I put a bunch of different toy plants (play food, plastic flowers), toy animals and bugs, shells, rocks and minerals into a brown bag and each child blind-selected 2 items. We identified each item and categorized it as plant or animal (living) or non-living (never alive rather than dead, extinct etc). I got a wealth of tales about grandparents dying when we approached the 'once alive' area, some of which were really touching and interesting I must say, and initially sidetracked me for a large part of the lesson! Anyway I deflected further family history and got down to dividing the items on 3 large trays - Animal, Plant and Non-Living. Basically, living things grow and reproduce and non-living things do not. It's not an easy concept for 3s and 4s and I slipped in a tricky one - a unicorn (doesn't exist) and a shell (you try to guess that one!!).
Hmm. apples are, um, oh - plants!! |
animal, vegetable or mineral? |
Where do we humans put ourselves?
Somehow this picture refuses to stand up but you get the idea - yes, we are all animals!
Balancing ecosystems is delicate and removing one item can bring them tumbling if we don't look at their interrelationships - let's illustrate this with a balancing game they can take turns at. Who can remove one item without tipping the pile?
ecosystem balancing game |
getting that rock out was hard! |
i like the 'balancing act'-- maybe you could also have the kids stand in a circle with some in middle and all hold onto a long piece of rope to represent a food web.. show how they are interconnected, see what happens when one tries to get away, etc
ReplyDelete