Before diving into a plants unit or animals unit, I think it’s good to spend a little time exploring living vs. non-living. This helps learners have a clear understanding of how living things work. And that’s exactly what this free living vs non-living learning pack can help you do. By the way, you may also like ... Read More about Living vs Non-Living Learning Pack

How do living things adapt and survive? Explore how animals and plants adapt to their environment with these lessons, activities, videos, and ideas for science lessons in kindergarten and first grade.

Spring is just around the corner! With the sunshine and warmer weather, it makes it the perfect time of year to begin a study on plants and...

Do you need a science curriculum that is aligned to the NGSS? This kindergarten life science unit fits the bill!. We have researched each standard, so nothing goes untaught. It comes with: - 7 detailed lessons, so you can reclaim your nights and weekends. Lesson #1 Living or Nonliving? Lesson #2 Basic Needs of Living Things Lesson #3 Different Animals Live in Different Places, Have Different Types of Shelter, and Eat Different Types of Food Lesson #4 What do Plants Need to Live? Lesson #5 Plant Needs Experiments Lesson #6 Growing Plants Lesson #7 STEAM Challenge: Create a New Kind of Animal - The Standards and Materials needed page (all inexpensive, practical suggestions) - Essential Vocabulary Cards (12 words) - Posters of Different Plants and Animals (photos) - Living / Nonliving Picture Sort - Living Things Mini Book, for integrating ELA - Mini Poster Needs of Living Things - A Close Look at Sea Turtles Listening Activity - What Do Plants Need to Live Mini Book - STEAM Challenge: Create a New Type of Animal - Charts, Worksheets -Suggestions for Books to Read -Suggestions for YouTube Videos, no more hunting around! If you teach a bilingual class, we have the student resources in Spanish too. Check out: It's Kindergarten Science Student Resources in Spanish: Plant and Animal Needs ❤️ Click Here to Follow Us! Related Resources ❤️ Science Phenomenon for Kindergarten See Think Wonder Pdf and TpT Easel ⭐ Kindergarten NGSS: Bundle of Science Units for the Whole Year! ⭐ Kindergarten NGSS K-PS2 Motion and Stability Unit: Move It! Pushes and Pulls ⭐ Kindergarten NGSS Energy Unit: The Effect of Sunlight on the Earth's Surface ⭐ Kindergarten K-ESS3 Earth and Human Activities: Habitats & Taking Care the Earth ⭐ Kindergarten Earth's Systems Unit: Weather and How it Affects Us ⭐ Computer Technology "I Can" Statement Posters for Kindergarten

All animals need air, food and water to grow and survive. Identify the animals in this printable worksheet by circling the correct pictures.

Your little learners will love exploring the needs of living things with this hands-on Science unit!

Are you looking for a fun, hands-on and engaging plant unit that incorporates writing, literacy skills and science? Plants is perfect for your spring themes. This unit is based around essential questions with vocabulary cards with real pictures, anchor charts to reinforce concepts, labels for sorting, observations, science experiments and fun hands on craftivities that students will love! I have even included a sample lesson plan to demonstrate how to implement the activities. You will find everything you need for a complete plant unit!

Helen Pilcher follows the story of life from its tentative beginnings in self-replicating cells to its diversification into a multiplicity of plant and then animal species. She presents ten mind maps and overviews of subjects such as metabolism, genetics and evolution, then uses diagrams and illustrations to detail the mechanics and development of living things, up to the current Anthropocene Era.

Learn more about the classification of living things and some tips, definition and examples for remembering the classification.

This complete unit on Living Things is aligned with standards NGSS K-LS1-1, K-ESS2-2, K-ESS3-1 and Utah SEEd K.2.1, K.2.2, and K.2.3.

Teaching about living and non-living things is a crucial foundation to all life sciences, life cycles, biology and ecology. Thinking about living things

All animals need air, food and water to grow and survive. Identify the animals in this printable worksheet by circling the correct pictures.

🌿Illustrations The Mushroom forest. made in the field with great care and affection. Each one of them is a constant reflection of what my heart longs for, perhaps you share that longing... it is nothing more than the desire to live surrounded by wild nature and enjoy every day the wonderful gift that it offers us... flowers, plants, animals, aromas, fruits... and so many other beautiful and inspiring things!!! Hand-painted sheets in watercolor, their reproduction is done in high definition on 300g watercolor paper (Only the sheets are reproduced on watercolor paper...not the postcards, they are reproduced on 200g cardstock paper) dimensions of the illustrations are 15×21. Postcard dimensions 14.5×10

