Science · Year 1

Active learning ideas

Living vs. Non-Living: Key Characteristics

Active learning works well for this topic because Year 1 students need to test abstract ideas like growth and reproduction with their own eyes. Handling objects, observing plants, and debating movement helps them move from guessing to using evidence.

• ACARA Content Descriptions
• AC9S1U01

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 35 min · Small Groups

Sorting Bins: Object Classification

Prepare bins with items like seeds, rocks, feathers, toy animals, leaves, and sticks. In small groups, students sort into living and non-living bins, then justify choices with evidence of growth or movement. Regroup to share one example per group.

Differentiate between living and non-living things using observable characteristics.

Facilitation Tip

During Sorting Bins, pause students who put moving toys in the living bin and ask them to show you the object’s own energy source before deciding.

What to look for

Provide students with a worksheet showing pictures of a bird, a rock, a flower, and a bicycle. Ask them to circle the living things and draw a line from each living thing to a box labeled 'Needs Food and Water'.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 45 min · Pairs

Schoolyard Hunt: Living Spotters

Provide clipboards and checklists of characteristics. Pairs walk the yard to find and photograph three living and three non-living things, noting traits like growth or needs. Return to class for a shared digital gallery discussion.

Analyze why a rock is considered non-living, while a plant is living.

Facilitation Tip

During Schoolyard Hunt, remind students to watch for self-directed movement and to note how plants take in sunlight, not just stand still.

What to look for

Hold up various objects (e.g., a leaf, a pencil, a worm in a jar, a plastic toy). Ask students to give a thumbs up if it is living and a thumbs down if it is non-living. Prompt them to explain their reasoning for two of the objects.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 25 min · Individual

Prediction Cards: Needs Challenge

Show cards with living things missing one need, like a fish without water. Individually, students draw and label what happens next. Pairs compare predictions, then check with class pet or plant observations.

Predict what would happen if a living thing lost one of its essential characteristics.

Facilitation Tip

During Prediction Cards, encourage students to draw a quick visual prediction before writing to make their thinking concrete.

What to look for

Present the scenario: 'Imagine a plant in your classroom stops getting sunlight. What would happen to the plant over the next few weeks? Why?' Facilitate a class discussion focusing on the characteristics of living things and their needs.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 20 min · Whole Class

Growth Tracker: Classroom Journal

As a whole class, plant beans in clear cups and assign daily observation roles. Students record changes in shared journals, voting on living traits weekly. Connect to reproduction by noting new sprouts.

Differentiate between living and non-living things using observable characteristics.

Facilitation Tip

During Growth Tracker, model how to measure height with a ruler and label the date so students record change over time carefully.

What to look for

Provide students with a worksheet showing pictures of a bird, a rock, a flower, and a bicycle. Ask them to circle the living things and draw a line from each living thing to a box labeled 'Needs Food and Water'.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers often start by modeling the difference between objects that move on their own and those moved by wind or wheels. Avoid rushing to definitions; let students argue with evidence first. Research shows that young learners build understanding best when they touch, sort, and observe change over days rather than hearing lectures.

Successful learning looks like students confidently classifying objects by key traits and explaining their choices with clear reasons. You will see them using words like grows, needs, and moves on their own to justify decisions.

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Watch Out for These Misconceptions

• During Sorting Bins, watch for students who classify moving toys like toy cars as living.

  Place the toy cars next to live insects in the bin and ask students to compare what makes each move. Guide them to notice that the car moves only when pushed, while the insect moves on its own.

• During Growth Tracker, watch for students who say plants are non-living because they stay still.

  Have students observe the seedling’s height increase over days and ask them to point out where growth happens. Ask, 'Does the plant move like a dog? No, but does it change size?' to highlight growth as a living trait.

• During Prediction Cards, watch for students who say a robot is living because it moves and makes sounds.

  Set up a robot demo next to a live worm in a jar. Ask students to compare the robot’s movements and needs to the worm’s. Then have them add 'lacks growth and needs food' to their classification charts.

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Methods used in this brief

• Think-Pair-Share