Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.
Subject: General Science
Semester: 1
Period: 3
Week: 17
Week 17
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 1
Date: Week 17
Lesson Duration: 45 minutes
Week & Period: Week 17, Period 3
Topic: Usefulness of Plants to Humans and Animals
Sub-topic: Summary of Living and Non-living Things
Learning Objectives
By the end of the lesson, students should be able to:
- Explain how plants are useful to humans and animals.
- Recall examples of living and non-living things.
- Summarize the differences between living and non-living things.
Previous Knowledge
Students already know:
- Characteristics of living and non-living things.
- Types of plants and animals.
Instructional Materials
- Pictures showing plants used for food, medicine, clothing, and shelter
- Real plant examples (fruits, leaves, flowers)
- Chart comparing living and non-living things
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter) Time: 5–10 minutes
- Teacher asks: “Which plants do we eat?” “Which plants help animals?”
- Students share examples from home or school.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Teacher displays or brings real objects (fruits, vegetables, wooden items, cotton cloth, herbs) and asks students:
- “What is this?”
- “How do we use it?”
- Students observe examples of plants used for:
- Food – rice, maize, cassava, yam, oranges, mangoes.
- Medicine – aloe vera, ginger, neem leaves.
- Clothing – cotton (used to make cloth).
- Shelter – wood from trees used to build houses and furniture.
- Teacher shows pictures of farm animals eating plants (e.g., goats eating grass, birds eating grains) to show how plants also help animals survive.
- Students discuss in pairs: “What plant do you eat at home?” “What plant helps you when you are sick?”
- Teacher leads a short role-play where groups act out different plant uses (one group “cooking food from plants,” another “building a house with wood,” another “making cloth from cotton”).
- Teacher reviews previous lessons:
- Living things (plants grow, breathe, reproduce).
- Non-living things (chair, stone) do not show these features.
- Students compare plants with non-living items around them to reinforce the difference.
Assessment Checks:
- Teacher asks oral questions:
- “Name one plant we eat as food.” (e.g., rice).
- “Which plant can give us medicine?” (e.g., ginger).
- “What do we use wood for?” (e.g., building, furniture).
- “Do plants grow like living things or stay the same like non-living things?” (Living things).
- Group work: Students classify picture cards into plants for food, medicine, clothing, shelter.
- Quick quiz: Teacher shows an item (shirt, orange, table) and students say which plant it came from.
Notes (Expanded & Detailed):
- Plants are very useful to humans and animals.
- Food: Plants give us fruits, vegetables, grains, roots, and tubers to eat (e.g., rice, yam, maize, mango, orange).
- Medicine: Some plants heal sickness (ginger helps with cough, aloe vera soothes the skin, neem leaves cure fever).
- Clothing: Cotton plants are used to make clothes.
- Shelter and materials: Wood from trees is used to build houses, chairs, tables, and beds.
- Plants also provide oxygen for us to breathe and shade for us to rest.
- Plants help animals survive too—goats, cows, and sheep eat grass; birds eat seeds; insects drink nectar from flowers.
- Key reminder: Plants are living things because they grow, breathe, feed, and reproduce, unlike non-living things that stay the same.
C – Consolidation (Conclusion & Assessment) Time: 5–10 minutes
Summary:
- Recap usefulness of plants and the differences between living and non-living things.
Evaluation Method (Expanded):
- Exit slip: Students list one way plants help humans and one living and non-living thing.
- Teacher provides oral feedback.
Assignment (Expanded):
- Students make a drawing showing 2 ways plants are useful and label living/non-living things at home.
Follow-up Activity:
- Nature walk to observe useful plants in the school environment.
Differentiation / Inclusive Strategies
- Provide visual aids and real objects for learners with difficulties understanding.
- Encourage peer support and group discussions.
Teacher’s Reflection (After Class)
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☑ Low