

SKILLS: Be able to do:

Ø Communicate through words, illustrations, and/or diagrams what makes something living.

Ø Communicate through words, illustrations, and/or diagrams what makes something non-living.

Ø Compare and contrast living between living and non-living things.

Ø Use a Venn diagram or other organizers to make comparisons and contrasts.

Ø Communicate using appropriate vocabulary.

Misconceptions:

Ø Movement means that an object physically moves from one spot to another or that wind, human, or weather forces count as movement. (An object can have internal movement-blood, liquids, sap…)

Ø Excretion means pooping or peeing. (it just means to get rid of something that the thing does not need)

Ø Something is living if it meets most of the characteristics. (ALL must be met)

Big Ideas:

Living and non-living things have 7 (or six) characteristics that make something living. (There is debate over exactly how many and you can discuss this with the children. It is important that children understand that science is changing and that not everyone always agrees. You can discuss how experiments and research are used to help scientist prove and disprove hypothesizes. These conversations can help your children realize that someday they might be able to prove or disprove something in the world. It might also help open the world of science and exploration for some of your students struggling in school.

To be classified as living ALL characteristics MUST be met.

The Characteristics are.

1. Feeding-all organisms need to obtain substances to obtain energy, to grow and stay healthy.

**2. Movement-all organisms show movement of one kind or another. All living organisms have internal movement, which means that they have the ability of moving substances from one part of their body to another. Some living organisms show external movement as well- they can move from place to place by walking, flying or swimming.

3. Breathing or Respiration-All living things exchange gases with their environment. Animals take in oxygen and breathe out carbon dioxide.

4. Excretion-Excretion is the removal of waste from the body. If this waste was allowed to remain in the body it could be poisonous. Humans produce liquid waste called urine. We also excrete waste when we breathe out. All living things need to remove waste from their bodies.

**5. Growth-When living things feed they gain energy. Some of this energy is used in growth. Living things become larger and more complicated as they grow.

**6. Sensitivity- Living this react to changes around them. We react to touch, light, heat, cold and sound, as do other living things.

**7. Reproduction- All living thing produce young. Humans make babies, cats produce kittens, and pigeons lay eggs. Plants also reproduce. Many make seeds which can germinate and grow into new plants.

All taken from www.saburchill.com/chapters/chap0001.html

Things can be compared and contrasted using characteristics such as appearances, behaviors, habitats, etc.

Cumulative questions:

How can you tell if an object is living or non-living?

What makes any group similar/alike (I.e. birds, dogs, mammals) and what makes them different?

How are we (humans) like other living and non-living objects?

ESSENTIAL QUESTIONS TO GUIDE INSTRUCTION AND ASSESSMENT:

What characteristics make something living?

What characteristics make something non-living?

What characteristics are and how can they be properly/appropriately applied and compared.

TOPICS OR CONTEXT: (WHAT YOU WILL USE TO TEACH CONCEPTS AND SKILL-PARTICULAR UNIT, LESSONS, ACTIVITIES)

Lessons behind

Literature from K curriculum

Foss Tree Kit

General can be applied to all lessons and final unit assessment:

Rubric:

Star or Sticker	Smiley Face	Blah Face
Was able to complete worksheet on own. Can verbalize using correct vocabulary. Work or answers are correct.	Need some support to answer questions or complete worksheets. Not using vocabulary correctly, but using appropriate vocabulary.	Needed help completing worksheets, unable to answer questions. Does not use appropriate vocabulary. Unable to differentiate between living and non-living objects.

