March

2015

1
Living vs. Non-living

Objective:

To lay the foundation for study of biology; to classify things into the
categories of living and non-living.

Preparation:

Create living and non-living label cards using a marker (or pen),
index cards or small, rectangular pieces of scrap paper.
Gather 6 pictures or objects of living things.
Gather 6 pictures or objects of non-living things.
Get a picture of a potted flower, an animal (like a dog or a turtle), and a
rock.

Instructions:
1.

Materials:

Index cards or scrap

paper
Black marker or pen
At least 6 pictures or objects of
living things and 6 pictures or
objects of non-living things
Crayons or colored pencils

Begin by teaching the words living and non-living. Say each word once and then
have students repeat the word after you.
2. To introduce the topic to students, bring a picture of a potted flower, an animal, like a dog or a turtle, and a rock.
Show the pictures to the class and ask, Which ones are living and which are non-living? Place three pictures in
front of students, and then tell them that living things have certain needs: Living things eat. Living things grow
and change. Living things move. Living things reproduce.
3. Discuss each one and what it means then look at your three pictures and put a marker (such as a single coin or
something round). Explain that the flower and the animal are living things, but that the rock is not living.
4. Next, place the living and non-living label cards atop those three cards. Place all of the pictures or objects
under the correct category label. As you place each card or object, say why the object is living or non-living.
5. Lay out all of the cards (or objects) and review each ones name with students. If time permits, mix the cards (or
objects) up in a box, choose a volunteer, and have the student put the card in the correct category. Make a class list
of other living and non-living things the students know. Discuss them with the students.
7. Next, pass out a piece of paper to each student as well as the writing utensils. Instruct them to use their creativity
to draw one of the living and/or non-living items you discussed during the lesson.
8. Walk around and discuss the drawings with the students, encouraging them to describe what they have decided to
create. Finally, end by helping each student label their drawing with their name as well as a sentence about it. This
is an opportunity to encourage prewriting and invented spelling. Though the students may not be able to write
actual words yet, they can do their best to represent their thoughts.
10. End with a class discussion about what the students liked and disliked about the activity and what they learned
about living and non-living things. Keep all drawings the students begin to make in these science lessons in
a science folder/journal. If available, take several scraps of paper, fold them, and staple them together, creating a
journal for each child. For each activity in this month, the students can record their drawings in this journal.

2
Tastes Like Home

Objective:

Materials:

Index cards or
scrap paper
Black marker or pen
At least 6 pictures or
Preparation:
actual living things and 6
Create plant and animal label cards using a marker (or pen), index cards or pictures of plants or real
plants
small, rectangular pieces of scrap paper.
Crayons or colored pencils

To lay the foundation for study of biology; to classify things into

categories of plant and animal

Instructions:
1.
2.

3.
4.

5.

6.
7.

8.

Begin by reviewing the characteristics of living things. Ask students, What do living
things need? Allow volunteers to answer before telling students that: Living things eat.
Living things grow and change. Living things move. Living things reproduce.
Next, ask students, What is an animal? and let a few students answer. Share examples of animals
and create a class list. Help students see that animals have to eat, but they cannot produce their own
food. They eat other animals and plants. Most animals can move around from one place to another.
Animals dont all get around in the same way. Some run, while others walk, creep, fly, or hop. If you have
examples of animals (e.g., fish, etc.) in the classroom, show them to the students. Examine them together using
your senses and note the different parts.
Then, ask students, What is a plant? and let a few students answer.
Discuss examples of plants. Then think about what makes all these plants alike or similar. For example, plants
all grow and need air, usually dirt or soil, water, and sunlight. Plants can produce other plants like themselves.
There are many differences between animals and plants but it is best to keep it simple to avoid confusing students.
If you have examples of plants in the classroom, show them to the students. Examine them together using your
senses and note the different parts.
Next, lay out the plant and animal labels at the top of a rug/mat. Place the picture or object under the first
label card. For example, place a picture of an animal under the animal label. Once the students understand
the activity, allow them the opportunity to try. Continue like this until all of the cards (or objects) have been
categorized by students.
If time permits, have students categorize all cards from week 1 and 2 based on the following characteristics:
living, non-living, animal, and plant.
Depending on time, pass out a piece of paper to each student as well as the writing utensils. Instruct them to use
their creativity to draw one of the living items you discussed during the lesson.

Walk around and discuss the drawings with the students, encouraging them to describe what they have
decided to create.

9.

Finally, end by helping each student label their drawing with their name as well as a sentence
about it. This is an opportunity to encourage pre-writing and invented spelling. Though the
students may not be able to write actual words yet, they can do their best to represent their
thoughts.
10. End with a class discussion about what the students liked and disliked about the activity and
what they learned about living things. Keep all drawings the students begin to make in these
science lessons in a science folder/journal. If available, take several scraps of paper, fold them,
and staple them together, creating a journal for each child. For each activity in this month, the
students can record their drawings in this journal.

