Created bySmita Karki

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Living vs. Non-Living: Sorting Game

Grade 1Science1 days

In this project, first-grade students design a sorting game to differentiate between living and non-living things. They begin by observing items, participating in debates, and creating observation logs. The culmination of the project involves designing a game with clear rules that effectively reinforces the concepts of living and non-living things, which allows them to apply their understanding and communicate their ideas.

Living ThingsNon-Living ThingsSorting GameGame DesignObservationDifferentiation

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a game to help others understand the difference between living and non-living things and what they need to survive?

Essential Questions

Supporting questions that break down major concepts.

What are the characteristics of living things?
What are the characteristics of non-living things?
How can we tell if something is living or non-living?
What do living things need to survive?
What are some examples of living things?
What are some examples of non-living things?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to identify the characteristics of living things.
Students will be able to identify the characteristics of non-living things.
Students will be able to sort examples of living and non-living things.
Students will be able to explain what living things need to survive.
Students will be able to design a game that differentiates between living and non-living things.

Entry Events

Events that will be used to introduce the project to students

Mystery Box Challenge

A mystery box filled with various items (rock, plant, toy, etc.) is presented. Students must use their senses and prior knowledge to guess the contents and begin categorizing them as living or non-living, sparking initial questions.

Nature Walk Scavenger Hunt

Embark on a brief nature walk around the schoolyard. Students collect items they find (leaves, twigs, insects, rocks) and discuss whether each item is living or non-living and why.

Create a Class Dichotomous Key

As a class, begin creating a simple dichotomous key to classify objects as living or non-living based on observable characteristics. This introduces the idea of systematic classification and encourages careful observation.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

The Great Survivor Debate

Students participate in a class debate, arguing whether certain items are living or non-living based on evidence and reasoning.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the observation logs from the previous activity.

2. The teacher will present different items, one at a time. Students must raise their hand and state whether they think the item is living or non-living, and provide one reason to support their claim.

3. Engage in respectful discussion, listening to different viewpoints and asking clarifying questions.

4. After the debate, students update their observation logs with a final decision on whether each item is living or non-living, based on the class discussion.

Final Product

What students will submit as the final product of the activityUpdated observation logs with final decisions and justifications for each item and active participation in a class debate.

Alignment

How this activity aligns with the learning objectives & standardsReinforces the ability to sort examples and explain what living things need to survive.

Activity 2

Game Design Blueprints

Students design their sorting game on paper, including the rules, playing pieces, and how players will differentiate between living and non-living things.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm different ideas for the sorting game. Consider different formats (e.g., card game, board game, digital game).

2. Choose one game format and create a detailed blueprint of your game.

3. Describe the game's rules, including how players will sort items and how they win the game.

4. Design the playing pieces or cards, including images or descriptions of living and non-living things.

Final Product

What students will submit as the final product of the activityA detailed game design blueprint, including rules, playing pieces, and instructions.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on the learning goal of designing a game that differentiates between living and non-living things.

Activity 3

Living or Non-Living? Observation Log

Students begin by observing different items around the classroom and recording their observations in a log. They will focus on physical characteristics and any signs of life.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose five items from the classroom—some living (e.g., a plant) and some non-living (e.g., a rock, a pencil).

2. Create a simple table in your notebook with columns for Item Name, Physical Characteristics, and Living/Non-Living (with a question mark).

3. For each item, write down its physical characteristics (color, size, shape, texture).

4. Based on your observations, make a preliminary guess whether the item is living or non-living. Write a question mark in the Living/Non-Living column for now.

Final Product

What students will submit as the final product of the activityA completed observation log with descriptions of five items and initial hypotheses about whether they are living or non-living.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goals of identifying characteristics of living and non-living things and sorting examples.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Living vs. Non-Living Sorting Game Rubric

Category 1

Understanding of Concepts

This category assesses the student's understanding of the characteristics of living and non-living things and their ability to differentiate between them.

Criterion 1

Identification of Characteristics

Demonstrates the ability to accurately identify and describe the characteristics of living and non-living things.

