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    Living vs. Nonliving Activity: (Exploring Distinguishing Characteristics Lesson Plan)

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    This activity introduces young children to the concepts of living and nonliving things. The educator leads a discussion with students sitting in a circle comparing a teddy bear toy to a picture of a real bear. Students identify similarities and differences, which are written on note cards and organized in a Venn diagram. The activity helps assess students' prior knowledge and creates an anchor chart for reference. It can be linked to Ontario's Kindergarten curriculum and enhances learning through student participation.

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    Living vs. Nonliving Activity: (Exploring Distinguishing Characteristics Lesson Plan)

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    api-382825209
    36 views2 pages
    This activity introduces young children to the concepts of living and nonliving things. The educator leads a discussion with students sitting in a circle comparing a teddy bear toy to a picture of a real bear. Students identify similarities and differences, which are written on note cards and organized in a Venn diagram. The activity helps assess students' prior knowledge and creates an anchor chart for reference. It can be linked to Ontario's Kindergarten curriculum and enhances learning through student participation.

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    This activity introduces young children to the concepts of living and nonliving things. The educator leads a discussion with students sitting in a circle comparing a teddy bear toy to a picture of a real bear. Students identify similarities and differences, which are written on note cards and organized in a Venn diagram. The activity helps assess students' prior knowledge and creates an anchor chart for reference. It can be linked to Ontario's Kindergarten curriculum and enhances learning through student participation.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    36 views2 pages

    Living vs. Nonliving Activity: (Exploring Distinguishing Characteristics Lesson Plan)

    Uploaded by

    api-382825209
    This activity introduces young children to the concepts of living and nonliving things. The educator leads a discussion with students sitting in a circle comparing a teddy bear toy to a picture of a real bear. Students identify similarities and differences, which are written on note cards and organized in a Venn diagram. The activity helps assess students' prior knowledge and creates an anchor chart for reference. It can be linked to Ontario's Kindergarten curriculum and enhances learning through student participation.

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    © All Rights Reserved
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    Living vs.

    Nonliving Activity (exploring


    distinguishing characteristics; lesson plan)
    By: Amanda Noble-Gresty

    This activity is ideal for young children (4 to 6 years old) in


    Kindergarten as it can be linked to, The Kindergarten
    Program, 2016 (in Ontario). This activity aims to introduce
    two concepts, “living” and “nonliving”, in an age-appropriate
    way, using an inquiry-based approach. This activity should
    help the educator/educators understand a child or children’s
    prior knowledge. It also facilitates the co-creation of an
    anchor chart that can be displayed in the classroom for
    children to reference (highlighting the distinguishing
    characteristics of living things and nonliving things).
    According to The Kindergarten Program (2016), “Children are
    competent and capable, and their learning is enhanced when
    their voice is included and when they are engaged with
    educators in co-constructing their learning environment (see
    above)” (p. 33).

    Materials:
    - 2 hula hoops
    - teddy bear
    - picture of a living bear
    - note cards
    - writing materials

    Steps:
    1. Ask students to sit in a circle (on the carpet).
    2. Lay the hula hoops down in the middle of the circle
    (make a Venn Diagram).
    3. Place the teddy bear above one hula hoop and the
    picture of the living bear above the other hula hoop.
    4. Ask students to consider both the teddy bear and the
    living bear and to come up with similarities and
    differences between the two. (Pass the teddy bear
    around so that students can touch it, etc. You should
    also find out who has seen a living bear before. This
    activity will be difficult for children who have no prior
    knowledge of living bears, in which case you may want
    to have a short video ready, if possible.)
    5. Write down children’s responses on note cards and
    place them appropriately within the Venn Diagram.
    6. If students are not responding with distinguishing
    characteristics of living things ask open-ended
    questions, for example, “Why does the bear in the
    picture have claws?” (Some distinguishing
    characteristics of living things are; movement,
    respiration, reproduction, excretion, nutrition, etc.)
    7. You may ask students (at a later time) to draw pictures
    to go with their responses.

    Extensions:
    - Take two baskets outdoors (label one “living” and the
    other “nonliving”). Have children search for items that
    are living and nonliving to put in the baskets.
    Afterwards, discuss each item and ask children why
    they put the item in the basket they did. (This is an
    opportunity to highlight the distinguishing
    characteristics of the living things by asking specific
    questions, for example, “Does this item move?”
    - If children in your class have shown interest in another
    animal then use that animal instead of a teddy
    bear/living bear.
    - If children in your class have shown interest in bears
    then an extension of this activity could be to introduce
    them to Coola and Grinder, two grizzly bears who live in
    a wilderness sanctuary (Grouse Mountain, Vancouver,
    British Columbia). There are web cams that stream live
    videos of Coola and Grinder all year round. Students
    can watch the videos and draw their observations.
    (https://www.grousemountain.com/wildlife-refuge)

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