Teacher Resources
QUICK LAB
Is a Clock Alive?
MATERIALS
Small groups
15 minutes
For each group
analog clock
paper, plain
(8 1/2” × 11”
or larger)
LAB RATINGS
Teacher Prep —
Student Setup —
Cleanup —
My Notes
SAFETY INFORMATION
Remind students to review all safety cautions and icons before beginning
this lab.
TEACHER NOTES
In this activity, students will investigate living and nonliving things. They
will observe a clock and use a graphic organizer to assist in comparing the
characteristics of the clock with the characteristics of an animal.
Tip This activity will help students understand the differences and similarities between
living and nonliving things.
Student Tip Think about what it means to be alive, and what conditions something has to
meet to be considered alive.
Skills Focus Making Comparisons, Drawing Conclusions, Making a Graphic Organizer
MODIFICATION FOR
Challenge the students to determine what characteristics something must exhibit to be
considered a living thing. Have students select two objects for comparison (such as clock,
ball, cat, dog, lamp, computer, or horse). Using a graphic organizer of their choice and an
oral presentation, students demonstrate the characteristics they selected, and explain
whether or not their two objects are living or nonliving.
Answer Key for
1. Accept all reasonable answers, but look for students to recognize the following basic
characteristics: takes energy from another source, grows, reproduces, capable of
movement, responds to stimuli, composed of cells, produces wastes.
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Module B Lab Manual
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Unit 1, Lesson 1
Introduction to Living Things
Edit File
Teacher Resources
Quick Lab continued
2. Accept all reasonable answers. Sample answer: The clock can move, but it can not
move by itself and it moves in a limited and defined range. It uses energy from the
environment, but it can not get that energy by itself. It does not reproduce or respond to
stimuli in the environment. It does not grow, either.
Teacher Prompt How does the clock move? How does it get energy? Can it
reproduce on its own? Will it get bigger as it gets older?
3. Sample answer:
Clock
Characteristic
Animals
Yes, but it is limited in range
and only the hands can move
Moves
Yes, they can fly, swim, run, climb
and do these things without help
No
Eats and drinks
Yes
No
Sleeps
Yes
Yes, they use batteries
or electric power
Uses energy
Yes, they use food and drink
No
Reproduces
Yes
No
Responds to outside stimuli
Yes
No
Made of cells
Yes
4. Sample answer: According to the characteristics our group described for living things,
a clock is clearly not a living thing. Although it moves, it doesn’t decide where it’s
going to move, or for what purpose. Clocks do not use food or drink for energy like
animals. Animals can have offspring, but only clockmakers can make more clocks.
Also, an animal will respond to stimuli, like a loud clap, or the smell of food, and a
clock will not. Clearly, clocks are not animals.
Teacher Prompt Is a clock a living thing? What must all living things do or have?
Do clocks do or have those things?
ScienceFusion
Module B Lab Manual
2
Original content Copyright © by Holt McDougal. Alterations to the original content are the responsibility of the instructor.
Unit 1, Lesson 1
Introduction to Living Things
Name
Class
Date
QUICK LAB
Is a Clock Alive?
In this lab, you will compare the characteristics of a clock with the
characteristics of an animal and create a graphic organizer to compare
and contrast these characteristics.
PROCEDURE
In your group, discuss the characteristics that distinguish living
things from nonliving things. Write a list below that includes all
of the characteristics your group decided on.
OBJECTIVES
• Observe the
characteristics of a
clock.
• Compare the
characteristics of a
clock to those of an
animal.
MATERIALS
For each group
• analog clock
• paper, plain
(8 1/2” × 11”
or larger)
Take a few minutes to observe the clock. How many of the characteristics
that you listed in the first step apply to the clock? Explain each one below.
Choose a type of graphic organizer that can compare and contrast the
characteristics of the clock with the characteristics of an animal. Use the
white paper to create your graphic organizer.
In a paragraph on the back of your graphic organizer, explain why a clock is
or is not a living thing based on evidence from your observations during this
investigation.
ScienceFusion
Module B Lab Manual
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Original content Copyright © by Holt McDougal. Alterations to the original content are the responsibility of the instructor.
Unit 1, Lesson 1
Introduction to Living Things
Teacher Resources
Edit File
QUICK LAB
The Needs of Producers,
Consumers, and Decomposers
MATERIALS
For each group
paper
scissors
string
tape
Small groups
15 minutes
LAB RATINGS
Teacher Prep —
Student Setup —
My Notes
Cleanup —
SAFETY INFORMATION
Remind students to review all safety cautions and icons before beginning
this lab.
TEACHER NOTES
In this activity, students will identify the needs of living things and describe
specific examples of the needs of producers, consumers, and decomposers.
Tip This activity will help students understand that living things have specific needs for
water, food, energy, and habitat in order to survive.
Student Tip Think about the things your body needs to survive. What types of survival
needs are shared by most organisms?
Skills Focus Drawing Conclusions, Creating a Graphic Organizer, Making Comparisons
MODIFICATION FOR
Challenge students to create a presentation on producers, consumers, and decomposers.
Students in small groups may use classroom resources to develop a definition and examples
for each category, and to determine what needs are common and unique among them. They
should present their findings in an oral presentation accompanied by a graphic organizer of
their choice. Provide them the same materials listed above.
ScienceFusion
Module B Lab Manual
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Original content Copyright © by Holt McDougal. Alterations to the original content are the responsibility of the instructor.
Unit 1, Lesson 1
Introduction to Living Things
Teacher Resources
Quick Lab continued
Answer Key
1. You may wish to provide students with a list of organisms from each of the three
groups from which to select to ensure they make a correct selection. Alternatively, you
may have other group members check each student’s selection, or require students to
get your approval on the organism they selected before they begin Step 2.
2. Sample answer: a student assigned “producer” selects a “rose,” and the needs include:
sunlight, water, soil, and warm climate.
4. Sample answer:
Cow
Category
Sunflower
Corn, grass
Energy
Sunlight and nutrients in soil.
Can move to water source
Water
Can not move to water source
Farms, pastures
Habitat
Sunny, open places; rooted to ground
ScienceFusion
Module B Lab Manual
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Original content Copyright © by Holt McDougal. Alterations to the original content are the responsibility of the instructor.
Unit 1, Lesson 1
Introduction to Living Things
Name
Class
Date
QUICK LAB
The Needs of Producers,
Consumers, and Decomposers
In this lab, you will create a web that shows the needs of living things
and gives specific examples of the needs of producers, consumers, and
decomposers.
PROCEDURE
Your teacher will assign your group to study a producer,
consumer, or decomposer. Each student will choose a particular
organism from your assigned category and write it on a slip of
paper.
Next, each student in your group will identify four specific
needs that the organism depends on for survival. Consider
categories of needs such as
OBJECTIVES
• Identify the needs
of living things.
• Describe specific
examples of the
needs of producers,
consumers, and
decomposers.
MATERIALS
For each group
• paper
• scissors
• string
• tape
• water
• food
• energy
• habitat
Write each of the four needs on individual slips of paper.
Use the slips, scissors, string, and tape to create a “web” that illustrates the
relationship between the organism and its needs.
Then, students take turns explaining their web to other group members.
After each student has presented their web, the small group will select two
or more organisms and create a graphic organizer that shows similarities and
differences in their needs.
ScienceFusion
Module B Lab Manual
6
Original content Copyright © by Holt McDougal. Alterations to the original content are the responsibility of the instructor.
Unit 1, Lesson 1
Introduction to Living Things