Lesson Notes By Weeks and Term v3 - Junior Secondary 1
Living and Non - Living Things
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Living and Non - Living Things
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Subject: Basic Science
Class: Junior Secondary 1
Term: 2nd Term
Week: 2
Theme: Learning About Our Environment
This page supports the lesson note with a companion video and a short classroom-ready summary.
For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.
Everything you see, touch, smell, or even just know exists is made of matter. Matter is anything that has mass (which is how much "stuff" is in it) and occupies space (meaning it takes up a certain amount of room).
Mass: Think about how heavy something feels. A large bag of garri has more mass than a single grain of rice.
Occupies Space: A chair takes up space, so does a book, and even the air inside a balloon takes up space.
Examples of Matter in Nigeria: You, your teacher, a goat, a mango tree (all living things) Your school desk, a stone, the water in a river, the air in a tyre (all non-living things)
Materials: Chart showing characteristics of living things (MR NIGER D). Pictures of various Nigerian plants and animals. Collection of real samples (or pictures/drawings) of living and non-living things (e.g., a leaf, a small stone, a feather, a piece of wood, water in a bottle, a small insect in a jar – ensure safety and respect for living samples). Chalkboard/Whiteboard. Markers/Chalk. Worksheets for activities.
A. Teacher Activities:
1. Introduction (10 minutes): Begin by greeting students and reviewing the previous topic briefly. Engage students by asking them to look around the classroom and name anything they see. Write their responses on the board.
Ask: "What makes a person different from this desk? Or a plant different from a stone?" Introduce the topic: "Living and Non-Living Things," and explain that everything they've named is made of matter. State the learning objectives in a clear, simple language.
2. Explanation of Matter and States (15 minutes): Define matter, mass, and space using simple analogies. Introduce the three states of matter (solid, liquid, gas). For each state, explain its properties and provide clear Nigerian examples from their everyday lives (e.g., yam tuber for solid, palm oil for liquid, smoke from cooking for gas). Use the collected samples or pictures to demonstrate. Ask students to classify items you point to.
3. Introducing Living and Non-Living Things (10 minutes): Based on their initial answers, group the named objects into "things that can grow, move on their own" and "things that cannot." Formally define "Living Things" and "Non-Living Things." Show pictures of diverse Nigerian plants (e.g., cocoa plant, oil palm) and animals (e.g., cow, chicken, fish) and ask students to identify them as living. Do the same for non-living items (e.g., a car, a chair).
4. Detailed Explanation of Characteristics (20 minutes): Introduce the mnemonic "MR NIGER D" for the characteristics of living things. Go through each characteristic (Movement, Respiration, Nutrition, Irritability, Growth, Excretion, Reproduction, Death) one by one. For each characteristic, provide clear definitions and contrast it between living things (plants and animals) and non-living things. Use vivid Nigerian examples for each characteristic (e.g., how a goat moves, how a yam plant grows, how humans excrete waste, how mango trees reproduce). Encourage student participation by asking them to give their own examples.
5. Practical Activity: Sample Collection, Identification & Sorting (25 minutes): Divide the class into small groups (4-5 students). Instruct groups to go outside the classroom (e.g., school compound, garden area – ensure safety first!) or use pre-collected items. Each group is to collect 5-10 small, safe items (e.g., leaf, small stone, feather, sand, small stick, empty sachet water nylon). Back in class, each group should sort their collected items into two categories: "Living Things" and "Non-Living Things" based on the characteristics discussed. Provide a worksheet for them to record their findings (Item, Category, Reason for classification). Walk around to supervise and provide guidance.
6. Importance of Plants and Animals (15 minutes): After the sorting activity, bring the class together. Lead a discussion on the importance of the living things they identified. Present the major points on the importance of plants and animals to humans, using Nigerian examples (e.g., food, medicine, shelter, economic value of cocoa/oil palm, transport by donkeys). Ask students to share how they benefit from plants and animals in their own homes and communities.
7. Explaining Uses of Collected Samples (10 minutes): Each group presents 2-3 of their sorted items and explains why they classified them as living/non-living, and what their uses are (Performance Objective 6). Encourage peer feedback and questions.
8. Conclusion and Summary (5 minutes): Recap the main points: What is matter, its states, characteristics of living things, differences between living and non-living things, and their importance. * Address any lingering questions.
