In this activity, students use two separate online interactives or paper-based graphic organisers to explore these key science ideas: what makes something living and what makes something an animal. This activity can be done individually, in pairs or as a whole class.

By the end of this activity, students should be able to:

  • describe the characteristics of living things
  • describe the characteristics of animals
  • classify things as living or non-living/animal or not, based on these characteristics.

Download the Word file (see link below) for:

  • introduction/background notes
  • what you need
  • what to do
  • extension ideas
  • student worksheets.

In the first interactive, students explore their ideas about the characteristics of living things.

Living or not?

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Living

    Non-living

      Not sure

              Unused items

                Rights: The University of Waikato Te Whare Wānanga o Waikato

                Living or not?

                Use this interactive graphic organiser to consider whether something is living or non-living. Place each image where you think it belongs. This activity can be done individually, in pairs or as a whole class.

                In the second interactive, students explore their ideas about the characteristics of animals.

                Animal or not?

                RESET CLOSE
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                Animal

                  Not an animal

                    Not sure

                            Unused items

                              Rights: The University of Waikato Te Whare Wānanga o Waikato

                              Animal or not?

                              Use this interactive graphic organiser to consider whether something is an animal. Place each image where you think it belongs. This activity can be done individually, in pairs or as a whole class.

                              Related content

                              Explore additional Māori insight – māramatanga Māori – related to ao Māori understanding of the concept of living and non-living.

                              Use this article to explore the science ideas and concepts behind the characteristics of both living things and animals using earthworms as the example.

                              Useful link

                              Visit this website from the Australian education website (Victoria Department of Education and Training) for more information about common student alternative conceptions related to living things and classification.

                                Published 12 June 2012, Updated 4 December 2024 Referencing Hub articles

                                  In te ao Māori, the concept of non-living is understood in a unique way compared to Western perspectives. Rather than viewing entities as strictly living or non-living, Māori understanding of this concept acknowledges the whakapapa (interconnectedness) and mauri of all things. For instance, inanimate objects such as mountains, rivers, rocks and even objects crafted by humans are often regarded as having their own mauri. With the possession of mauri and mana, each entity is respected, and its contribution to the overall balance and harmony of the environment is acknowledged.

                                  Rights: The University of Waikato Te Whare Wānanga o Waikato

                                  Nature in harmony

                                  Iwi Māori acknowledge the whakapapa (interconnectedness) and mauri of all things – mountains, rivers, rocks and even objects crafted by humans are often regarded as having their own mauri.

                                  Pounamu adze image copyright of The Trustees of the British Museum, CC BY-NC-SA 4.0.

                                  Whakapapa, among other things, describe connections and tell the story of how people, the landscape, plants and animals came into being. Iwi Māori believe people, plants and animals are all descendants of Ranginui and Papatūānuku and their children, which means humans are intrinsically linked with the environment. This philosophy has long been held within iwi Māori by acknowledging and connecting themselves through the sharing of pepeha. The speaker will identify who they are by sharing where they are from and to whom they have familial connections. The names of maunga, waka, awa, marae, iwi and hapū are often shared. The inclusion of people and places in these introductions are not coincidental. They signify the mauri, mana and tapu of each entity and their place in the natural world.

                                  Rights: Crown Copyright

                                  Whakapapa

                                  Iwi Māori believe people, plants and animals are all descendants of Ranginui and Papatūānuku and their children, which means humans are intrinsically linked with the environment.

                                  Our actions should respect or enhance the mauri of every creature and its habitat while taking action to ensure survival of flora and fauna species. While respect for mauri does not prevent us from using other creatures for food and other real needs, humans should not overextend their role at the top of food chain. While the distinction between living and non-living might exist, it doesn’t carry the same weight in te ao Māori. Instead, the intrinsic value and interconnectedness of all things is recognised regardless of whether they are conventionally classified as living or non-living. According to this philosophy, many iwi Māori have sought to live in harmony with te taiao – rather that dominating it – for the wellbeing of everything and everyone.

                                  Ko au te taiao, ko te taiao ko au

                                  I am the environment, and the environment is me

                                  References

                                  Patterson, J. (1998). Respecting Nature: a Maori Perspective. Worldviews, 2(1), 69–78. http://www.jstor.org/stable/43809105.

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