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Subject: General Science
Semester: 1
Period: 3
Week: 15
Week 15
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 1
Date: Week 15
Lesson Duration: 45 minutes
Week & Period: Week 15, Period 3
Topic: Non-living Things
Sub-topic: Meaning and Examples; Differences between Living and Non-living Things
Learning Objectives
By the end of the lesson, students should be able to:
- Define non-living things and give examples.
- Identify differences between living and non-living things.
Previous Knowledge
Students already know:
- Examples of living things and their characteristics.
Instructional Materials
- Pictures of non-living things
- Real non-living objects (rocks, chairs, toys)
- Chart comparing living and non-living things
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter) Time: 5–10 minutes
- Show students objects from the classroom and ask which are living or non-living.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Teacher displays real objects and pictures (stone, chair, shoe, toy car, bottle) and asks:
- “Does this grow?” (No)
- “Does this eat?” (No)
- “Does this move on its own?” (No)
- Students touch and explore the objects to see that they remain the same size and shape.
- Teacher contrasts with a plant/animal nearby: “This plant grows, but this stone stays the same.”
- Teacher explains that non-living things cannot grow, breathe, feed, reproduce, or die.
- Students act out: one group pretends to be living things (growing tall, eating, moving), another group pretends to be non-living things (staying still, not eating, not growing).
- In groups, students sort mixed objects (ball, dog, doll, book, tree) into living and non-living categories using picture cards or classroom items.
Assessment Checks:
- Teacher asks oral yes/no questions:
- “Can a stone eat?” (No).
- “Can a chair grow?” (No).
- “Does a toy car move by itself?” (No, only when pushed).
- Pair work: Students receive cards of objects and work together to place them in “Living” or “Non-living” boxes.
- Teacher gives quick quiz: “Say LIVING if it grows and NON-LIVING if it does not.” (e.g., fish → Living; shoe → Non-living).
Notes (Expanded & Detailed):
- Living things: grow, breathe, feed, move, reproduce, and die. Examples: humans, animals, plants.
- Non-living things: do not grow, breathe, feed, move on their own, reproduce, or die. Examples: stones, chairs, books, cars, toys.
- Non-living things can be natural (like rocks, water, sand) or man-made (like pencils, clothes, buildings).
- Key reminder: A living thing can change on its own. A non-living thing only changes when people act on it.
C – Consolidation (Conclusion & Assessment) Time: 5–10 minutes
Summary:
- Recap non-living things and key differences from living things.
Evaluation Method (Expanded):
- Exit slip: Students list 2 living and 2 non-living things they see in class.
- Teacher gives oral feedback.
Assignment (Expanded):
- Students make a drawing showing 3 living and 3 non-living things.
Follow-up Activity: - Nature walk to identify non-living things in the environment.
Differentiation / Inclusive Strategies
- Use tactile materials for students with visual or learning challenges.
- Encourage group discussions to include all students.
Teacher’s Reflection (After Class)
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☑ Low