Lesson Notes By Weeks and Term v3 - Primary 1
Non -Living things
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Non -Living things
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Subject: Basic Science
Class: Primary 1
Term: 3rd Term
Week: 2
Theme: Living And Non Living Things
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Watch on YouTubePupils should be able to identify non -living things in the classroom, in the school and at home
Introduction to Non-Living Things: Non-living things are objects or substances that do not possess the characteristics of life. They do not grow, move on their own, breathe, eat, reproduce, or excrete waste. They are either natural (like rocks and water) or man-made (like tables and cars).
Characteristics of Non-Living Things: No Growth: Non-living things do not increase in size or change their form over time in the way living things do. A stone picked today will remain the same size next week, unlike a child or a plant that will grow. A table remains a table; it does not become bigger or develop new parts.
No Movement (on their own): Non-living things cannot move from one place to another by themselves. They require an external force to move them. For example, a chair needs someone to push or carry it, a car needs an engine, and a ball needs to be kicked. They do not walk, run, or fly on their own accord.
No Breathing: Non-living things do not take in air (oxygen) and release air (carbon dioxide) as living things do. They do not have lungs or other respiratory organs.
No Eating/Feeding: Non-living things do not require food or water for energy or growth. They do not get hungry or thirsty. A book does not need to eat to function.
No Reproduction: Non-living things cannot produce young ones of their own kind. A table cannot produce another table; a pen cannot lay eggs to make more pens.
No Excretion: Non-living things do not produce or get rid of waste materials from their bodies. They do not urinate or pass faeces. Examples of Non-Living Things in Different Environments (Nigerian Context): In the Classroom: Desk/Table: Used for writing and placing books. Does not grow, move on its own, eat, or breathe.
Chair/Bench: Used for sitting. Does not grow, move on its own, or breathe.
Blackboard/Whiteboard: Used for writing lessons. Does not grow, eat, or breathe.
Chalk/Marker: Used for writing. Does not grow, move on its own, or breathe.
Textbook/Notebook: Contains information for learning. Does not grow, eat, or breathe.
School Bag: Used for carrying books. Does not grow, move, or eat.
Ruler/Pencil/Pen: Used for drawing lines and writing. Does not possess life characteristics. In the School Environment (Outside the Classroom): School Building/Wall: Provides shelter. Does not grow, move, or eat.
School Gate/Fence: Secures the school. Does not breathe or reproduce.
Stones/Rocks: Natural objects found on the ground. Do not grow, move, or breathe.
Sand/Soil: Found on the playground or pathways. Does not eat or reproduce.
Swing/Slide (if present): Play equipment. Does not grow, breathe, or eat.
Football/Basketball: Used for games. Does not grow, move on its own, or breathe.
Water (in a tap or bucket): Essential for life, but is non-living itself. Does not grow or breathe.
At Home: Table/Chair: For eating and sitting. Does not grow, move, or breathe.
Plate/Cup/Spoon: Used for eating and drinking. Do not grow, eat, or breathe.
Pot/Kettle: Used for cooking or boiling water. Do not grow, move, or reproduce.
Television/Radio: Electronic gadgets for entertainment and information. Do not grow, eat, or breathe.
Bed/Mattress: Used for sleeping. Do not move, eat, or reproduce.
Clothes/Shoes: Worn on the body. Do not grow, breathe, or eat.
Car/Bicycle/Motorcycle: Used for transportation. Do not grow, move on their own (without engine/person), or breathe.
Cooking Gas Cylinder/Stove: Used for cooking. Does not grow, eat, or breathe.
House/Wall: Provides shelter. Does not grow, move, or breathe.
Teacher Activities: Introduction (Engage): The teacher initiates a discussion by asking pupils to observe objects around them in the classroom. Asks questions like, "What do you see around you?" and "Can this (pointing to a desk) walk by itself?" The teacher then introduces the concept of "Non-Living Things" as objects that cannot do what people or animals can do (e.g., walk, eat, grow). Explanation and Demonstration (Explore/Explain): The teacher defines non-living things in simple terms, emphasizing their lack of life characteristics (no growth, no movement on their own, no breathing, no eating, no reproduction, no excretion). The teacher points to various objects in the classroom (e.g., a desk, a chair, a book, a duster) and explains why each is a non-living thing, linking it to the characteristics. For instance, "This blackboard is a non-living thing because it does not eat food like we do, and it cannot grow bigger." The teacher ensures to use examples familiar to Nigerian children.
Guided Identification (Elaborate): The teacher divides pupils into small groups (e.g., 3-4 pupils per group). Assigns each group a specific area within the classroom to "hunt" for non-living things (e.g., one group looks at the front of the class, another at the back, another around their sitting area). The teacher moves around, assisting groups and asking guiding questions like, "Can this [object] walk?" or "Does this [object] need food?" After the classroom activity, the teacher guides pupils to think about non-living things they see around the school compound (e.g., the school fence, a stone, the building wall) and then at home (e.g., their bed, plates, clothes).
Consolidation and Summary (Evaluate): The teacher brings the class together for a brief sharing session where each group presents some of the non-living things they identified. The teacher summarizes the key characteristics of non-living things using simple, memorable phrases.
