We call a fallen log with new plants growing on it a nurse log. Describe the basic needs of living things. Pictures or samples of living and non-living forest components.
What does an animal need to survive? What does a plant need to survive? How are plant and animal needs different? The same? Are plants and animals both living things? Discuss how you could tell. Details Activity Length 30 mins. In this activity, students sort samples into living or non-living things.
A living thing is one that possesses or exhibits life as opposed to a non-living thing that lacks life. A non-living thing is not organized into cell s ; a living thing is. Although both non-living and living things are essentially made up of molecules of elements and compounds, a living thing would be made up of biomolecules organized into structures of a cell.
The cell is the fundamental biological unit of a living thing. It carries out various cellular processes in an orchestrated, systematized manner. It is responsible for maintaining the living state of the organism by performing various metabolic processes, e. The cell is made up of protoplasm surrounded by a plasma membrane. Several cytoplasmic structures are suspended in the cytosol. One of the most prominent cytoplasmic structures is the nucleus. Based on the presence of membrane-bound organelles, such as nucleus, living things may be classified into either prokaryotes or eukaryotes.
Membrane-bound organelles are lacking in prokaryotes whereas in eukaryotes they are present. A non-living thing does not grow the same way a living thing does. Some non-living things seem to display growth, however, the growth occurs by accretion rather than by metabolic reactions.
In living things, growth at the cellular level is manifested by an increase in the number of cells or by an increase in the cell size. The cells grow in number through cell division e. As for the increase in cell size, it is attributed often to an increase in the cytoplasmic mass.
Some organisms have the capacity to regrow lost parts. Plants, for instance, can grow new shoots at the site where it has been cut as long as the meristematic tissue remains intact. Salamanders can regenerate new eyes or new limbs. Humans have a rather limited regeneration capacity. They can regenerate skin and certain parts of the liver. Non-living things are non-motile whereas most living things are motile.
Non-living things may seem to move. However, the movement is due to an external influence. Many living things can move around spontaneously. Animals have locomotory organs that enable movement. They use them to move, especially in response to stimuli. For instance, animals escape by running away from their predators when they see them.
Animals also move with the intent to forage, look for more suitable habitat, or seek a potential mate. While most animals can move at will, most plants cannot. Although plants are not as motile as most animals, they are still regarded as living because they manifest many other characteristics of life.
Non-living things cannot naturally create copies of their own kind; living things can, by reproduction. A living thing can produce life. There are two ways by which a living thing can: sexual reproduction and asexual reproduction. In sexual reproduction, male and female sex cells of the two parents unite and form a zygote that will develop eventually into a being of their own kind.
In asexual reproduction, sex cells are involved and the offspring comes from only one parent. Conduct a simple investigation. Sort and sequence data.
Distinguish between examples and non-examples. Step 1. List the characteristics of living i. Step 2 On the overhead or chalkboard, make two vertical columns. Label the columns living and non-living. Tell the students that all things in their habitat fit into one of these two categories. Step 3. Use these headings and have the students list things in the classroom environment, classifying them as either living or non-living.
Discuss the characteristics that identify them this way. The chalkboard can't reproduce so it is not living. The plants on the window grow so they must be living. Step 4. Have each group of two students draw a T chart like the one on the board and label the columns living and non-living. Give a yarn circle to each pair. Explain that each pair will use the yarn circle on the playground.
They will place the yarn circle in an area flower bed, sandbox, tree, grass and will record the living and non-living things they find inside the yarn circle. They should find four living and four non-living things within the circle. If necessary, they may move their circle to other locations.
If they have to move their circles to other locations, they must record their move on their data sheets. Generate a list of potential organisms that the students may find.
Remind students that both plants and animals are living organisms and may be used in this field research. Step 5. Model examples of some things that might be collected on the board or overhead. Remind students that an important rule of the data collection process includes the careful observation of the organism and its habitat.
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