Lesson Plan Outline for Living /Non-Living Unit

Lesson	Objective/Purpose	Goal	Done
1	Introduce 7 Characteristics of all living things.	Students and teacher will brainstorm and then create a poster of the 7 characteristics of living things. The poster will serve as a reference for the rest of the unit.
2	Reinforce/review the 7 characteristics of all living things	Students will classify/sort objects/pictures into the proper groups (lt and nlt). Students will be able to verbally communicate what makes and object living or non-living.
3	Animals K-curriculum literature: In a Nest (Unit 4)	Students learn about a variety of animals in their habitat from a book .The students will create a T graph of living and non-living objects from the literature.
4	Animals living K-curriculum literature: A Trip to the Zoo (Unit 4)	Students will be exposed to more animals and their habitats. The students will create a book of habitats that contain both living and non-living objects.
5	Plants K-curriculum literature: How a Seed Grows (Unit 4).	Students learn about the parts of the plants using the literature. Students will create a plant and label the parts.
6	Insects K-curriculum book- Are You a Ladybug?	Students learn about insects including a discussion of how insects met the 7 Characteristics of living things.
7	Trees Foss kit Activity 1 parts 1 and 2	Looking at Schoolyard Trees and A Tree Comes to Class. Plus 3 extension/center activities (parts 3, 4, 5 and 6). Tree- silhouette cards, tree-part cards, tree-part booklet.
8	Trees Foss Kit Activity 1 parts 7 and 8	Adopt Schoolyard Tree and Plant a Class Tree Can continue extensions from above.
9	Trees Foss Kit Activity 2 parts 1 and 3	Leaf Walk and Comparing Leaves. Plus extensions/centers (parts 2, 4, 5,6)
10	Trees Foss Kit Activity 2 part 7	Our Very Own Tree. Can continue extensions from above.

Lesson 1: Characteristics of living things

Objective: Students will be exposed to the 7 characteristics that determine whether an object is living or not.

Target: Students will identify the 7 characteristics that help them determine if something is living. Teacher will write the characteristics on a poster board to keep as a reference. Poster should be put up in the room (either on a science board or where students have access to and can refer to it). Characteristics are at the end of this lesson; it is okay to allow the kids to use their own words as long as the meaning of the characteristic is not altered.

Supplies:

Marker or Markers
A large chart paper to capture their brainstorming
Poster to write the 7 characteristics
Copy of 7 Characteristics to refer to
The living and non-living sheets attached to a T graph ,with no titles- for the students to examine ( images from Microsoft clipart on line)
(if you prefer you can use pictures that you find your self)
*Note: You might want to make a living/non-living t graph collage (or better yet have the art teacher) and keep it for next year to use with this lesson.

Procedure:

I. Teacher will show graph to class and allow the class to really use their observation eyes and thinking to brainstorm and study the graph and think about what each side of the graph has in common. The students might even brainstorm titles of the two halves. Teacher should monitor student’s responses. REMEMBER TO GIVE THEM AMBLE TIME TO REALLY OBSERVE AND FORM THEIR OWN CONNECTIONS BETWEEN OBJECTS. Alternative: cut out objects and have students sort them on their own into two groups.

II. Teacher should take student’s brainstorming ideas and place them on the chart paper and then sort through what is true (and why) and what is false (and why).

III. Teacher and students should then focus in on what helps us know if something is living. It is a good idea to let the students know that there are 7 characteristics that something needs to have to be determined to be alive and would they like to try to figure them out.

IV. Teacher should then place poster paper next to or near students and have them help the teacher figure out what those 7 things are. Teacher should write the 7 characteristics as the students uncover them. If necessary the teacher may need to prompt or hint so that the students are able to come up with the complete list.

Wrap up or closure: Students and teachers should review/discuss the 7 characteristics and place the poster up in a highly visible area.

Extra: Have each student share one living object and one non living object and tell how they know the non-living object is non-living.

Center Activity: (sorting, classifying, graphing/charting, fine motor, writing, reading)

Place magazines for the students to cut up themselves (practice fine-motor skills) or have pre cut pictures or have them illustrate or list objects to make their own T graph of what is living and non-living. You could either have the children tell you or the Para why the non-living objects are non-living or you could even have advanced students label them on their own.

To be classified as living ALL characteristics MUST be met.

The Characteristics are.

1. Feeding-all organisms need to obtain substances to obtain energy, to grow and stay healthy.

2. Movement-all organisms show movement of one kind or another. All living organisms have internal movement, which means that they have the ability of moving substances from one part of their body to another. Some living organisms show external movement as well- they can move from place to place by walking, flying or swimming.

3. Breathing or Respiration-All living things exchange gases with their environment. Animals take in oxygen and breathe out carbon dioxide.

5. Growth-When living things feed they gain energy. Some of this energy is used in growth. Living things become larger and more complicated as they grow.

