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Subject: General Science
Semester: 1
Period: 3
Week: 13
Week 13
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 1
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Introduction to Living and Non-living Things
Sub-topic: Using our senses to learn about living things (plants and animals)
Learning Objectives
By the end of the lesson, students should be able to:
- Identify living things in their surroundings.
- Describe living things using their senses (sight, touch, smell, hearing).
- Differentiate between living and non-living things based on observation.
Previous Knowledge
Students already know:
- Basic observation skills.
- Names of some common plants and animals.
Instructional Materials - Pictures of plants and animals
- Real plants (potted) and safe small animals
- Chart papers and markers
- Sensory objects (leaves, flowers, fruits)
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter) Time: 5–10 minutes
- Teacher shows pictures of plants, animals, and objects (like a rock or chair).
- Students identify which are living and non-living and explain why.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Students go outside (school garden/playground) or observe real plants and simple objects in class.
- Each child touches different leaves and says how they feel (soft, rough, smooth).
- Students smell flowers or herbs (if available) and describe the smell in simple words (sweet, fresh, strong).
- Teacher plays or imitates animal sounds (e.g., dog barking, bird chirping, cow mooing) and students guess the animals.
- Students observe small living things (ants moving, class pet if available, or pictures/videos of moving animals).
- In groups, students compare living things (plants, animals) with non-living objects (stones, chairs, bottles) placed in front of them.
Assessment Checks:
- Teacher asks: “Which of these things moves by itself?” (plants growing slowly, animals moving).
- Teacher asks: “Which of these grows bigger with time?” (plants, animals, humans).
- Group discussion: students share what they observed about plants, animals, and objects, saying which are living and which are non-living.
- Quick sorting game: Teacher holds up a card/object, and students shout “Living!” or “Non-living!”
Notes (Expanded & Detailed):
- Living things are things that have life. They show these features:
- Grow (a baby becomes an adult, a seed becomes a tree).
- Move (animals walk, birds fly, humans run; plants move slowly toward sunlight).
- Breathe (humans and animals use lungs, fish use gills, plants use tiny holes on leaves called stomata).
- Feed (animals eat food, plants make their food from sunlight).
- Reproduce (animals give birth or lay eggs, plants grow new plants from seeds).
- Die (living things do not live forever).
- Non-living things do not grow, move on their own, breathe, feed, reproduce, or die. Examples: stones, chairs, books, cups, cars.
C – Consolidation (Conclusion & Assessment) Time: 5–10 minutes
Summary:
- Recap key points about living and non-living things.
Evaluation Method (Expanded):
- Exit slip/quiz: Students list 2 living and 2 non-living things observed.
- Teacher collects slips and gives oral feedback.
Assignment (Expanded):
- Draw 3 living and 3 non-living things at home.
Follow-up Activity: - Nature walk to identify living and non-living things in school.
Differentiation / Inclusive Strategies
- Pair students for peer support.
- Provide tactile and visual materials.
- Use simple language and demonstrations.
Teacher’s Reflection (After Class)
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☑ Low