Investigation One guides students toward observing the properties of a group of non-living and living things. Students will be encouraged to use these observations of properties to classify the objects into groups. The classification of these objects will then be used to introduce the idea that some are living and some are non-living.

During Investigation Two, students will again rely on their observations of objects to find similarities and differences between them. Students will be led to observe specific properties, such as whether or not the object has a heartbeat, breathes, and moves. In this way, students will be guided toward an understanding of the properties of living things, such as growth and the need for food, water, and protection.

Investigation Three encourages students to attempt to create a living dog. By attempting to do this, students will find that living things cannot be created or built. Rather, living things come from other living things, such as a tree which comes from a seed that is produced by a full-grown tree. In addition, students will use their discovery to launch a discussion of the advantages and disadvantages of the use of models when exploring an object.

Investigation Four focuses on the properties of living things. Students will classify a group of animals based on their unique properties. By performing this activity, students will find that even among living things, similarities and differences exist.

During Investigation Five, students will perform a final exploration of living things, this time focusing on the connection between structure and function. By creating and observing models, students will find that specific structures of living things enable them to perform functions specific to that structure. For example, the skin of an alligator enables it to move in water without being hindered by too much absorption. Thus, students’ focus on properties of living and non-living things will be concluded with an in-depth look at the unique properties of living things.