Looking for Science plans that engage students, inspire curiosity and take planning off your to-do list? This Biological Science pack includes everything you need, from lesson plans and PowerPoint slides, through to experiments and assessment. Through this unit, students will explore the external features of plants and animals, describe these features and group living things based on common features. || Updated 2024|| What's included? Biological Science PowerPoint: 190 + slides. Vocabulary loading slides. Lesson aligned slides with warm-ups, content and conclusions. Hyperlinked contents. Bonus templates. 12 x Detailed Lesson Plans 63 pages of activities and lessons. Learning intentions. Detailed steps. Resource lists. Activities with flexible options. Assessment rubric. Cover pages. Lesson Outline Lesson 1: Living it Up - Identifying between living and non-living. Lesson 2: Wild, Wild Kids - Recognising humans as 'animals'. Lesson 3: I Spy - Identifying living things in the environment. Lesson 4: Wonderful Worms - Comparing real worms and gummy worms. Lesson 5: Features on the Farm - Exploring the features of farm animals. Lesson 6: All Covered Up - Exploring 'body coverings' as features. Lesson 7: Create a Creature - Creating a creature using various materials. Lesson 8: Unbe-leafable Discoveries - Exploring the features of plants in the environment. Lesson 9: Serving up Science! - Relating plant parts to the food we eat. Lesson 10: My Little Plants - Observing the growth of seeds. Lesson 11: Seeds of Science - Labelling plants and their features. Lesson 12: Rainbow Rescue - Assessment: Sorting animals based on their features. Bonus: This unit has recently been revised and updated to align with the Australian V9 curriculum. The old unit has also been included as a separate file via Dropbox and Google Drive. Please note that some lessons have been integrated and refreshed from other year levels, to align with curriculum updates. Let's Connect! www.mrschalmerscherubs.com || Instagram || || Facebook || || E-mail ||

Help your students explore the life cycles of living things with this unit plan and activity bundle. Bring biological sciences alive as the unit plan walks you through everything you need to thoroughly cover the AC9S3U01 element of the Australian Science Year 3 curriculum version 9.0. Fun for students, easy for you to implement and an irresistible way to help young minds explore the fascinating life cycles of plants and animals!

