During this CELL, students will explore the properties of living and non-living things. They will use their observations to classify these things into categories based on properties.

Through exploration, students will find that objects may have properties that are similar and those which are dissimilar. It is this combination of similar and different properties that enables them to be classified into groups. The Investigations included in this CELL promote the use of students’ senses when observing objects around them. The Investigations build key skills of classification and strengthen concept formation skills. Such skills form the basis for understanding more complex ideas such as sets in mathematics, and logical sub- and super-ordinate classification schemes in science.

Students will also find that living things have a core set of properties. Living things grow and need food, water, and protection. Although living and non-living things may share properties, these four properties are unique to living things and may be used as indicators of whether or not an object is living or non-living.

In addition, living things differ from non-living things in that they are not created or built. Upon attempting to build a living dog, students will find that they are able to build only a model of a dog. Students will use this understanding to begin an exploration of life cycles of living things as well as a discussion of the advantages and disadvantages of the use of models as a means of understanding objects and systems that cannot be brought into the classroom.

Finally, students will gain an understanding of the connection between structure and function. Students will find that certain structures on living things are effective at performing certain functions, while other structures perform other functions. By investigating this connection, the properties of living things will again be highlighted.

By completing this CELL, students will gain a more complete understanding of the properties of living and non-living things. In addition, students will become more experienced at using their senses to observe objects and to find similarities and differences between them.

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Investigation 1: Discovering Properties

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.

Investigation 1: Teacher’s Video (5:52)

 Investigation 1: Student’s Video (7:19)

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Investigation 2: Investigating Living Things      

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 properties of living things, such as growth and the need for food, water, and protection.

Investigation 2: Teacher’s Video (2:11)

Investigation 2: Student’s Video (6:53)

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Investigation 3: Designing a Dog

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 fullgrown 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 3: Teacher’s Video (4:55)

 Investigation 3: Student’s Video (7:38)

Click on the image below to open Investigation 3 CAP

 

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Investigation 4: Exploring Animals

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.

Investigation 4: Teacher’s Video (3:15)

 Investigation 4: Student’s Video (4:39)

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Investigation 5: Creating Models

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.

Investigation 5: Teacher’s Video (7:12)

 Investigation 5: Student’s Video (9:10)

 

Click on the image below to open Investigation 5 CAP