Student Activities: Observation and Participation: Pupils actively observe objects in the classroom and respond to the teacher's questions.
Group Discussion: Pupils discuss with their group members to identify non-living things in their assigned area of the classroom.
Reporting: Each group presents their findings to the class, naming the non-living things they identified.
Drawing/Listing (Optional): Pupils may be asked to draw or list 2-3 non-living things they identified from each category (classroom, school, home) in their notebooks.
Role-Play (Optional): Pupils can briefly act out (or describe) an action a living thing can do that a non-living thing cannot (e.g., eating, walking). These questions aim to reinforce the identification of non-living things in different contexts.
Question 1: Look around your classroom. Name two (2) non-living things you see.
Solution: Answer: Desk, Chair (Other acceptable answers: Blackboard, Textbook, Duster, Bag, Pencil, Ruler, etc.)
Commentary: This question directly targets the first performance objective, requiring pupils to identify common non-living items within their immediate learning environment. The focus is on recognition and naming.
Question 2: Outside your classroom, in the school compound, what are three (3) non-living things you can find?
Solution: Answer: School building, Stone, Fence (Other acceptable answers: Gate, Sand, Ball, Wall, Slide, Swing, etc.)
Commentary: This assesses the second performance objective, extending identification beyond the classroom to the broader school environment. It encourages pupils to observe their outdoor surroundings.
Question 3: Mention three (3) non-living things that are usually found in your home.
Solution: Answer: Table, Plate, Bed (Other acceptable answers: Clothes, Television, Pot, Spoon, Radio, Car, Bicycle, House, etc.)
Commentary: This question addresses the third performance objective, requiring pupils to recall and identify non-living objects from their home environment, which are highly familiar to them.
Question 4: Is a football a non-living thing? Explain why using one reason.
Solution: Answer: Yes, a football is a non-living thing.
Reason: It does not eat food OR it cannot move by itself OR it does not grow.
Commentary: This question challenges pupils to not just identify but also provide a simple justification based on the characteristics of non-living things. It checks for a basic understanding of why something is non-living.
Differentiation Strategies: For Struggling Learners (Remediation): Visual Aids and Concrete Objects: Provide actual non-living objects (e.g., a pen, a stone, a small book) for them to hold, touch, and directly identify. Use large, clear pictures of common non-living things for identification exercises.
Simplified Instructions and Repetition: Break down instructions into smaller, manageable steps. Repeat key definitions and examples slowly and clearly.
Paired Learning/Buddy System: Pair a struggling learner with a more confident peer who can offer support and explain concepts in simpler terms.
Focused Identification: Ask them to identify only one or two non-living things at a time, gradually increasing the number as confidence grows.
Sentence Starters: Provide sentence starters for their responses (e.g., "A _________ is a non-living thing because it cannot _________."). For High-Achieving Learners (Extension/Enrichment): Categorization Challenge: Challenge them to categorize non-living things into "natural non-living" (e.g., stone, water, sand) and "man-made non-living" (e.g., desk, car, plate).
Detailed Explanation: Ask them to explain why a particular object is non-living by listing two or three characteristics, rather than just one.
Creative Task: Have them draw a simple poster or create a mini-collage showing various non-living things and labelling them, perhaps adding a sentence about their use.
Hypothetical Scenarios: Pose questions like, "What would happen if your school desk suddenly became a living thing?" to encourage deeper thought about the differences.
Observation Diary: Encourage them to keep a simple "Non-Living Things Diary" for a day, recording every new non-living object they see and where they saw it.
Remediation Activities: "Show Me" Game: The teacher calls out a non-living thing, and pupils point to it or show a picture of it. "Non-Living Basket": Prepare a basket with a mix of living (toy animal, real leaf) and non-living items. Pupils pick out only the non-living things.
Drawing and Labeling: Pupils draw three non-living things and label them, then orally explain why they are non-living.
Community Development and Safety: Understanding non-living things helps in community planning and safety. For instance, knowing that a broken non-living object like a chair or a piece of glass won't move on its own means children must avoid it or ask for help, rather than expecting it to move away.
It also relates to local infrastructure: the roads, bridges, and buildings in Nigerian communities are all non-living structures built from non-living materials (e.g., cement, sand, gravel, wood). Recognizing these helps in appreciating the physical environment. Environmental Stewardship and Waste Management: Differentiating living from non-living things is crucial for environmental care. Non-living waste materials like plastic bottles, cans, and discarded tires do not decompose naturally or quickly like living waste (e.g., food scraps, leaves). This understanding helps pupils grasp the importance of proper waste disposal, recycling efforts (where applicable), and preventing environmental pollution (e.g., plastics blocking drainages in Nigerian cities during rainy seasons).
Resourcefulness and Everyday Utility: Many essential tools and objects in Nigerian homes and schools are non-living. Examples include farming tools (hoe, cutlass), cooking utensils (pots, mortar and pestle), musical instruments (drums, flutes), and traditional crafts (carved wooden figures, woven baskets). Recognizing them as non-living helps pupils understand their function, how they are made from various materials, and how they contribute to daily life, cultural practices, and economic activities.