One characteristic of living things kindergarten students find fascinating is the life cycle. All living things change and grow. Have students explore the life cycle of a butterfly through a story and art project. Start by reading "The Very Hungry Caterpillar," by Eric Carle, to the class. Identify and discuss the four stages of a butterfly's life cycle: egg; caterpillar; chrysalis, or cocoon; and butterfly. Provide students with a long strip of paper divided into four sections. Model for students how to label the sections with the stages of the life cycles. Allow students to then create a representation of each life cycle by gluing on the following items: a small pom-pom for the egg, a chain of colored mini-marshmallows for the caterpillar, a peanut in a shell for the chrysalis, and a piece of tissue paper pinched in the middle with a pipe cleaner for the butterfly.
Once students have been introduced to living things' basic needs, allow them to apply their knowledge with a "magazine sort." Create a worksheet divided into two sections. Label the sections "yes" and "no." Photocopy and distribute papers to students along with old magazines, scissors and glue sticks. Encourage students to search the magazines and cut out pictures of items livings things need and do not need. The students then glue the pictures under the appropriate heading. For example, a student might glue a rain cloud under "yes," because plants need water, and a video game under "no." Another student might glue a loaf of bread under "yes," because animals need food, and a chair under "no." Allow students to share their findings when completed.
Using familiar nursery rhymes in content areas other than language arts is a great way to create connections and evoke student interest. Try using the traditional favorite "Hey Diddle Diddle" to describe living and non-living things. Start by reading the nursery rhyme to the class. Ask students to join in for a second and third reading. If possible, provide a visual -- poster or book -- for students while reading. Then review the characteristics of living things. Ask students to distinguish which characters in the rhyme are living things and which are not. Encourage students to provide their reasoning. For example, a student might state that the dish and the spoon are not living things because they do not need air or water to survive. Another student might respond that the cow is a living thing because it grows and changes. If desired, allow students to create a T-chart with words or pictures showing their discoveries.
One of the best ways to illustrate how living things grow and change is by inviting students to bring in pictures of themselves. Ask students' parents to send in two pictures of their children -- one as a baby and one as a toddler. Take and print a picture of each child at school so they will also have a current representation of themselves. Encourage students to discuss what has grown and changed about themselves since they were born. What helped them grow and change along the way? For example, discuss how milk, healthy food and exercise have helped them develop since birth. Provide each student with a long piece of paper divided into four sections. Have students glue the three pictures onto their papers in order. In the fourth box, help students draw a picture of themselves as adults. Brainstorm what things will change, such as height and clothes, and what may not change, such as hair color, eye color and skin color. Continue to discuss what things will help them grow and change.