How do we know that things are alive? Young children have been known to describe a car as being alive because it can move, or a calculator, because numbers appear when you switch it on and press the buttons. A group of 5-year-olds once explained that big boulders grew from little ones ā a perfectly understandable 5-year-old conclusion, as they had seen plants grow from seeds, and they knew that small, young people grew into bigger, older people!
It takes time and experience with a variety of living and non-living material to begin to develop the notion of āaliveā and the understanding that all living things have a number of characteristics in common. It may be helpful to remember that, although some āinanimateā objects may exhibit some of these characteristics, only living things exhibit them all.
The characteristics of living things
Living things, including humans, have the ability to: feed, respire, excrete, grow, respond to stimuli, move and reproduce.
It is worth remembering, however, that these characteristics provide us only with an operational definition ā they tell us what living things can do, not what they are. In some cases, this can be a source of real confusion for primary pupils. Living things are not doing all of these things simultaneously. Many of these characteristics are not directly observable ā pupils cannot see a tree āfeedingā itself for example; not all living organisms move, nor do all of them reproduce. A mule, for instance, though very much alive, is an infertile hybrid resulting from the mating of a horse and a donkey.
To add to the confusion, some organisms, at some stages of their life cycles, show no signs of life at all. Plant seeds are good examples of organisms in such a state, which is known as suspended animation. What has happened is that the seed has dried out ā typically, seeds contain less than 10 per cent water, compared with 80ā90 per cent in the parent plant. This desiccation slows down the rate at which chemical reactions take place in the seed, allowing it to survive periods of relatively hostile conditions ā drought, for example, or the onset of winter.
So, the answer to the question āIs a seed alive?ā is āWe do not knowā ā at least, not until we have restored normal growing conditions to see if the seed germinates.
An example of suspended animation from the animal kingdom would be the desiccated egg cysts of brine shrimps (sold commercially as āsea monkeysā). These cysts appear to be completely inert and can withstand years of desiccation, only to ācome to lifeā when rehydrated in the correct saline conditions. Perhaps the most crucial idea relating to living organisms is that they are all capable of self-maintenance and can respond, within limits, to changes in their environment. Such responses limit the effect of change on an organism and help it to maintain an internal environment at or near optimum. The mechanisms by which such responses occur will be explained in Key Idea 2.2: Life processes.
CONCEPT CONFUSION
Children may find it challenging to recognize some living things owing to their lack of movement ā for example trees, coral and lichen. It may also be difficult to distinguish between things that were once alive and things that were never alive. One strategy is to ask children where something came from. For example, wood was once part of a tree, and so we can say it was once living, whereas a rock or stone was part of the Earthās crust, and so we can say it was never living. Fossils add another layer of complexity, as they are mineral ācastsā of something that was once alive.