Engaging Google Slides investigation where students classify real-world examples, test predictions, and conduct MLA-formatted research.

This inquiry lab guides students through a structured investigation of what qualifies as living versus nonliving. Students examine a set of carefully chosen examples — including organisms, once-living materials, and biologically ambiguous cases — and evaluate each using evidence-based criteria.

For each object, students decide whether it should be classified as living or nonliving and justify their decision with observable traits and scientific reasoning. Rather than memorizing a definition, students construct their own operational definition of “life” based on patterns they identify across examples.

After developing their criteria, students consult multiple scientific sources to compare their conclusions with accepted biological definitions. This step reinforces the role of evidence and reference materials in scientific decision-making and supports students in revising their thinking when necessary.

The lesson emphasizes:
• Observation and classification
• Evidence-based justification
• Defining scientific terms through patterns
• Using sources to evaluate claims

This investigation works well as an early-year lab, a Nature of Science activity, or an introduction to biological classification. Students leave with a clearer understanding of what scientists mean by “living” and experience how definitions in science are developed, tested, and refined.

To see a lesson preview, click here.

Grade Recommendation

Middle School: 6th–8th grade

• Aligns strongly with MS-LS1 (Structure & Function; Characteristics of Life).

• Tasks like observation, classification, and applying life-function criteria fit perfectly.

High School: 9th (Living Environment, Biology)

• Models introductory classification and characteristics of life.

• Research + MLA citations elevate it to HS rigor.

• Includes advanced edge cases (viruses, prions).
  

Cross-Curricular Connections & Optional Extensions

ELA / Research Skills

• Students conduct multi-source research, evaluate sources, and create MLA-formatted citations.

• Practices comparing claims and evidence across sources.

Health / Public Health

• Integrates viruses and prion disease examples with real-world health relevance.

Technology Integration

• Students navigate digital research environments responsibly.

• Can extend into evaluating website credibility or bias.

Optional Extension Ideas:

• Mini-debate: “Are viruses alive?”

• Data table comparing life functions across organisms and nonliving items

• Construct a CER (Claim-Evidence-Reasoning) argument defending one classification
  

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NGSS Standards (MS + HS)

This digital lab aligns tightly with NGSS due to classification, evidence-based reasoning, and research components.

Middle School NGSS Performance Expectations

MS-LS1-1

Conduct an investigation to provide evidence that living things are made of cells.

• Students use “made of cells” as one criterion and must assess viruses, prions, yeast, plants, etc.

MS-LS1-3

Use argument supported by evidence for how the body and its structures perform life functions.

• Students apply life-function criteria to classify organisms.

MS-LS4-2

Apply scientific ideas to construct an explanation for the anatomical similarities and differences among organisms.

• Comparing the characteristics of living systems (e.g., yeast vs. virus).

High School NGSS Performance Expectations

HS-LS1-1

Construct an explanation based on evidence for how the structure of DNA determines protein structure.

• The prion example is directly tied to protein misfolding → structure determines function.

HS-LS1-2

Develop and use a model to illustrate the hierarchical organization of interacting systems providing functions within organisms.

• Students consider what qualifies as an organism vs. a non-living chemical entity.

HS-LS1-6

Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen form the molecules of life.

• Yeast metabolism demonstration (sugar + water → CO₂ & odor) ties into biochemical processes.

NGSS Science & Engineering Practices (SEPs)

• SEP 1: Asking Questions & Defining Problems
  Students refine their definition of “life” and question characteristics.

• SEP 2: Developing & Using Models
  Conceptual models of what qualifies something as living.

• SEP 4: Analyzing & Interpreting Data
  Students interpret yeast activity, fire behavior, plant growth indicators, etc.

• SEP 7: Engaging in Argument from Evidence
  Students justify classification (living vs. nonliving) with evidence.

• SEP 8: Obtaining, Evaluating, & Communicating Information
  Students research through multiple sources, evaluate credibility, and cite using MLA.

NGSS Crosscutting Concepts (CCCs)

• CCC: Structure & Function
  Classification is rooted in whether structures allow life functions (cells, DNA, metabolic machinery).

• CCC: Stability & Change
  Viruses and prions demonstrate how biological systems change over time (evolution, misfolding).

• CCC: Systems & System Models
  Living vs. nonliving entities are treated as systems performing (or not performing) interconnected life processes.

• CCC: Cause & Effect
  Students connect causes (e.g., presence of metabolic pathways) to effects (living status).

Common Core Standards 

Because students complete a multi-source research assignment with MLA citations, ELA literacy standards strongly apply.

CCSS.ELA-LITERACY.RST.6-8.1 / RST.9-10.1

Cite specific textual evidence to support analysis.

CCSS.ELA-LITERACY.RST.6-8.7 / RST.9-10.7

Integrate quantitative and technical information from multiple sources.

CCSS.ELA-LITERACY.WHST.6-8.7 / WHST.9-10.7

Conduct short research projects to answer a question.

CCSS.ELA-LITERACY.WHST.6-8.8 / WHST.9-10.8

Gather information from multiple sources and assess credibility.

CCSS.ELA-LITERACY.WHST.6-8.9 / WHST.9-10.9

Draw evidence from informational texts to support analysis.