※2023/11/19追記ご注文が大変混み合っており、1ヶ月半~2ヶ月ほどお時間を頂戴しております。ご迷惑をお掛けいたしますが、予めご了承くださいませ。┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈猫の習性や好みを集約させた、世界に1つだけのキャットタワー。フロアごとに特徴が違う、ツインポールタイプ。ご自宅の天井の高さに合わせて制作し、様々なカスタマイズができます。お部屋のインテリアに馴染む、自分好みのキャットタワーをオーダーして頂けます🌿後から追加部品を買うことで高さを調整することが出来るので、お引越しの予定がある際でも安心です。 ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈◎ 基本構成・ポール14本（天高246cm以上は5cm毎に追加料金）・天井用つっぱり天板2個・足場の天板6枚・フェンス1個・ベーシックカーテン1枚・カーテン用の棒1本・雲クッション（丸・細長）各1種類・爪とぎカーペット（4・6段目）各1枚＋輸入関税・配送料込み大型家具のため、3〜4箱に分けて発送いたします。┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈◎ 基本構成（ぬいぐるみや1段目のカゴは別売りです） カラーはナチュラルとブラウンの2色からお選びいただけます。 北欧デザインの家具やヴィンテージ家具などと調和するカラーで仕上げました。 ナチュラルは木材の自然な色合いが楽しめる明るい色味。ブラウンは木目がはっきりと出る、落ち着いた暗めの色味です。猫に無毒な、特製ブレンドのカラーオイルで仕上げます。 写真 - 左:ナチュラル / 右:ブラウン┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ▼ SITOROOM よりSITO Twin Poleは、最初に製作したSITO Cat Towerのように耐久性があり、収納棚のように暖かい色合いのキャットタワーを製作したいと思ったのがきっかけです。どうすれば猫たちに気に入ってもらえて、暮らしに馴染むデザインになるのか1年以上悩んで開発しました。安全性とデザイン性、そして猫にとっての快適性を追求しながら、数十回の再設計を経てようやく完成しました。 ▼ こだわりポイント ①お部屋に馴染む色合い色は暗すぎず、明るすぎない絶妙なトーンの色合いを追求。ブナ材の合板を採用し、ドイツ産ウッドオイルとカラーオイルを独自の色合いに調合して仕上げています。子供のおもちゃに使用しても良いほど安全な成分のウッドオイルです。2本の支柱はアッシュ材を使用。足場の色合いに調和するようにオイルカラーで丁寧に塗っています。※ナチュラルカラーで制作することも可能です。 ※これは試作品です。1段目の支柱は4本になります。②足場の強度どんな猫でも安定して登り降りできるように、ネジと木目の隙間に吸収され固まる接着剤を使用。製作期間が少し長くなりますが、足場の安定感が違います。使用している接着剤は猫と人間に無害なものを使用。1段目は4本の支柱で製作。軋まず、グラつくこともありません。足場の間隔は35cmです。猫が使いやすく、ジャンプした時に足腰を痛めない、ちょうどよい高さを採用しています。また、飛び降りするのが大好きな猫が滑ってケガをしないように、足場は少しザラザラが残るよう粗めに仕上げています。（猫が踏んだ時に拒否感がないくらいなので心配しないでくださいね！）耐久性を更に強化するために一度サンディング＋ワックスオイルを行った後、しっかり乾燥し、優しいサンディングで仕上げます。これにより、湿度・カビ・ウイルスの耐久性がグッと上がります。※この雲クッションは試作品です。1段目の支柱は4本になります。2段目は四方から飛び乗ることができる高さなので入り口はありません。丸い雲クッションを踏んで3段目に登ります。3段目は細長い雲クッションが敷かれたフロアです。フェンスを設置することもできます。運動神経抜群のアクティブな猫ちゃんなら、ここにもフェンスを設置して安全な動線を誘導してあげるのもおすすめです。設置しない場合は、穴におもちゃを吊り下げて楽しむこともできます。雲クッションは簡単に着脱できます。洗濯もOK！充填材は、3M社のシンサレート高機能中綿素材を採用。猫が座るとすぐに暖かくなるのでフミフミする愛猫を見られます...♡3段目も4段目の行き来もしやすいデザインです。猫が踏んでジャンプしても滑らない、絶妙な幅広さと硬さで製作しました。4段目はカーテン付きの猫専用ハウスです。左側も木の壁で覆われているので、お昼寝にぴったり。カーテンもgotta go homeに特別に製作してもらったぴったりサイズです。ハウスの壁は抜いて使うこともできます。 隙間からチラッと見えるのは爪とぎカーペット。（カーペットは全てボルトナットで固定されています）⬇︎追加オプションのアーチ窓はこんな感じになります。お部屋を横から覗くことができて、可愛いです。5段目はとっても開放的な空間です。シトはこの場所からお部屋を観察するのがお気に入りみたいです。 6段目のトップラウンジは見晴らしのよい猫様のための場所。フェンスとカーペットが設置できます。少し高めに設計した、愛猫が誤って落下しないようにするフェンスは、見た目のデザインも可愛いです。*ヘビのおもちゃ（Bamdoll）は別売りですシトは大のフェンスラバー。腕をかけたり、あごを乗せたりして満喫しています。 ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ［ご注文についてQ&A］Q：いつ頃発送されますか？A：オーダーメイド製品のため、ご注文を受けた順に制作をいたします。　  現在 1ヶ月半~2ヶ月ほどでお届けしています。※予約が殺到した場合、お時間を頂戴する可能性がございますので予めご了承ください。 Q：天井高の測り方は？A：キャッタワーを設置したい場所の天井の高さをご記入ください。　   誤差は+2cm、-1cmまでなら問題ありません。 Q：カスタマイズは出来ますか？A：フルカスタマイズしたい、ツリーハウスを付けたい、天井高がかなりある、天井に段差がある、設置場所の2ヵ所に対応したい、爪とぎマットなどアクセサリーを追加注文したいなど、その他気になることがありましたらzoomやメールでのご相談も可能です。お気軽にお問合せください。(https://sorbet.pet/pages/contact) 引っ越しなどでポールの高さ変更したい場合は、別売の延長ポールをご利用ください。詳細は、Sorbétまでお問合わせください。 ※ご自宅の天井高さが246cm以上ある場合、5cm毎に追加料金が発生します。 ［その他］ ハンドメイドのため、約1~5mmの誤差が生じることがあります。 節のある部分は内側のパーツとして使用するなど考慮していますが、天然の素材のため、色合いや模様に差が生じることがあります。 ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ┈ ［素材］木材（ブナ合板、アッシュ）、他 ［サイズ］