B. Student Activities:
1. Participate actively in class discussions, answering questions, and providing examples.
2. Observe and listen attentively during explanations.
3. In groups, safely collect samples of living and non-living things from the school environment. and explains why they classified them as living/non-living, and what their uses are (Performance Objective 6). Encourage peer feedback and questions.
8. Conclusion and Summary (5 minutes): Recap the main points: What is matter, its states, characteristics of living things, differences between living and non-living things, and their importance. * Address any lingering questions.
B. Student Activities:
1. Participate actively in class discussions, answering questions, and providing examples.
2. Observe and listen attentively during explanations.
3. In groups, safely collect samples of living and non-living things from the school environment.
4. Collaborate with group members to identify and sort the collected samples based on characteristics.
5. Record findings on provided worksheets.
6. Present their group's findings and explain the uses of some collected items.
7. Take notes as instructed by the teacher. --- Let's test our understanding with some questions. Work through these together, and I will guide you to the answers.
Question 1: Define matter and list three examples of matter you can find in your school environment.
Targeted POs: 1 Targeted EGs: 1 Solution: Definition of Matter: Matter is anything that has mass and occupies space. Three
Examples: Textbook (Solid, non-living) - It has weight and takes up space. Air (Gas, non-living) - You can't see it, but it fills up a balloon and has mass (though small). Your classmate (Living, animal) - They have mass and take up space.
Commentary: This question checks if students grasp the fundamental definition of matter and can identify it around them, which is the basis for understanding living and non-living things.
Question 2: List the three states of matter. Then, classify a cup of palm oil, a stone, and the steam from a boiling pot of yam according to their state of matter.
Targeted POs: 2 Targeted EGs: 2 Solution: Three States of Matter: Solid, Liquid, Gas.
Classification: A cup of palm oil: Liquid (It flows, takes the shape of the cup, but has a definite volume).
A stone: Solid (It has a definite shape and volume).
Steam from a boiling pot of yam: Gas (It spreads out, has no definite shape or volume).
Commentary: This question assesses the understanding of the three states of matter and the ability to apply this knowledge to common Nigerian objects and phenomena.
Question 3: Imagine you are walking around your school compound. Name two living things and two non-living things you would expect to find there. For each, state one reason for your classification.
Targeted POs: 3, 4, 6 Targeted EGs: 3, 6 Solution: Living Things: Mango tree: It grows, produces fruits (reproduces), and makes its own food.
School dog: It moves from place to place, eats food (nutrition), and breathes (respiration).
Non-Living Things: School gate: It cannot move on its own, does not grow, and does not reproduce.
Concrete block: It does not breathe, does not need food, and cannot respond to stimuli.
Commentary: This tests observational skills and the ability to link observed characteristics to the definitions of living and non-living things in a practical setting.
Question 4: State two distinguishing differences between a plant and an animal.
Targeted POs: 4 Targeted EGs: 4 Solution: Movement: Animals can usually move from one place to another (locomotion), while plants are generally fixed in one spot (though they show movement of parts).
Nutrition: Plants make their own food through photosynthesis, whereas animals obtain food by eating other plants or animals. (Other valid answers: Plants have cell walls, animals don't; Plants grow continuously, animals grow to a certain size; Animals have more complex sensory organs than plants.)
Commentary: This question focuses on the key differences within the "living things" category, reinforcing the understanding of characteristics.
Question 5: List two important uses of plants and one important use of animals to human beings in Nigeria.
Targeted POs: 5, 6 Targeted EGs: 5 Solution: Uses of Plants: Food: Plants provide staple foods like yam, cassava, rice, and fruits which are essential for human diet.
Medicine: Many traditional Nigerian remedies use plant parts for treating illnesses (e.g., neem leaves for malaria, scent leaf for stomach ache). (Other valid answers: Oxygen production, building materials, fuel, economic value through cash crops.)
Use of Animals: Food: Animals provide meat (e.g., goat meat, beef, chicken) and eggs, which are crucial sources of protein. (Other valid answers: Labour/transport, clothing materials (leather), economic value from livestock, manure for farming.)
Commentary: This question directly addresses the importance of living things and requires students to recall specific benefits relevant to Nigerian life. ---
A. Differentiation (for varied learners): For Visual Learners: Use plenty of charts, diagrams, pictures of Nigerian living and non-living things. Show short video clips of plants growing or animals moving.
