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Alive or not alive lesson observation - help!

Discussion in 'Primary' started by fluffywhitecloud, May 17, 2012.

  1. fluffywhitecloud

    fluffywhitecloud New commenter

    Hi everyone,
    I am having an impromptu observation tomorrow on science - alive or not alive for year 1. Anyone have any ideas that may help?
    Many thanks
    xx
     
  2. Gather a selection of items for children to sort eg pot plant, chicken egg, cut flowers, batteries, packet of seeds, daffodil bulbs (sealed in a bag,) toy car, hand fan, moving toy eg robot, class pet. Identify a characteristic of each item with the children eg the battery contains 'energy', the pot plant can grow, the robot moves by itself. Stick a label on each item.
    Sort the items into two hoops are they alive or non-living. Discuss whether to include things that used to be alive in the 'alive' hoop. Get the children to talk through their ideas. You might need to clarify some things for the children as they will not have sufficient experience to know that eg bulbs stay alive all year but seeds are not alive until they get wet and begin to germinate. You could include some other examples eg the wind, a lit candle (with safety precautions) a jellyfish, a cloud.
    Have the children record some of their ideas. During the plenary pull out the main characteristics of the 'alive' hoop eg 'can make young ones', 'can grow by itself' 'needs water' 'can move by itself' and make sure that the children understand that things that are alive have all the characteristics not just one or two.
    Make a note of any misconceptions and record them as questions on speech bubbles eg "are jellyfish alive even though they are see-through?" Stick them up so the children can look into this later in reference books etc.
     
  3. Sorry, just remembered another item that gets the children talking, blow up a balloon and let it whizz around the room. It moves by itself, it 'needs' air, it makes a noise - is it alive? Get them to convince you that it is not.
     
  4. modgepodge

    modgepodge Established commenter

    Definitely recommend the sorting activity above, really shows up misconceptions! Essentially they need to know that something that lives can move (flowers tilt towards the sun etc), needs food, needs oxygen/CO2 (not air cos what about fish...) and can reproduce. It must have ALL these things to be alive. Love the balloon thing - some of mine seemed to think a beach ball is alive for similar reasons! Another interesting one is fire....
     

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