A partial view of Our Nature Treasure Stories board display When I contacted the families of my students this past summer I included a nature treasure letter detailing the objective of the project and stressed the importance of having the students select and connect with their chosen nature treasure. This was evident in their excitement to share their stories with me during the first week of school. But it was A. R.'s sharing moment that not only took us on an inquiry journey, but also made me reflect on the letter I wrote to families and what I neglected to consider. A. R. brought in a snail. In my letter I gave examples of natural artifacts that were non-living in hopes of supporting families in finding some of these treasures with their children. During the first week of school, children placed their nature treasures at our Discovery Area where everyone could observe and explore each others artifacts. Sadly I was not aware that A. R. brought in a snail and unfortunately it died. When I spoke to A. R.'s mom, she told me that she was so attached to the snail that even when she told her daughter that is was a living creature and our treasures had to be non-living, she still wanted to bring it in. A. R. holding the label of her nature treasure, a snail. This made me reflect a lot on the letter I wrote. As much as I wanted the children to take ownership for finding their nature treasures it didn't dawn on me that the concept of living and non-living may not be very clear to some of them. Nature includes living and non-living things, I feel sad that I neglected to think that relationships and connections can and should be made with the living and non-living things around us. I am grateful that this situation presented itself. When I spoke to A. R.'s mom she advised me to use this as a teaching moment which I did. I asked A. R. if she still wanted to share her nature treasure story even though her snail had passed away. She was very brave and agreed. "I found my snail beside my home outside in my backyard, it was sticking to something. I picked it up and showed I. R. (sister). I put it in my snail house. But my snail died. I think it's because it didn't have any food or water?" A. R. "They don't need to eat because they don't have a mouth." G. S. "I don't think plants and trees are alive because it doesn't have hair and eyes and no legs. But a magic tree can be alive." A. R. "Trees are actually alive even though they don't have eyes, nose, hair, and legs." M. S. "Plants and trees are alive, they just need food and water." Z. G. "They need the sun to shine for food." L. B. "They need seeds. They grow and plants and trees eat them." S. F. "Plants and trees have roots. They need roots to get the water from the rain. They suck it up." C. C. "We don't need to look after the snail shell because there is no mouth and nothing inside." S. F. "Snails have a mouth and eyes. The eyes are on the antennas so it's alive." M. S. "My dad has no hair and he's alive!" M. O. "Every time I go to the cottage and there's water there I see thousands of alive snails!" F. D. It was very interesting to listen to the reasoning that the children gave for identifying something as living. I was starting to wonder if this was going to be a topic that arose during the sharing of other nature treasures... M. N. shared her rock that she got from her grandpa's house. It has a hole in the middle. During her sharing I asked her if she thought her rock was alive... "It's living because it stays at my home. I keep it in my drawer. I love it." M. N. Z. G. brought in some animals bones from the nature museum in Ottawa. "Bones hold your skins, like your skin stand up not shrink down. It's not living because it's just bones, it needs skin to live." Z. G. "Snails don't have skin and they're alive." A. R. "But they have slime." Z. G. L. S. found a crystal at her cottage. "I was swimming and I saw a crystal on the beach. It's not living because I don't see eyes." L. S. "Trees are alive and they don't have eyes." F. D. "It's not living because it's not in the water." R. S. "Grass is alive and it doesn't have eyes!" P. M. "Crystals aren't alive because my dad told me, it doesn't have ears." M. S. "You don't need a part of a body to live, like grass is alive but not part of a body. I know grass grows." Z. G. "A worm is alive! I saw one yesterday!" C. T. C. P. found a stick while walking to school with his sister and mommy. "It's a tree stick. I liked it because it's smooth and you could play with it and you could build a house with sticks." C. P. "I don't think it' alive because it doesn't have eyes, nose, mouth, and legs." C. P. "Not living, it falls off." C. T. "Stuff doesn't have to have what humans do, like arms, hands, feet, eyes. Like grass, it's alive." P. M. "It's not living because it doesn't move and it doesn't make a habitat." F. D. "Nature doesn't need to be alive or not alive, like grass, it doesn't have eyes, hand, and feet." L. B. "A flower is alive." C. D. The children's reasoning and theories were fascinating but I also realised just how complex this topic was for them. Without reading them facts and telling them answers, my goal was to figure out a way to make their learning more hands on involving the use of their senses. I also wanted to support them in exploring and investigating their theories. I decided to have students try and classify their nature treasures into three categories: Non-Living, Living, and Don't Know. During Exploration Time, I invited the children to place their nature treasure under one of the categories that they thought it belonged. After all the children placed their nature treasure in the category of choice, we gathered together to discuss some things we noticed. "The rock needs to swim, it needs to be at the beach with water." M. N. placed her rock in the living category. "My collection needs water because I found it at the beach." S. F. placed her shells in the don't know category. "My butterfly is non-living because the wings are not on the butterfly." C. D. "My mosquito is not living because it's lying down and it needs blood and water to come alive." B. P. "My mosquito is not alive because when I picked it up it started breaking." P. M. "The bark is not alive because you pulled it off the tree." R. S. "You need food to be alive." C. P. "They are not alive because they have no legs." M. K. placed his acorns in the non-living category. "I don't think my crystal is living because it's not moving." L. S. "You should put it in the no section because the creature's not inside." K. C. telling R. S. which category she should place her clam. "If the animals in the shell it's alive if not then it is not alive." M. S. "My snail was living because he was sticking out of the shell, he was eating and moving." A. R. "I put my rock with crystals in the don't know pile." D. F. F. W. placed her bark in the don't know category. "It doesn't have food and water anymore because it was on the ground." F. D. speaking about F. W.'s bark. "Trees actually drinks water when it drinks it grows every second." M. O. "Trees are alive because the roots give it water." P. M. "It's still alive if it gets food and water even without a body or legs." F. D. "Worms have slime and it's alive." M. S. "Living things need to have food, water, and move." P. M. "Trees and grass are alive but they don't move?" F. D. Listening to the children's reasoning and theories was very interesting. It was not important whether or not they were correct, what was amazing was the critical thinking skills they were using and gaining in rationalizing their ideas and thoughts as well as listening to their peers and agreeing or disagreeing with their ideas. Listening to the children's conversations also allowed me to get a sense of the things they understood and the many questions they had. As is often the case with inquiries, the objective is not so much to seek out the correct answers but rather to follow the children's questions and provide them with extensions and challenges through experiments and investigations that allow them to come to their own conclusions where they can explain their thinking. I decided to consolidate some of the information that was said by the children based on the following two questions: 1. What do living things need? 2. How do we know it's living? "If it doesn't have water and food it's not living." C. C. "To be alive needs water and food." L. S. "I has to move." A. R. "It needs to grow and move." P. M. "It needs to move and grow and has to stay like it was, doesn't change." M. O. "Living things need food, water, and sun, and they have to grow so they can get bigger." R. S. As the children kept sharing their nature stories with their classmates, new information presented itself which continued to keep them interested and help move their thinking along. "I found this on my front porch with my dad. He was holing it. It's a mosquito. I found it in the daytime. He was alive when I found it but I put it in a bag and it died because it didn't have holes in it and my bug needs blood! That's food you know!" B. P. B. P.'s nature sharing sparked a discussion about the need for air. B. P. holding his nature treasure, a dead mosquito. "I have a centipede on my back porch in a jar with no holes and it's still alive! So I am comparing it to B. P.'s and I don't understand? I am planning on bringing it in." C. C. "Everything doesn't have to have air like plants, trees, and flowers." F. D. "Yes they do get air, leaves get their air from the top." Z. G. "Plants have air because they are outside." L. B. "For something to live it needs oxygen. It's something that helps you breath." M. O. C. C. brought in her centipede and we observed it for a few days. The students noticed it moved but were quite confused as to why it continued to live without a food source or any water or air. "I think that the plastic lid, that the air can get through the crack of the lid." P. M. "Maybe centipedes don't eat anything?" B. P. "I think it needs water, and food, and air to stay alive." K. C. "He is lying down cause he is tired." A. R. "I think they eat leaves." M. S. "They