For Auditory Learners: Encourage group discussions, peer teaching, and asking questions. Use songs or rhymes (like "MR NIGER D") to remember characteristics.
For Kinesthetic Learners: Emphasize the practical activity of collecting and sorting samples. Allow them to physically demonstrate movement or show how plants respond to light. Use role-playing for different characteristics.
Group Work: Form mixed-ability groups for practical activities so that stronger students can support weaker ones.
B. Remediation (for struggling learners): Simplified Tasks: Break down complex tasks into smaller, manageable steps. For example, instead of listing all 8 characteristics, ask them to identify just 2-3 with visual aids. Concrete
Examples: Use very familiar, tangible objects from their immediate environment (e.g., their pen, their shoes, a leaf from a tree outside) when explaining concepts.
One-on-One Support: Provide individual attention during practical activities or after class. Re-explain concepts using simpler language and more relatable analogies.
Picture Card Sorting: Create flashcards with pictures of various items (e.g., goat, rock, yam, car, water) and ask them to simply sort into "Living" and "Non-living" piles, focusing on just one or two key characteristics.
Vocabulary Focus: Create a list of key terms (matter, solid, liquid, gas, respiration, reproduction) and ensure they understand each definition before moving on.
C. Extension (for high-achieving learners): Research Project: Assign a mini-research project on a specific Nigerian plant or animal. They could investigate its habitat, unique characteristics, importance to local culture/economy, and any threats it faces.
Classification Depth: Introduce basic concepts of classification of living things (e.g., basic idea of kingdoms like plants, animals, fungi, bacteria) and discuss why scientists classify them.
Debate: Organize a short debate on a topic like "Is fire a living thing?" (This encourages critical thinking about the characteristics).
Environmental Impact Study: Ask them to investigate how human activities (e.g., pollution, deforestation) affect living and non-living things in their local community and propose solutions. For example, researching the impact of plastic waste on aquatic life in Nigerian rivers. Design a "New Organism": Challenge them to design a hypothetical living organism and describe how it meets all the characteristics of life.
Understanding living and non-living things is not just for the classroom; it directly impacts our daily lives and our future in Nigeria. Environmental Conservation and Sustainable Practices: Application: When we understand that plants and animals are living and have specific needs, we learn to appreciate and protect them. This applies to preserving our forests (like the Cross River National Park), protecting endangered species (like the drill monkey or pangolin), and keeping our rivers clean for fish and other aquatic life. Knowing non-living things like soil and water are vital resources helps us practice sustainable farming to prevent erosion and conserve water. For example, local communities often protect sacred groves of trees because they understand their importance for medicine, shelter, and cultural identity.
Local Context: Many Nigerian communities depend on natural resources for survival. For example, protecting mangrove forests in the Niger Delta helps stabilize the coastline and supports diverse aquatic life, crucial for fishermen. Agriculture, Food Security, and Economic Development: Application: Our knowledge helps farmers understand the needs of their crops (plants) and livestock (animals) for healthy growth and reproduction. This means knowing when to plant, how to fertilize (using both living organic matter and non-living mineral fertilizers), how much water to give, and how to manage pests. This knowledge directly translates into better yields of yam, cassava, maize, and healthy animals for meat and milk, boosting food security and economic well-being for Nigerian families.
Local Context: A farmer in Benue State (the Food Basket of the Nation) knows that for their yam crop to thrive, it needs fertile soil (non-living), sufficient water (non-living), and protection from pests (living). Understanding the life cycle of the yam plant (living) is crucial for a good harvest. Health, Sanitation, and Resource Management: Application: Understanding the differences helps us with health. We know that disease-carrying organisms (like mosquitoes, a living thing) can transmit malaria, so we take steps to control them. We use non-living materials like treated nets and medicines. It also guides our use of resources. Knowing that crude oil (a non-living natural resource) is finite helps us think about sustainable energy solutions. We manage our waste, separating biodegradable (living-derived) from non-biodegradable (non-living) items for proper disposal or recycling.
Local Context: In Nigerian towns and cities, people learn to avoid stagnant water because it's a breeding ground for mosquitoes. They also learn to properly dispose of plastics (non-living) to prevent drainage blockage and environmental pollution, differentiating them from food waste (living-derived) which can be composted. ---