6. Sensitivity- Living this react to changes around them. We react to touch, light, heat, cold and sound, as do other living things.

7. Reproduction- All living thing produce young. Humans make babies, cats produce kittens, and pigeons lay eggs. Plants also reproduce. Many make seeds which can germinate and grow into new plants.

All taken from www.saburchill.com/chapters/chap0001.html

Lesson 2: Reassuring the 7 Characteristics of living objects

Objective: Students will create on their own living /non living graph

Target: Students will analyze pictures and decide which side of the graph to place the picture. The students will then explain why the location they have chosen for the picture. These graphs can be kept for the bulletin board, kept for a science portfolio, or sent home to help the parents understand what we are teaching in science.

Supplies:

1 student T sheet for each child
Pictures for each student to place on graph
(Pictures can be pre-cut or you can have the students cut them out themselves)
Glue or glue sticks
7 Characteristics Reference Poster (Use post it notes to cover the 7 characteristics, and then take them off as the students share the characteristics)

Procedure:

I. Teacher will ask the children if they remember the 7 things that make something living.

II. As the students say each one remove the post it notes.

III. Ask the students if they can tell you some objects are living and non living and explain why the non living object is non living.

IV. Explain and model that each student is going to make their own living/non-living graph.

V. Allow the children to explore the pictures and place them on the graph and then glue them on the appropriate side.

Wrap up or closure: Teacher and/or Para walk around the room and check each t graph. Students should explain their choices. Teacher should ask the whole class to review how to tell if something is alive.

Note: Advanced students can label each object and/or explain why it is on a specific side.

Center Activities: (classifying, sorting, labeling-writing and reading)

Use this lesson as a center.

Make up extra T graphs and have students illustrate pictures for each side

Rubric:

Star or Sticker	Smiley Face	Blah Face
Was able to complete worksheet on own. Can verbalize using correct vocabulary. Work or answers are correct.	Need some support to answer questions or complete worksheets. Not using vocabulary correctly, but using appropriate vocabulary.	Needed help completing worksheets, unable to answer questions. Does not use appropriate vocabulary. Unable to differentiate between living and non-living objects.

Name ____________________________________________ Date __________________

Living

Non Living

Star or Sticker	Smiley Face	Blah Face
Was able to complete book on their own. Can verbalize using correct vocabulary. Work or answers are correct.	Need some support to answer questions or complete worksheets. Not using vocabulary correctly, but using appropriate vocabulary.	Needed help completing worksheets, unable to answer questions. Does not use appropriate vocabulary. Unable to differentiate between living and non-living objects.

Please copy worksheets back to back pages 2 and 5 should be back to back.

Animals

and

| Their

Habitats

Illustrated by:

Ocean

Desert

Mountain

Pond

Tree

School

Your Home

Lesson 5: Plants as living things

Objectives: Students will recognize that plants are living things and that they meet all 7 characteristics of living things. (Movement is the movement of nutrients in the plant not the wind blowing the plant)

Target: Students will create a plant and label the parts of the plant/sprout.

Supplies:

K-curriculum Book- How a Seed Grows (k-unit 4)
Worksheet for each student
Scissors
Glue

Procedure:

Teacher will review 7 characteristics of a living object.
Teacher will read the book- How a Seed Grows, discussing or pointing out how a plant/seedling meets the 7 requirements.
Teacher will model how the students should apply their knowledge and complete the worksheet.
Students will generate their own plant/seedling worksheet.

Wrap up or closure:

Students will act out the story of how a seed became a plant as a whole class. Teacher may say the sequence or have students recall.

Center Activities: math, science, writing, and reading

Complete worksheet.

Have students grow their own plant from seed

Use a baggie, wet paper towel, and seed (pumpkin, lima, grass, what ever you can find) and tape to the window. Keep a weekly journal, have kids illustrate label and measure (standard and non-standard units- from Saxon).

Fill a book center on living objects including plants, insects, animals, trees.

Rubric:

Star or Sticker	Smiley Face	Blah Face
Was able to complete plant worksheet on their own. Can verbalize using correct vocabulary. Work or answers are correct.	Need some support to answer questions or complete worksheet. Not using vocabulary correctly, but using appropriate vocabulary.	Needed help completing worksheets, unable to answer questions. Does not use appropriate vocabulary. Unable to differentiate between living and non-living objects.