eat leaves because I saw one on a leaf." M. O. "I see them in my backyard and sometimes they eat leaves and bugs." J. B. "Oxygen is actually air." B. P. "A ambulance has oxygen. I saw a guy getting oxygen through a mask in a ambulance." J. B. "Oxygen can be anywhere!" K. C. "If it dies I know because the other one is curled up and moldy and not moving." C. C. referring to the other centipede she had. Feeling sorry for the lonely centipede alone in the empty jar, we decided to research what a centipede's habitat includes and what they eat. We then provided him with a nice little home and even placed holes in the lid of the jar. An inquiry can be an amazing learning journey but it can be very challenging when trying to offer purposeful experiences to support and challenge children's thinking. After such wonderful discussions I must admit I was stuck. I wasn't sure which direction to take this inquiry. Once a week we offer a sketching session for the children. Around this time my teaching partner brought in three very different looking pumpkins for the children to sketch. As soon as they saw them they immediately started looking, touching, and smelling them. I started wondering if this experience may help us with our current inquiry? "Are our pumpkins alive?" Z. G. This became our main wonder question. Based on the class survey, ten students thought they were alive, five thought they were not alive, and thirteen didn't know! This experience allowed children to observe the pumpkins using their senses and account for any changes they noticed happening. In trying to figure out our wonder question, "Are our pumpkins alive?", I asked the children how we could find out? I was so proud of them when they mentioned to measure them with a ruler, weigh them, and see if they would get bigger and grow. We continued to weight and measure our pumpkins for a couple of weeks. The children didn't notice any changes in the pumpkins. The numbers were the same and they were not getting heavier or bigger around. As a way to further support learning about growth, I read the book "Do you know which ones will grow?" A great book comparing living things and non-living things. Responses by the children after reading the book: Can a sweater grow? "No because it's made by someone." L. B. Can a car grow? "A car needs gas to grow. Sometimes they are alive but not if they are broken." J. B. "A car is not alive because it drinks gas. It goes into a hole on the side and into the engine." C. P. "One time my mommy lost a piece of a light on her car but it's still alive because it was still moving." C. C. "People are made by people and they are alive. Living makes living." Z. G. "Did you know there are living and not living things in the book?" K. C. It was interesting to note what some children's reasoning was for something to be classified as living and non-living. The children continued to observe the pumpkins and recorded the changes they noticed. One day a group came to me and were excited to show me what they noticed in this book! At our next focus time, the group shared the new information that they found in the book with their peers. I also decided to read the book to the class for added information. One page in the book discussed pumpkins being gone in November. I decided to ask the children why they thought this was the case? "Because they start to rot." L. B. "Because they're dying." M. N. "They're getting smelly." S. F. "Because it's fall." S. T. "Because it's getting colder." F. D. "They can't grow. They need hot air." Z. G. "Actually when it gets hotter they pumpkins start to rot. My mom told me." C. C. "How do pumpkins rot?" M. K. "Because they don't grow in November. I saw on not grow." J. B. "The vine is not attached to the pumpkin anymore and the vine is attached to the roots and the roots give the pumpkins the food and water." M. O. "But the book said the pumpkins will die on the vine!" P. M. "My pumpkins are not dying and they're not on a vine, they are on my porch." C. C. It was time to investigate the inside of the pumpkins. Perfect timing as it was our Halloween activity day in our class. Some children surveyed their peers and by popular vote, the green pumpkin was the one of choice to be cut! "It smells like cucumber!" G. S. "I saw a movie about Sid the science kid, I learned that the pumpkins get rotten and the seeds come out and the goo turns all brown!" L. S. "It smells like squished tomatoes!" E. B. What can we do with the seeds? Mrs. Ralph "Let's put them in here and count them by tens!" Z. G. "Let's plant them!" A. J. Why do you want to plant them? Mrs. Ralph "So we know if they're alive!" Z. G. How will we know if they're alive? Mrs. Ralph "If they grow!" M. O. The other half of the pumpkin was left in a container. Observations made by the children: "I notice that there is water inside the pumpkin." J. K. "There are little things flying around the pumpkins." C.C. "The pumpkin looks like it is turning orange." J. B. "I see little white dots." B. P. "It looks like it's mix colours." C. T. "There is so much black stuff in the pumpkin." F. D. "The pumpkin is rotting and turning black. It's dying!" M. K. "Wow! There is liquid inside and it smells bad! Yuck!" P. M. "Why is it juicy?" E. B. "There are little green things coming out of the pumpkin!" S. T. "This sprout is growing even more and these two part are sticking out! Two have sprouted! I wonder why they are flat on the end?" P. M. "The leaves are slowly coming out of the ground." Z. G. "Why is it growing like a bridge?" C. D. "The green pumpkin has sprouts coming out of it!" J. B. "Seeds are alive they are starting to grow. We gave them soil, water, and air." C. P. Using plasticine and other art materials to express their knowledge about what they notice and think about the pumpkins and seeds. "Pumpkins do not live forever because it's getting darker." S. T. "Bugs love stinky stuff." M. O. "The bugs are not around the one with the soil because the soil is covering up the smell." Z. G. "Decomposing happens after rotting." M. O. "Decomposing means it's starting to rot." P. M. "There is a lot of liquid in the pumpkin." C. P. One half of our pumpkin was so rotten and moldy that we started having a lot of flies in our room. The smell was horrible and it was starting to fill the container with liquid from it decomposing. We were all plugging out noses! What should we do with this half of the pumpkin? "We can compost it, put it in the ground and wait, the worms will eat it and will turn it into soil!" Z. G. (some of the students from last year clearly remember the experiment we did where we buried our compost snacks to see what would happen!) "We can compost the one with the hole in the container and watch the one with the soil and see if it dies before the sprouts grow and turn into a flower?" P. M. "We can just wait to see what happens?" K. C. Thank goodness the majority voted was not to leave it in our room! In the spring we agreed to dig up our pumpkin and see if anything happened to it? Students started bringing in the crab apples from our school yard. I asked them why they wanted to bring them into our classroom. They mentioned that they wanted to wait and see what would happen to them over time. P. M. was excited to see if the pumpkin sprouts would grow any yellow flowers? We learned from one of our books that pumpkin plants grow yellow flowers! "The pumpkin is squishy and when I squish it water squirts out.There is something in the pumpkin that makes it grow fast. It's food, it doesn't need to make it's food!" Z. G. I reminded the children that they wanted to plant the seeds to see if they would grow and that would tell them they were alive. So I asked them, "Are the seeds alive?" "Yes because they growed!" G. S. "Yes because they had water, and food, and air!" J. K., L. B., and F. D. Why did the seeds that Z. G. counted that are in the bowl not grow? "Because we didn't give them food or water, we only gave them air." K. C. "There wasn't any soil in the bowl." L. B. Seeing that this part of the pumpkin was also starting to decompose pretty bad I asked the children if they could help me transplant our sprouts into a new container. This lead to a wonderful sensory exploration of the decomposing pumpkin! "The pumpkin is more squishy and it smells bad like a rotten banana!" L. B. "It's gooey and soft!" C. D. "It's getting all mushy because it's rotten. The juice is coming out!" A. F. "The pumpkin is smushy and stinky." A. J. "The pumpkin turned mushy and it is flat and smells like rotten apples. It's decomposing because it's winter and getting cold." M. S. "I think the pumpkin is all mushy because on the weekend it took so long for the pumpkin to grow the sprouts!" S. T. We had a few gourds in the classroom as well. They were of no interest to the children until we cut open the green pumpkin and observed it decompose. One day L. B. asked if we could cut a few of the gourds open as one felt light and changed colour from orange to brown. When she shook it she told me she heard seeds inside! The gourds were at different stages of decomposition. Some were hollow and the seeds poured out of them. Others were still a bit moist and the seeds were stuck inside. "It smells like tomatoes!" J. K. Some children decided to plant the different gourd seeds to see what would happen. The pumpkin seeds that were planted in the pots are growing nicely! This "bumpy" pumpkin we left whole to see what would happen to it. Would it decompose the same way as the green pumpkin we cut open? Our growing documentation display about our pumpkins and the changes of decomposition and growth noticed by the children. I wonder what new wonder questions the children will have? What direction will the growing of the seeds lead us on? Perhaps the crab apples and the gourds will have us explore stages of decomposition more closely? Plants are considered living things but what makes them different from animals? The inquiry journey is always exciting and one cannot know for certain what direction(s) it may lead to as it's strictly based on the curiosity and fascination of the children! Stay tuned...