3
Caring for Plants

Objective:

To further knowledge about plants and to teach how to care for the plants
in the classroom

Materials:

All label cards from

weeks 1 and 2
Flashcards or objects:
living/non-living; animals/
Preparation:
plants
Gather all of the necessary materials.
Plants with nice textures
(enough for 4 or 5 small
groups)
Instructions:

Cotton
balls (enough for 4 or
1. Begin by reviewing the characteristics of plants: plants all grow and need
5
small
groups)
air, usually dirt or soil, water, and sunlight. Plants can produce other plants
Small sponges (at least one)
like themselves: They can reproduce (make more) other plants. They
Spray bottles on small trays
cannot move around freely. They breathe oxygen.
(enough for 4 or 5 small
2. Next, introduce/review what plants need to stay alive by telling students,
groups)
Plants need soil, sunlight, and water. Share the flashcards for soil, sunlight,
Flashcards: soil (or dirt),
and water. Teach each word and have students repeat each word three times
sunlight, and water (see
after you.
eChat flashcards)
3. Take the spray bottle, carefully noting that it is only for spraying on plants,
Crayons or colored
and spray a leaf once.
pencils
4. Take out a cotton ball and wipe off the water. Using multiple plants and spray
bottles, give each student the opportunity to wipe a leaf. Pass these items out
to the students in small groups and allow them the opportunity to take times
practicing. Tell students that watering and wiping excess water is a good way to care for
classroom plants.
5. Next, pass out a piece of paper to each student as well as the writing utensils. Instruct them to use their creativity
to draw the plant they cared for in their group.
6. Walk around and discuss the drawings with the students, encouraging them to describe what they have decided to
create. Note different parts of the plant, using the proper vocabulary to reinforce comprehension.
7. Finally, end by helping each student label their drawing with their name as well as a sentence about it. This is an
opportunity to encourage prewriting and invented spelling. Though the students may not be able to write actual
words yet, they can do their best to represent their thoughts.
8. End with a class discussion about what the students liked and disliked about the activity and what they learned
about plants and caring for them. Also, make sure to wipe up any stray water with a sponge and encourage the
students to assist you. If time permits, go around the room, along with students, and water all classroom plants.
Keep all drawings the students begin to make in these science lessons in a science folder/journal. If available, take
several scraps of paper, fold them, and staple them together, creating a journal for each child. For each activity in
this month, the students can record their drawings in this journal.

4
Parts of a Plant

Materials:

Parts of a Plant dia-

Objective:

To further knowledge about plants and to teach their parts

Preparation:

Print out the plant diagram, color it, and glue it to a piece of construction
paper.
Gather all of the necessary materials: seeds, diagram, activity sheet
(optional), scissors, crayons, glue, and flashcards (or objects).

Instructions:
1.
2.

3.
4.
5.
6.
7.
8.
9.

gram
Parts of a Plant activity
sheet (optional)
Scissors
Crayons
Glue
Flashcards or objects: seed,
stem, leaves, and roots (see
eChat flashcards)
Seeds
Plant (resilient preferred)
Plastic bag

Gather students together and give one seed to each child. Dont tell them what kind of seed it is. Ask them to
share their thoughts on what the seed will turn into after it is planted. Encourage them to make as many guesses
as they want to.
After this, review what plants need to live: Plants need soil, sunlight, and water. Then, share the plant diagram
with students. Point out each part of a plant, say the name, and have students repeat after you. Once all of the
words have been taught, explain the function of each part:
o Roots Get water and food from the soil.
o Stems Carry water and food around the plant, feeding the leaves.
o Leaves Make food for the plant through photosynthesis.
o Flowers Produce seeds for new plants or fruit (optional since this isnt listed on the diagram).
o Seeds Can be planted to grow a new plant.
Pass the seeds around to the students for them to examine with their senses. Ask them to describe what they look
like, how they feel, and how they smell.
Explain that plants grows from seeds and then show them the classroom plant. When showing the plant, make
sure to choose a sturdy, resilient specimen as it will require you to remove it briefly from its pot.
Lay a plastic bag on table in front of the children, and as carefully as possible without damaging the plant, remove
it from its pot, laying it on the plastic bag and exposing its roots.
Examine it closely with the children, noting its different parts (e.g., stems, leaves, roots, etc.). Allow the students
to gently touch parts of it and also examine it with their senses. When finished, carefully replace it back in its pot
and clean up any excess soil.
Next, give each student a copy of the Parts of a Plant activity sheet and review the four words in the boxes at the
bottom of the page: leaves, roots, seed, and stem.
Instruct students to color the picture and to cut out the labels on the bottom of the page and glue them onto the
top of the page to correctly label the parts of the plant.
Circulate around the room to supervise students or to provide assistance with cutting as needed.

9.

10.

11.


9.

Circulate around the room to supervise students or to provide assistance with cutting as needed.
Once students have finished, review the parts of the plant together by saying them aloud as students point to
their diagrams.
Finally, end by helping each student label their diagrams with their name as well as a sentence about it. This
is an opportunity to encourage pre-writing and invented spelling. Though the students may not be able to
write actual words yet, they can do their best to represent their thoughts.
End with a class discussion about what the students liked and disliked about the activity and what they
learned about parts of a plant. Keep all drawings the students begin to make in these science lessons in a
science folder/journal. If available, take several scraps of paper, fold them, and staple them together, creating
a journal for each child. For each activity in this month, the students can record their drawings in this journal.
In this particular case, the students can glue the diagram directly into their science journal.

leaves

roots

seed

stem