Seventh Grade
Inquiry Activity
Standard # 3200-05
Students will create, use, and understand the applications of
classification schemes.
Objective # 3200-0502
Distinguish between living, dead, and non-living matter.
ILOs :
1b. Develop and use categories to classify observations.
6b. Prepare written and oral reports describing the findings of
investigations and the reasoning
which led to the conclusions.
6d. Construct tables , graphs, charts, diagrams, and models to
describe and summarize
data.
Topic: Structure and
Classification
Course # 3200
Description of Activity
Title: Grouping Your World.
Students will classify objects into three categories and form criteria for each group. This activity
will introduce students to classification methods, and to the distinction between living, dead, and
non-living matter.
This activity will last about 45 minutes.
You will need the following materials:
Provide about ten examples each of living, non-living and dead items. Following are some
suggestions:
Living
live animals
bacteria
houseplants
fungi
Non-Living
plastic objects
metal objects
rocks or minerals
magnets
Dead
pressed plants
dead animals (insect)
wooden objects (dead tree)
leather goods
Background Information
Living organisms, as we know them have the following characteristics: they respire, digest,
grow, respond to stimuli, and reproduce.
Dead organisms have had the above characteristics but do not any longer. Non-living organisms
do not have all of the living characteristics, though they may posess some of them.
Teaching and Learning Strategies
Ensure Inquiry
Don't tell the students the classification groups; let them develop their own.
Encourage students to create classified groups by telling them there are no right or wrong
answers.
Invitation to Learn
Introduce Activity with a Question
Encourage curiosity by displaying all objects (living, dead, and non-living) for students to see.
Tell students they will place these materials into three groups, and write them into three tables.
Because the whole class will be using ` the same objects, the students may not be able to
physically break them into three groups, but write them only. They will write criteria for why
objects are placed into each of these groups.
Inquire of the students: How will you separate all of these items into three groups?
Safe Operating Procedures
If you provide bacteria as one example, follow asceptic techniques.
Summary of Learning
Assesment of Learning
Students will present their classification groups as a table to the class, describing and defining
them. Teacher should direct the discussion to explain the characteristics of living, dead, and nonliving matter, and the reasons for classification systems.
Sample multiple choice questions:
Which of the following would ensure a good classification system?
a. grouping objects with like characteristices
b. grouping objects with unlike characteristics
c. grouping objects with interrelated characteristics
d. grouping objects with only one characteristic
What key characteristic determines if something is living?
a. contains silicon
b. contains carbon
c. consumes oxygen
d. consumes iron
Lead students in a discussion on the nature of science, tying this activity to the core objectives.
You may start with questions such as "What purpose does it serve to classify objects?" or
"Judging from our knowledge of living and non-living things, is it possible to create something
that is alive?"
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Updated September 17 1997 by Michelle Dumas