Living and Nonliving: A
Comparison
You have brought in a teddy bear or other stuffed animal from
home to compare to yourself. Observe your stuffed animal, and
think about ways you and your stuffed animal are alike and how
you are not alike.
1. List 2 ways that you and your stuffed animal are alike.
2. List 2 ways that you and your stuffed animal are not alike.
3. Measure and make a table to show the following
measurements in centimeters (or other units, if appropriate):
• Stuffed animal's arm length:
• Your arm length:
• Difference:
• Stuffed animal's height:
• Your height:
• Difference:
Optional Extension: Estimate how many stuffed-animals tall
you are. Tell your teacher how you arrived at your estimate.
Living and Nonliving: A Comparison
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Living and Nonliving: A Comparison
Suggested Grade Span
K–2
Task
You have brought in a teddy bear or other stuffed animal from home to compare to yourself.
Observe your stuffed animal, and think about ways you and your stuffed animal are alike and
how you are not alike.
1. List 2 ways that you and your stuffed animal are alike.
2. List 2 ways that you and your stuffed animal are not alike.
3. Measure and make a table to show the following measurements in centimeters (or other
units, if appropriate):
•
•
•
•
•
•
Stuffed animal's arm length:
Your arm length:
Difference:
Stuffed animal's height:
Your height:
Difference:
Optional Extension: Estimate how many stuffed-animals tall you are. Tell your teacher how you
arrived at your estimate.
Big Ideas and Unifying Concepts
Form and function
Models
Physical Science Concept
Properties of matter
Mathematics Concepts
Diagrams
Estimation
Graphs, tables and representations
Measurement
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Time Required for the Task
30 minutes.
Context
Students have been studying the properties of living and nonliving things. They have learned
new vocabulary words to describe the characteristics of living and nonliving things and have
begun to realize that there are objects that might be classified as "once living." Students have
been using metric tape measures to find the length of objects in centimeters.
What the Task Accomplishes
This task requires students to explain properties of living things (themselves) and compare
them to the same properties of a nonliving thing (their stuffed animal). They will show
differences in sizes with measurement in centimeters (inches may be used if students are not
ready to measure in metric units). Students will collect and represent data on tables that they
design or that are provided by the teachers.
An optional question asks students to estimate and tell how they arrived at the estimation, thus
showing logical reasoning rather than "wild guesses."
How the Student Will Investigate
Students will make comparisons of themselves and their stuffed animal, comparing properties
of living and nonliving things. Students will measure themselves and their stuffed animal using
centimeters and then estimate their height using their stuffed animal as a reference. Students
will then put these data into a table to show the differences in measurements between
themselves and their stuffed animal.
Interdisciplinary Links and Extensions
Language Arts
The topic of bears and stuffed animals integrates well with literacy (reading, writing, speaking
and listening). This is a wonderful opportunity to read to students such classics as Winnie the
Pooh and The House at Pooh Corner, as well as The Velveteen Rabbit.
Mathematics
Students use measurement concepts in this task. As an extension, students could select
another nonliving object to compare themselves to. They could also compare weights,
circumference of head, length of leg, etc.
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Science
Students could investigate other nonliving objects in the world around them and make
comparisons.
Teaching Tips and Guiding Questions
Students should have prior understanding of the difference between living and nonliving things.
These concepts can sometimes be difficult for younger students to grasp because they often
perceive nonliving things as alive. Provide students with numerous opportunities to observe,
investigate and discuss the properties of living and nonliving things.
If students are going to create a data table to use to represent their measurements, practice this
skill first as a whole group and model the process. You may also wish to provide a data table for
them.
Some possible guiding questions to ask students:
•
•
•
•
•
•
What can you do that your stuffed animal can do?
What can you do that your stuffed animal can not do?
What parts of your body are the same as your stuffed animal's? Different?
How do you know that you are a living thing?
How do you know that your stuffed animal is a nonliving thing?
What could you use to measure with?
Concepts to be Assessed
(Unifying concepts and big ideas and science concepts to be assessed using the Exemplars
Science Rubric under the criterion: Science Concepts and Related Content)
Physical Science – Properties of Matter: Students observe and compare physical properties
and characteristics of living and nonliving things.
Scientific Method: Students use tools to gather data.
Mathematics: Students use numerical data, measurements and time in describing events,
answering questions, providing evidence. Students create and use data tables and graphs.
Skills to be Developed
(Science process skills to be assessed using the Exemplars Science Rubric under the criteria:
Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)
Scientific Method: Observing, collecting and recording data, manipulating tools, measuring,
drawing conclusions, communicating findings and challenging misconceptions.
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Other Science Standards and Concepts Addressed
Scientific Method: Students describe, predict, investigate and explain phenomena.
Scientific Theory: Students look for evidence that explains why things happen and modify
explanations when new observations are made.
Physical Science – Properties of Matter: Students describe and sort objects and materials
according to observations of similarities and differences of physical properties.
Life Science – Structure and Function: Students describe and sort living and nonliving things
by appearance, needs, environment and behavior. Students understand that living things are
found almost everywhere in the world. Students observe the characteristics of living things and
see patterns in similarities and differences among living and nonliving things. Students
understand that living organisms have different structures that serve different functions in
growth, survival and reproduction.
Communication: Students use verbal and nonverbal skills to express themselves effectively.
Suggested Materials
• Stuffed animal
• Tape measure
Possible Solutions
Solutions will vary depending on the size of the stuffed animal that is used. The following
evidence of learning should be apparent:
• Descriptions of objects that show similarities and differences between stuffed animal and
owner
• Measurements (in cm or inches) that represent accurate heights and arm lengths
• Ability to show differences in arm lengths and heights
• Ability to make a table for data and/or to show data on a table
Task-Specific Assessment Notes
Novice
The student includes characteristics of the stuffed animal but not of him/herself. The student
inappropriately uses tools, and the data table on the stuffed animal is incomplete. The student's
explanation shows no evidence of understanding the difference between living and nonliving
things.
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Apprentice
The student includes characteristics of the stuffed animal and him/herself. The student appears
to appropriately use tools some of the time. The data table is complete, but some
measurements are inaccurate. The student's explanation shows little evidence of understanding
the difference between living and nonliving things.
Practitioner
The student includes characteristics of the stuffed animal and him/herself. The student uses
tools appropriately most of the time. The data table is complete. The student's explanation
shows evidence of understanding the difference between living and nonliving things by
comparing most of the characteristics listed.
Expert
The student includes characteristics of the stuffed animal and him/herself. The student uses
tools appropriately. The data table is complete, all measurements are accurate. The student's
explanation shows strong evidence of understanding the difference between living and
nonliving things by comparing common and uncommon characteristics.
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Novice
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Novice
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Apprentice
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Apprentice
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Practitioner
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Practitioner
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Expert
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Expert
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