🌿Illustrations made in the field with great care and love. Each one of them is a constant reflection of what my heart longs for, perhaps you share that longing... it is nothing more than the desire to live surrounded by wild nature and enjoy every day the wonderful gift that it offers us... flowers, plants, animals, aromas, fruits... and so many other beautiful and inspiring things!!! Hand-painted sheets in watercolor, their reproduction is done in high definition on 200gr watercolor paper. dimensions of the sheet 29×21

Classifying Living Things PowerPoint and Worksheets Lesson The Classification of Living Things No prep, complete lesson on the classification of living beings, to save you time with everything you need to deliver your lesson. This download teaches children about classification of living things in biology, in one complete lesson. There is a detailed 30 slide PowerPoint on the three types of living things, animals, plants and microorganisms. Details how to classify each and using a classification key. There are also differentiated, 10 page, worksheets to allow students to demonstrate their understanding. This pack is great for teaching kids all about the science of classifying living things, in your classroom. This download includes: ✅ Complete 30 slide classification of living things ppt ✅ 10 page printable classification of living things worksheets (x3 differentiated) ✅ Blank worksheets ✅ Answer sheets Related Products ☀️ Classifying Living Things Escape Room Game ☀️ Biology Science Lessons and Escape Rooms Big Bundle ☀️ Birds Life Cycles Complete Science Lesson

