Living and Non-living Things - True or False Relay
Equipment list
4 white boards and dry erase markers
Printed images for questions (e.g., an image of a tree if the question is about whether a tree is living or non-living)
Explanation
In this fun, interactive activity, students will be divided into four groups and positioned around the perimeter of the answering area (approximately 50 ft apart to prevent eavesdropping). The teacher will stand in the middle and announce a statement related to living and non-living things. For example: "Dogs are alive because they eat supper" and will display an image of a dog for visual support.
Each group’s task is to determine whether the statement is true or false. They will write their answer on the whiteboard using either "True" or "False" (or simply "T" or "F" if preferred). Students will take turns in different roles—writer, runner, and eraser—ensuring everyone has a chance to participate. The runner will deliver the group's answer to the center, where it will be checked. If correct, they return to their group to erase the board and prepare for the next statement.
Students should be numbered 1-4, with students sharing the same number forming a group. Alternatively, groups can be pre-arranged based on ability or relationships.
Questions:
Trees are living because they are tall. (Do trees grow? Do trees breathe air? Do trees get nutrients from the sun?)
Smartphones are alive because they talk to me. (Do phones breathe? Are there baby phones and adult phones? Can a phone walk?)
Rocks grow up just like humans. (Do rocks grow? What would happen if a rock never got water or food?)
Water is non-living. (Does water have a mouth or stomach? Does water grow like humans do?)
Sharks eat fish to stay alive. (What happens if sharks don’t eat? Where do fish and sharks live? What if a shark doesn’t live near fish?)
Sand breathes ocean air to stay alive. (How does sand breathe? Can sand grow bigger? Without water or wind, can sand move?)
Birds are alive because they have families. (What’s in a bird’s nest? Are there baby birds? Are there adult birds? How do baby birds eat?)
Thunder is alive because it sounds loud. (Does thunder breathe? Does thunder have parents? Does thunder eat?)
Flowers drink water to grow big. (What happens if a flower doesn’t get water? Are there baby and adult plants?)
Cars are alive because they move. (Do cars grow up? Are there baby cars and adult cars?)
Grass doesn’t grow, so it’s non-living. (Why do we mow the lawn? Does grass grow longer if we don’t cut it? Does grass need water and sun?)
Progression
Start with simpler statements and progress to more challenging ones as students grasp the concepts of living and non-living things.
In later rounds, have students come up with their own statements for the group to answer.
Encourage more discussion in groups to help them explain why their answer is true or false.
Participants’ Feedback on Activity
Students enjoy the movement and the chance to take on different roles in their group.
Many find it fun to compare answers with other teams and challenge each other's ideas about living and non-living things.
Some students may need additional support with understanding the concept of living and non-living things, so be prepared to guide them through questions that may be more abstract.
Downloads
ASK ID 2025-03-13-001-E