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Subject: General Science
Semester: 1
Period: 3
Week: 14
Week 14
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 1
Date: Week 14
Lesson Duration: 45 minutes
Week & Period: Week 14, Period 3
Topic: Characteristics of Living Things
Sub-topic: Identifying Living Things in our Environment
Learning Objectives
By the end of the lesson, students should be able to:
- List the main characteristics of living things: movement, growth, breathing, feeding, reproduction, death.
- Identify living things in their environment.
Previous Knowledge
Students already know:
- Examples of living and non-living things.
Instructional Materials - Pictures and real examples of animals and plants
- Chart of characteristics of living things
- Worksheets for observation
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter) Time: 5–10 minutes
- Teacher asks students to name 3 living things they see around them.
- Students discuss what these living things do (move, grow, eat).
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Teacher introduces the characteristics of living things one by one using simple words and examples:
- Movement – Humans walk, animals run, birds fly, fish swim; plants move slowly toward sunlight.
- Growth – Seeds grow into plants, babies grow into adults.
- Breathing/Respiration – Humans and animals breathe in air; fish use gills; plants breathe through leaves.
- Feeding – Animals eat food; humans eat rice, bread, and fruits; plants make their food from sunlight.
- Reproduction – Hens lay eggs; cats give birth; plants grow new plants from seeds.
- Excretion – Humans urinate and sweat; plants give out excess water.
- Death – All living things eventually die.
- Students observe pictures or real objects (dog, tree, stone, car) and say which characteristics are present.
- Teacher dramatizes or uses role-play (e.g., pretending to be a bird flying, a baby growing taller) and students copy.
- In groups, students match picture cards with the right characteristic (e.g., seed → grows, dog → breathes, flower → reproduces).
Assessment Checks:
- Teacher asks oral questions:
- “Does a plant breathe?” (Yes, through tiny holes on its leaves).
- “Which living things can move fast?” (Animals, humans, birds).
- “Which living things grow slowly?” (Plants).
- Pair work: Students classify mixed objects (e.g., toy car, flower, cat, shoe, fish) into living or non-living, explaining their reasons.
- Quick quiz: Teacher says an item (e.g., tree, chair, bird), and students shout “Living!” or “Non-living!”
Notes (Expanded & Detailed):
- All living things show all characteristics, even if some are less obvious.
- Plants breathe (through leaves), move (grow toward sunlight), and reproduce (seeds).
- Animals and humans clearly show movement, feeding, breathing, and reproduction.
- Non-living things may look useful but do not breathe, feed, grow, reproduce, or die.
- A simple way to remember: If it can grow, move, breathe, feed, reproduce, and die → it is living. If not → it is non-living.
C – Consolidation (Conclusion & Assessment) Time: 5–10 minutes
Summary:
- Review the six main characteristics of living things.
Evaluation Method (Expanded):
- Exit slip: Students name one living thing and list two characteristics it shows.
- Teacher provides oral feedback.
Assignment (Expanded):
- List 5 living things at home and identify one characteristic for each.
Follow-up Activity: - Students create a mini poster showing living things and their characteristics.
Differentiation / Inclusive Strategies
- Use visual aids for students who struggle with verbal explanations.
- Allow peer assistance during classification activities.
Teacher’s Reflection (After Class)
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☑ Low