Living and Nonliving Things Worksheets

Observation-and-drawing worksheet where children find and draw one real living thing and one nonliving thing around them.

Preschool-friendly cumulative review combining picture identification, category matching, and a basic water-needs clue.

Children match six familiar living things to something each needs, using picture-supported resources such as water, food, or sunlight where appropriate. The activity introduces the idea that living things depend on resources to live.

Children look at 12 pictures and mark only the six living things that need water to live. Familiar organisms are contrasted with objects that are not strongly associated with water, keeping the science concept clear.

Children compare eight pairs such as a real dog and toy dog, a real flower and artificial flower, and a child and doll, then circle the living member of each pair. The activity builds discrimination based on being alive rather than appearance.

Children connect ten mixed pictures to one of two category anchors, LIVING or NONLIVING. The matching format provides another visual way to practice classification using a fresh set of animals, plants, and objects.

Children color only the six living things among 12 large black-and-white pictures. The simple single-action format is suited to Pre-K and Kindergarten learners who benefit from visual classification with minimal text.

Children place an X over the six nonliving things among 12 fresh pictures while leaving the living things unmarked. The page reverses the target category and learner action for additional independent classification practice.

Children look around their own environment and draw one living thing they could find at home, at school, and outside. Large drawing spaces and short sentence frames support observation, application, and optional labeling.

Children use four illustrated clues—growing, needing water, needing food, and responding to the environment—to connect everyday situations with observable characteristics of living things. The focus remains concrete and age-appropriate.

Children examine eight picture cases, mark simple clues such as grows, needs water, or needs food/energy, and then decide whether each example is living or nonliving. The page develops evidence-based reasoning beyond appearance alone.

Children identify five living plants among ten pictures and review two simple clues: plants grow and plants need water. The worksheet directly reinforces that plants are living things even though they do not move around like animals.

Children identify five living animals among ten pictures, including varied examples such as a bird, fish, rabbit, snail, and butterfly. Small visual reminders reinforce that animals grow and need resources to live.

Children examine eight before-and-after picture pairs and check the four that show a living thing growing. The activity contrasts biological growth with nonliving objects and provides independent practice with growth as evidence of life.

Children mark the six people or animals among 12 pictures that need food to live. Nonliving objects provide clear contrast, while plants are intentionally omitted so the everyday meaning of food does not confuse the early science concept.

Children complete ten rows of three pictures, circling the one living thing in each row. Thirty total pictures provide substantial rapid visual-discrimination practice with people, animals, plants, and nonliving distractors.

Children complete ten rows of three pictures, crossing out the one nonliving object in each row. The 30-picture set is different from the companion living-things page and continues to include plants among the living examples.

Children classify 16 numbered pictures in a 4 × 4 grid by circling LIVING or NONLIVING beneath each picture. The page provides a larger independent practice set after guided visual activities.

Children classify a second set of 16 new pictures by circling LIVING or NONLIVING beneath each item. New organisms, objects, and answer positions make this a complete additional practice page rather than a reordered duplicate.

Children draw one living thing and one nonliving thing in two large sections, then use simple picture-supported prompts to discuss whether the living example grows, needs water, and needs resources to live. Writing remains optional or adult-supported.

Children match six short science sentences to six illustrations, using statements such as a plant grows, a dog needs water, and a bird needs food. Visual support keeps the clue-reading activity accessible to beginning 1st Grade readers.

Children read or listen to ten short picture-supported statements and mark YES or NO. The statements check basic ideas already practiced, such as plants being living, living things growing, animals needing water, and toys being nonliving.

Children complete four compact review sections: identify living things, classify living and nonliving pictures, mark examples that need water, and match young or small living things with later or larger forms. The page reviews the collection's main early-science skills.

Children complete a 15-item final check with living/nonliving picture classifications, basic evidence questions about growth or needs, and picture-group applications. The concise assessment checks identification, classification, and simple evidence without extended writing.