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.
NGSS Alignment (High School):
HS-LS1-2
NGSS Alignment (Middle School):
MS-LS1-1; MS-LS1-3; MS-LS4-2
Science & Engineering Practices (SEPs):
Developing and Using Models
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts (CCCs):
Structure and Function
Systems and System Models
Common Core (Literacy in Science):
CCSS.ELA-LITERACY.RST.6-8.1 / RST.9-10.1; CCSS.ELA-LITERACY.RST.6-8.7 / RST.9-10.7; CCSS.ELA-LITERACY.WHST.6-8.7 / WHST.9-10.7; CCSS.ELA-LITERACY.WHST.6-8.8 / WHST.9-10.8; CCSS.ELA-LITERACY.WHST.6-8.9 / WHST.9-10.9
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.
NGSS Alignment (High School):
HS-LS1-2
NGSS Alignment (Middle School):
MS-LS1-1; MS-LS1-3; MS-LS4-2
Science & Engineering Practices (SEPs):
Developing and Using Models
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts (CCCs):
Structure and Function
Systems and System Models
Common Core (Literacy in Science):
CCSS.ELA-LITERACY.RST.6-8.1 / RST.9-10.1; CCSS.ELA-LITERACY.RST.6-8.7 / RST.9-10.7; CCSS.ELA-LITERACY.WHST.6-8.7 / WHST.9-10.7; CCSS.ELA-LITERACY.WHST.6-8.8 / WHST.9-10.8; CCSS.ELA-LITERACY.WHST.6-8.9 / WHST.9-10.9