Needs & Characteristics of Living Things: Montessori inspired biology, zoology or botany tool. These 5 part cards help students learn the processes or characteristics of life using the MRS GREN Mneomic to find what makes something a living thing. Help students learn what makes an animal or plant a living thing by learning the definition of Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion, Nutrition. Includes - 2 x posters with MRS GREN written on them and what each letter stands for - Instructions -Montessori 5 part cards one for each 'letter' You can buy this as a hard copy if you live in the US - order it here

Enhance your child's science education with an engaging, fun lapbook of plant and animal cells.

Design Detail The Benoa Natural Rattan Pot is a warm toned webbed rattan pot with a footed base, a great alternative to traditional ceramic options that will add texture and soften your space. Featured in four sizes. Small Pot Size Outer Diameter: 17cm Outer Height: 18cm  Interior Diameter: 16cm Interior Height: 15cm Recommended With Canning Spikey Hanging Plant Medium Pot Size Outer Diameter: 22cm Outer Height: 24cm Interior Diameter: 21cm Interior Height: 22cm Recommended With Evergreen 3 Stem Yucca Plant Large Pot Size Outer Diameter: 25cm Outer Height: 27cm Interior Diameter: 24cm Interior Height: 25cm Recommended With Evergreen 5 Stem Yucca Plant Extra Large Pot Outer Diameter: 30cm Outer Height: 32cm Interior Diameter: 28cm Interior Height: 30cm Recommended With Evergreen 6 Stem Yucca Plant

🌿Illustrations made in the field with great care and love. Each one of them is a constant reflection of what my heart longs for, perhaps you share that longing... it is nothing more than the desire to live surrounded by wild nature and enjoy every day the wonderful gift that it offers us... flowers, plants, animals, aromas, fruits... and so many other beautiful and inspiring things!!! Hand-painted sheets in watercolor, their reproduction is done in high definition on a 200gr watercolor paper dimensions of the sheet 29×21

Try this fun pollination STEM activity for students to make a craft stick model bee then simulate pollination using mac and cheese powder!

Most children can identify living and nonliving objects, but can't explain WHY something is living or nonliving. These hands-on activities will help!

