Florida SC.1.L.14.3

Science1st GradeOrganization and Development of Living Organisms

The Standard

Differentiate between living and nonliving things.

Florida Next Generation Sunshine State Standards for Science

Teacher's field guide

What Students Need to Do: Students sort objects and pictures into alive and not alive groups. They explain their choices using signs such as growth, needing water or food, and responding to surroundings.
What Mastery Looks Like: Students correctly classify familiar plants, animals, and objects. They give one observable reason for each choice and do not rely only on movement.
Common Misconceptions: Students may think plants are not alive because they do not walk. They may label cars, robots, fire, or clouds as alive because they move or change.
How to Assess It: Show pictures of a tree, dog, toy car, and rock. Ask students to sort them and give one reason for each choice.

Lesson moves

Give pairs a plant, rock, toy animal, and classroom object to sort, then ask them to explain each placement.
Ask students to draw one living thing and one nonliving thing, then write or dictate evidence for each choice.
Play Four Corners with picture cards, using living, nonliving, unsure, and once-living corners, followed by brief explanations.
Take a schoolyard walk and have students record three living and three nonliving things they observe.

Free download

A ready-to-print activity worksheet aligned to SC.1.L.14.3, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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