Lesson 6: Insects

Objective:

Students will learn the parts of a ladybug and compare them to a tree and other animals.

Target:

Students will be able to communicate the body parts of a ladybug and how and why they are living creatures.

Supplies:

K-curriculum book Are You a Ladybug?
Ladybug labeling worksheet (2 for each child)

Procedure:

Teacher will read the story to the students.
Teacher will discuss the living and non-living things from the story.
The teacher will with the class complete the parts of a ladybug worksheet.

Wrap up or closure:

Teacher will pick a few students to share what the learned today.

Center activities:

J Allow the students to complete worksheet on their own during center time. (reading and labeling)

J Weekly reader usually has an issue on bugs and insects.

J Go on a bug hunt.

J Bug/insect library center

J Label parts of bugs and insects.

J Color by number worksheet (reading colors and numbers)

J Make a rock ladybug (rock pet) using a river rock (non-living) to represent a living thing.

Great websites for additional ideas:

www.daniellesplace.com

www.abcteach.

www.enchantedlearning (costs money but has a lot of easy to use lessons and worksheets on every subject matter.)

Star or Sticker	Smiley Face	Blah Face
Was able to complete plant worksheet on their own. Can verbalize using correct vocabulary. Work or answers are correct.	Need some support to answer questions or complete worksheet. Not using vocabulary correctly, but using appropriate vocabulary.	Needed help completing worksheets, unable to answer questions. Does not use appropriate vocabulary. Unable to differentiate between living and non-living objects.

Name ____________________________________________ Date ___________________

Ladybug Labeling Worksheet 1

Draw a line from each word to the correct body part.

Jointed legs Head Antenna Wing Eyes

The following lessons are from the Foss Tree Kit, (full lessons are in the manual in the kit) If you do not have the kit you can met the objectives through books, videos, observation, literature. The extension activities have original worksheets in the kit and or modified worksheet in the unit. The extensions can be used for centers, homework, or as filler.

Lesson 7: Trees (From Foss Tree Kit) Activity 1 parts 1 & 2 (pages 1-10)

Objectives:

Students use their own senses to observe trees in their school environment.

Students understand that a tree is alive and discuss what it needs to grow and stay healthy.

Targets:

Students talk about trees in the school yard or park.

Students will learn the parts of a tree: trunk, branch, and twig.

Vocabulary: Branch, Broadleaf, conifer, leaf, root, trunk, twig

Supplies:

A park or area where the students can observe and explore trees.

Foss kit -Trees

Procedure:

See pages 1-10 in Foss kit

Extension/ Center activities:

Activity 1: parts 3, 4, 5 and 6 see Foss kit pages 11-15

Rubric:

Star or Sticker (2)	Smiley Face(1)	Blah Face (0)
Was able to complete tasks as whole class. Complete extension/center activities with 1 or fewer errors per worksheet.	Need some support to answer questions or complete tasks. Got 2 or more errors on worksheets.	Needed help completing worksheets, unable to answer questions. Got more than 4 errors on a work sheet. Not participating or not present for activity.

Lesson 8: Trees (From Foss Tree Kit) Activity 1 parts 7 and 8

Objective:

Observe trees in the schoolyard.

Identify the parts of a tree.

Compare trees for similarities and differences.

Help plant and care for a tree.

Develop language associated with trees.

Target:

Students will recognize that trees have similarities and differences and that trees can change over time.

Supplies:

A tree or trees

The Foss Kit

Procedure:

See pages 16-18

Center activities:

Continue from lesson 6

Rubric:

Star or Sticker (2)	Smiley Face(1)	Blah Face (0)
Was able to complete tasks as whole class. Complete extension/center activities with 1 or fewer errors per worksheet.	Need some support to answer questions or complete tasks. Got 2 or more errors on worksheets.	Needed help completing worksheets, unable to answer questions. Got more than 4 errors on a work sheet. Not participating or not present for activity.

Extension activities: see page 19 in Foss kit

Lesson 9: Trees (From Foss Tree Kit) Activity 2 parts 1 and 3

Objective:

Observe the size, shape, texture, and colors of tree leaves

Compare the shapes of leaves to common geometric shapes

Compare the sizes and edges of leaves

Communicate the similarities and differences they observe.

