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8 questions with a Centaurs theme plus a full answer key. Perfect for Grade 1 Science.
⬇ Download WorksheetStudents will be able to sort things into living and nonliving groups by observing whether they grow, eat, breathe, or make new life.
Before the worksheet, show students a photo of a horse and a statue of a horse side by side. Ask: which one is living? This mirrors Q3 where Zoe meets a real centaur next to a stone centaur statue — students who did this warmup will connect the idea faster.
...plus 5 more questions in the full worksheet
Instructions: Read each question about Zoe's adventure. Circle, write, or check your answer in the box.
Standard: NGSS.K-LS1-1
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First-grade students develop foundational classification skills by sorting organisms and objects into living and nonliving categories, a cornerstone of early life science literacy required by NGSS.K-LS1-1. Teachers can use this worksheet as a formative assessment tool to gauge whether students can apply defining characteristics like growth and movement to categorize items independently, then use results to guide small-group instruction on life processes.
This printable Science worksheet is designed for Grade 1 students and covers Living Nonliving. The Centaurs theme keeps kids engaged while they practice essential Science skills. Every worksheet includes a full answer key making it easy for parents and teachers to check work instantly. Aligned to Common Core State Standards (CCSS) for Grade 1 Science. Print-ready at US Letter size. No login required — download and print in seconds.
Last updated: April 2026
At age 6 and 7, children are naturally curious about the world around them—they notice bugs, plants, toys, and rocks. Learning to sort things into "living" and "nonliving" helps them organize their thinking and build a foundation for all future science learning. This skill teaches students to observe closely, ask "Does it grow? Does it need food and water? Can it move on its own?" and use those clues to make decisions. When children practice sorting living from nonliving, they develop critical thinking and learn that the world has patterns they can understand. This worksheet builds their vocabulary and confidence as young scientists, while also helping them see that living things—whether a pet, a plant, or even a centaur in an imaginary story—are different from objects like blocks or cups. These early observations lay the groundwork for understanding habitats, ecosystems, and how to care for living things.
Many Grade 1 students classify things as living because they move or are pretty—they might call a car or a rolling ball "alive" because it moves. Others struggle with plants, thinking they are nonliving because plants don't run around like animals do. Watch for students who hesitate on pictures of seeds or eggs; they may not yet connect dormant things to "alive." When you spot these patterns, ask "Does a car eat food?" or "Does a plant drink water?" to guide them toward the right clue.
Take a nature walk with your child and collect five items: a leaf, a rock, a stick, a flower, and a piece of plastic. At home, sort them into two piles together and ask your child to explain why each item is living or nonliving. Let them touch and observe each object carefully. This hands-on sorting game shows them that the rules they learn on paper work in the real world, and it strengthens their confidence as they notice the details scientists notice.
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