Exemplary

4 Points

Accurately and comprehensively identifies and describes multiple characteristics of both living and non-living things, demonstrating a deep understanding of the concepts.

Proficient

3 Points

Accurately identifies and describes the key characteristics of both living and non-living things.

Developing

2 Points

Identifies some characteristics of living and non-living things, but with some inaccuracies or omissions.

Beginning

1 Points

Struggles to identify and describe the characteristics of living and non-living things.

Criterion 2

Differentiation of Living and Non-Living

Demonstrates the ability to differentiate between living and non-living things based on their characteristics.

Exemplary

4 Points

Clearly and accurately differentiates between living and non-living things, providing detailed explanations and examples.

Proficient

3 Points

Accurately differentiates between living and non-living things, providing clear explanations.

Developing

2 Points

Differentiates between living and non-living things with some inconsistencies or lack of detail.

Beginning

1 Points

Struggles to differentiate between living and non-living things.

Category 2

Game Design and Application

This category assesses the student's ability to apply their understanding of living and non-living things to design a functional and educational sorting game.

Criterion 1

Game Mechanics and Rules

The game's rules and mechanics are clear, logical, and effectively promote the sorting of living and non-living things.

Exemplary

4 Points

The game design demonstrates a sophisticated understanding of game mechanics, with clear, engaging rules that effectively reinforce the concepts of living and non-living things. The game is highly playable and educational.

Proficient

3 Points

The game design has clear and logical rules that facilitate the sorting of living and non-living things. The game is functional and generally easy to understand.

Developing

2 Points

The game design has some unclear or inconsistent rules, making it somewhat difficult to play and learn from.

Beginning

1 Points

The game design lacks clear rules and mechanics, making it difficult to play or understand how it relates to living and non-living things.

Criterion 2

Creativity and Engagement

The game demonstrates creativity and is engaging for the target audience.

Exemplary

4 Points

The game design demonstrates exceptional creativity and originality. It is highly engaging and motivates players to learn about living and non-living things in a fun and interactive way.

Proficient

3 Points

The game design is creative and engaging, making learning about living and non-living things enjoyable.

Developing

2 Points

The game design shows some creativity, but may not be consistently engaging for the target audience.

Beginning

1 Points

The game design lacks creativity and is not very engaging.

Category 3

Communication and Presentation

This category assesses the student's ability to communicate their ideas and present their game design in a clear and organized manner.

Criterion 1

Clarity and Organization

The game design blueprint is clear, well-organized, and easy to understand.

Exemplary

4 Points

The game design blueprint is exceptionally clear, well-organized, and visually appealing, making it easy for anyone to understand the game's rules and mechanics.

Proficient

3 Points

The game design blueprint is clear, well-organized, and easy to understand.

Developing

2 Points

The game design blueprint is somewhat disorganized or unclear, making it difficult to understand some aspects of the game.

Beginning

1 Points

The game design blueprint is disorganized and difficult to understand.

Criterion 2

Justification and Reasoning

Provides clear and logical justifications for design choices, demonstrating an understanding of why the game effectively teaches the concepts.

Exemplary

4 Points

Provides insightful and well-reasoned justifications for all design choices, demonstrating a deep understanding of how the game effectively teaches the concepts of living and non-living things.

Proficient

3 Points

Provides clear and logical justifications for design choices, demonstrating an understanding of why the game effectively teaches the concepts.

Developing

2 Points

Provides some justifications for design choices, but they may be incomplete or lack logical reasoning.

Beginning

1 Points

Provides little or no justification for design choices.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What was the most challenging part of designing your game, and how did you overcome it?

Text

Required

Question 2

How confident are you in your ability to distinguish between living and non-living things?

Scale

Required

Question 3

What is one thing you learned about living or non-living things that you didn't know before this project?

Text

Required

Question 4

If you could improve one aspect of your game design, what would it be and why?

Text

Required

Question 5

Which activity (Observation Log, Survivor Debate, or Game Design) helped you learn the most about the characteristics of living and non-living things?

Multiple choice

Required

Options

Observation Log

Survivor Debate

Game Design