Target:

Students will compare and contrast leaves and make connections between real life and math and begin to understand how things can be similar and different at the same time.

Supplies:

Foss kit-Trees

Procedure:

See pages 1-13 in leaves module

Center activities:

Parts 2,4,5,6 (pages 7,-13.)

Rubric:

Star or Sticker (2)	Smiley Face(1)	Blah Face (0)
Was able to complete tasks as whole class. Complete extension/center activities with 1 or fewer errors per worksheet.	Need some support to answer questions or complete tasks. Got 2 or more errors on worksheets.	Needed help completing worksheets, unable to answer questions. Got more than 4 errors on a work sheet. Not participating or not present for activity.

Lesson 10: Trees (From Foss Tree Kit) Activity 2 part 7

Objective:

Students will make a connection between literature and self.

Target:

Students will be able to communicate similarities between their own experiences and the story read to them in class.

Supplies:

Foss kit-tree: leaf module page 14

Procedure:

See page 14

Extension/Center activities:

See page 15 in leaf module

Rubric:

Star or Sticker (2)	Smiley Face(1)	Blah Face (0)
Was able to complete tasks as whole class. Complete extension/center activities with 1 or fewer errors per worksheet.	Need some support to answer questions or complete tasks. Got 2 or more errors on worksheets.	Needed help completing worksheets, unable to answer questions. Got more than 4 errors on a work sheet. Not participating or not present for activity.

Significant tasks or Cumulative Activities for:

Living Things Unit

Choose one or more

J Take the students on a walk and give each student a chance to be the leader. While they are the leader have each student point out 5 living things and 5 non living things. You could also ask them to explain why they think/know that the non living objects are non-living. If you can’t get out try asking each child while in reading group before doing a running record (you will already be 1:1).

J Give each child a page from a magazine (each kid can get a different page or you can photocopy one). Have them circle 5 living things and put an X on 5 non living things.

J Have the art teacher make a diorama, mural, painting, or art project with both living and non living things. Then have the kids present their project and tell the living and non-living parts.

J Have the kids create a museum with living and non living objects (use pictures, objects, real animals, illustrations) and label the exhibits.

Rubric:

Is a dog living?

Yes or No

Is a car living?

Yes or No

Is a boat living?

Yes or No

Is a crab living?

Yes or No

Is a tree living?

Yes or No

Is the boy living?

Yes or No

Name _________________

Draw a picture of 5 things that are living.

Date ________________

Draw a picture of 5 things that are NOT living

Star or Sticker and Awesome

Smiley Face and

Great Job

Blah Face

Was able to complete assessment with no help and with no errors.

Was able to complete assessment with no help. Got NO MORE than 3 wrong.

Needed help (answering questions not determining which is yes and which is no) completing assessment. Unable to answer questions. Gets 4 or more wrong.

Additional extension activities:

J Make leaf rubbings

J Take monthly pictures of the same tree and observe and write the similarities and differences

J Make and use a leaf memory game with leaves from the school

J Graph types of leaves in a certain squared off area

J Match leaf to rubbing

J Label leaf parts

J Make your own puzzles of local trees

J Create a tree library including books, and sentence strips created by the students.

J Do tree exercises (stretch=grow, bend=blow,…)

J Make leaf people

J Make puppets from leaves

J Measure different leaves using standard and non-standard units of measurement

J Write to a school in a different state for leaves and or needles from the school yard (or pictures) then compare and contrast

J Learn about mulch and experiment

J Have someone from a Christmas tree farm come and talk to your class

J Ask a nursery work to visit your class

J Get a nursery catalog for your students to read, cut, and use

J Explore the internet

Resources:

Literature:

Living Things (Science Starters Level 1) by Sally Hewitt

What Is a Living Thing? (Science of Living Things) by Bobbie Kalman

Science Insight: Exploring Living Things by Michael Dispezio

What Is a Plant? (The Science of Living Things) By Bobbie Kalman

Flowers: A Guide to Familiar American Wildflowers: A Golden Guide. By Alexander Martin, Herbert Zim, and Rudolf Freund.