You've found them! The best interactive activities to go along with your Living Things science unit. This interactive notebook goes with the Kindergarten NGSS but can also be used with Preschool or First Grade students as well.

This is a set of plant and animal adaptations task cards for your life science unit. The questions cover both behavioral and physical adaptations that help living things survive. Students will identify different types of adaptations being described and their purpose or function. There are both general and plant and animal-specific questions. INCLUDES: 24 question cards recording sheet answer key digital version Digital Task Cards This plant and animal adaptations resource has been prepared for digital use in Easel. The task cards feature: self-checking answer choices embedded audio that reads the text aloud (can be disabled by teacher if desired) This makes the activities accessible for all students! You can assign these for your students to complete on any device. For more information on Easel Activities see this GETTING STARTED GUIDE. ✅ Don't forget to follow me to be notified about my weekly deals and when new products are added!

Teach your student the basics of the living world in bite-sized chunks!  Science Chunks - Living World covers: Living and Nonliving Things Single-celled Organisms Fungi and Molds Plants and Animals Each lesson includes reading assignments, vocabulary, writing assignments (both for a lapbook and a notebook), hands-on science activities, and a to-do list to check off as you work through the lesson! View the sample Please note that the reading assignments in this unit come from the following: Younger students (1st to 3rd grade) - DK Children’s Encyclopedia Older students (4th to 6th grade) - Kingfisher Science Encyclopedia All of these books are used in other Science Chunks units. Product Details  **eBooks are non-refundable**  4 lessons pdf file (black & white) 46 pages SKU: SCLIVING

In a world where we like for our non-living things to act like living things, it can be tough for our students to distinguish between the two! We talk to our phones and they talk back! Our cars give u

Hi Friends… I hope this post finds you well and enjoying your summer break. I just returned home from a relaxing vacation in Punta Cana! It was a ton of fun and I really needed the R & R 🙂 I actually wrote this blog post on the plane there…BUT… the flight didn’t have any … Science FUN with Interactive Notebooks! Read More »

The Earth consists of different types biomes with plant and animal species alike. Learn facts about the various biomes and what lives there.

🌿Illustrations made in the field with great care and love. Each one of them is a constant reflection of what my heart longs for, perhaps you share that longing... it is nothing more than the desire to live surrounded by wild nature and enjoy every day the wonderful gift that it offers us... flowers, plants, animals, aromas, fruits... and so many other beautiful and inspiring things!!! Hand-painted sheets in watercolor, their reproduction is done in high definition on a 200gr watercolor paper dimensions of the sheet 29×21

This super cute craft is an excellent way to introduce or review the needs of living things AND it creates a wonderful display!A great no-prep activity... just print and go! Students write the needs on each circle, colour the pictures and then put the mobile together. This can be used for plants or ...

I love this colourful little town.  Bonavista, Newfoundland is all heart and soul.  The Atlantic is bracing but the welcome is warm.  Hot tea and Fish ‘n’ Brewis please! Canadian artist Kate Golding shares with you her love for magical Newfoundland, Canada.  Kate travelled to St. John's, the Bonavista Peninsula and magical Fogo Island in spring time.  During her visit, 'The Rock' was in full seasonal transformation; icebergs were on the move while animal and plant life were awakening at rapid speed.  Kate hopes that the designs in this collection will bring the essence of her magical experience into your home and a little bit of Newfoundland enchantment too.  Her artwork is created by hand with pen, brush and ink on her light table. The beauty of ordering by strip is that you don't have to order a whole extra roll to cover a small remaining zone. Low waste, ecological, easy to install or remove and reuse. Perfect for walls, a backsplash, a cabinet, a bathroom & more. Ideal for both residential and commercial projects.    Photos: @Johnny C.Y. Lam  Made with love in Montreal, Canada.Free shipping in CANADA and USA

Cat Scat Mat Protects Soil and Deters Cats Humanely A humane, chemical-free way to deter cats from digging in the garden Prickly plastic teeth irritate cats without harming them Use in the garden or in containers and houseplants Can be cut to size with scissors Keep cats out of your houseplants and from using your garden or container plantings as a litter box with the Cat Scat Mat. It's a non-toxic way to say "No Trespassing!" Simply place the mat in the area where you want to discourage feline excavation. The flexible plastic spikes are harmless, but effective. Also deters dogs and other small animals. Simply unroll the 78" long by 11" wide mat and use as a strip along the border of the garden, or cut into pieces to use in planters. Small, detachable stakes built into the mat let you anchor it in place. Note: Customers report that you may want to purchase Earth Staples to better anchor this product.

Hey there, curious minds and future entomologists! Have you ever wondered how to make learning about ants fun for our kids? These small yet powerful creatures are perfect for exploring when our children are learning the letter A, as well as bugs and insects. We invite kids of all ages to an adventure filled with

The Cenozoic era began about 65 million years ago and continues into the present.