The Carrot Seed. By Ruth Kraus.

The Legend of the Bluebonnet. By Tomie dePaola

**The Science of Living Things seems to be a great set, have the librarian check it out. This series is also available in Spanish.

Videos:

United Streaming Videos:

Learning about Sorting and Grouping

Living and Nonliving Things

Beans

Beyond the Bars: Zoos and Zoo Animals

Importance of Plants

Peep and the Big Wide World: Peep Plants a Seed/The Root Problem

TLC Elementary School: All About Plants (for older kids, but could show pieces.)

Debbie Greenthumb: Plants Can Be Found Everywhere

Debbie Greenthumb: The Importance of Plants to Our World

Debbie Greenthumb: Where Plants Come From

Plant Parts and Their Uses

Plants: A First Look

Plants: Green, Growing, Giving Life

TLC Elementary School: What Is A Living Thing?

Type plants or animals or trees in the search area, remember to check the age and or grade level.

Cross Curriculum: you can do these with your students or ask the specials teacher (if they would mind or be interested in) blending science into their lesson.

Music

Ask the music teacher to sing Old McDonald but change the habitats (ocean, mountains, dessert) and have the children come up with animals in that habitat.

Ask the music teacher sing

Teacher McDonald went to a museum, a I a o, there he saw a ……., a I a I o, it was a …. From …. A I a I o. With a …. Here and a …. There. Here a …, there a ……. Everywhere a … … Teacher McDonald went to a museum a I a I o.

(Try rock, mineral, milk jug, knight suit).

www.songsforteaching.com is a good resource for songs.

Recite/learning this poem during K voc/comprehension time.

From They Might be Giants-Here comes the ABC’s

Most with cones for seeds, most with needles for leaves
C is for conifers, my kind of trees
Large junipers and fir, spruce, cedars and pines
C is for conifers, more then five hundred kinds
If you see a Christmas tree or a stack of newspapers or a 2x4 frame of a house
It's probably made from pine trees and pine trees are conifers, that's what this song is about
Or if you see a plant in the shape of an elephant, or in the shape of a dog
It's probably a shrub, a conifer shrub pruned into that shape by someone
Most with cones for seeds, most with needles for leaves
C is for conifers, my kind of trees
Large junipers and fir, spruce, cedars and pines
C is for conifers, more then five hundred kinds

Spoken: There are so many different kinds of conifer trees.
This is just a few of them: Spruce,
Hemlocks, larch, cyprus, juniper,
Fir, Douglas fir, cedar, yew,
Pine, the dwarf conifer,
And the great California sequoia redwood.

Most with cones for seeds, most with needles for leaves
C is for conifers, my kind of trees
Large junipers and fir, spruce, cedars and pines
C is for conifers, more then five hundred kinds

Art

Ask the art teacher to review art work that includes on living or non living things. Ask the students to identify what is living and not living in each picture.

Ask the art teacher to explore artist who only painted living things, and artist who only painted non-living things.

Ask the art teacher to create art projects around the themes of living and non living.

Physical Education/gym

Ask the gym teacher to get the students moving like various living things.

Ask the gym teacher to play freeze tag with the kids. The kids would move when a living thing is said and freeze when a non living object is said. Kids who move when a non living object is said are out.

Ask the gym teacher to have the kids play charades and act out living and non living objects. Teacher could have them on cards or let the kids make them up. The students must guess both the object and tell whether the object is living or non living.

Examples: Car, Dog, Cat, Bear, Log, Tree, Rabbit, Rock, Snake, Table, Chair, Crab,

Library

Ask the librarian to read non-fiction books to the students.

Ask the librarian to explore living animals with your students.

Ask the librarian to have a selection of non fiction books available for the students to choose from when the students take their library book.

Child’s name ___________________________ Date _________________________

Living/Non-Living Assessment Sheet

Goal/Big Ideas for unit	Shows understanding	Needs support	Does not grasp concept
Can list/name the seven characteristics that determine if an object is living.
Can sort objects by characteristics.
Can use correct vocabulary to describe parts of insects, trees, animals.
Understands that living things have seven things in common.

NOTES/COMMENTS: ________________________________________________________

_____________________________________________________________________________

Final assessment/Culmative project grade and comments: