Term: 1st Term
Week: 2
Age: 3 years
Duration: 40 minutes
Subject: Basic Science and Technology
Previous Lesson: The Environment
Topic: Things in the Environment
Content: Things in the environment, Living & Non-living things
Performance Objectives:
By the end of the lesson, pupils should be able to:
- Cognitive Domain: Identify and list at least three things in different environments (e.g., school, home, playground).
- Affective Domain: Appreciate the importance of keeping their environment clean and taking care of living things around them.
- Psychomotor Domain: Physically point out and differentiate between living and non-living things in their environment.
- Social Domain: Work together in small groups to discuss and classify things they see in the classroom as living or non-living.
Reference Materials:
The following resources were used in planning this lesson:
- 9 – Years Basic Education Curriculum
- Abuja Educational Resource Centre Scheme of Work
- NAPPS National Unified Scheme of Work
- Online Information from: Things in the Environment (simple.wikipedia.org/wiki/Environment)
- Relevant Textbooks
Instructional Materials:
The teacher will teach this lesson with the aid of:
- Picture flashcards showing living and non-living things
- Toy animals, plants, and objects (e.g., a toy car, a doll)
- Environment posters (showing school, home, and playground settings)
- Marker board and markers
Rationale for the Lesson:
Understanding the things in our environment helps children recognize the difference between living and non-living things. This knowledge forms a foundation for caring for nature and our surroundings, and it connects to their everyday experiences at home, school, and play.
Prerequisite/Previous Knowledge:
Pupils already interact with different things in their surroundings and can recognize familiar places like the school, home, and playground.
Learning Area: Things in the Environment
To deliver this lesson, the teacher will adopt the following steps:
| Content Development | Time | Teaching Method | Teaching Strategy | Teacher’s Activity | Pupils’ Activity | Learning Point |
|---|---|---|---|---|---|---|
| Step 1: Introduction | 5 mins | Interactive | Set Induction | The teacher introduces the topic by asking pupils to look around and mention things they see in their classroom environment. | Pupils observe the classroom and mention items they see. | Identifying things in their immediate environment. |
| Step 2: Exploration of Environments | 10 mins | Demonstration | Guided Discovery | The teacher shows pictures of school, home, and playground environments, asking pupils to identify and name things they see in each environment. | Pupils respond by naming things in each picture, like chairs, animals, trees. | Associating objects with different environments (school, home, playground). |
| Step 3: Living and Non-Living Things | 10 mins | Group work | Discussion and Classification | The teacher explains the difference between living and non-living things and shows toy examples. Pupils classify things (e.g., doll = non-living, dog = living). | Pupils participate by categorizing things as living or non-living. | Understanding the difference between living and non-living things. |
| Step 4: Group Activity | 5 mins | Interactive | Group Interaction | The teacher divides pupils into groups, asking them to list and classify objects around them (in the classroom or pictures). | Pupils discuss within their groups, listing living and non-living things. | Working together to classify objects based on the lesson. |
| Step 5: Note-taking | 5 mins | Explanation | Recap and Instruction | The teacher summarizes the lesson and guides pupils in copying a short note about things in the environment and the difference between living and non-living things. | Pupils copy the classroom note provided by the teacher. | Reinforcing key points of the lesson through note-taking. |
| Step 6: Evaluation | 3 mins | Questioning | Formative Assessment | The teacher asks pupils questions to assess their understanding of the topic. | Pupils answer the teacher’s questions. | Assessing understanding of things in the environment and living vs non-living. |
| Step 7: Conclusion | 2 mins | Summary | Reflection and Feedback | The teacher wraps up the lesson by reminding pupils about the importance of taking care of the things in their environment. | Pupils listen to the teacher and reflect on their surroundings. | Understanding the importance of caring for the environment. |
Classroom Note:
Things in the Environment
We see many things in different places like our school, home, and playground. Some are living, and some are non-living.
- In our school, we can see:
- Chairs
- Tables
- Books
- Blackboards
- Windows
- Trees
- Flowers
- Grass
- Birds
- Ants
- Butterflies
- School bags
- Pencils
- Water bottles
- At home, we find:
- Bed
- Sofa
- Television
- Refrigerator
- Plants
- Family dog or cat
- Fish in a tank
- Pots
- Plates
- Spoons
- Stove
- Trees
- Flowers
- Bird’s nest in the garden
- In the playground, we see:
- Swings
- Slides
- See-saws
- Sand
- Stones
- Grass
- Butterflies
- Insects
- Squirrels
- Birds
- Balls
- Bicycles
- Jump ropes
Difference Between Living and Non-Living Things in the Environment
Living things can grow, move, and need food (e.g., plants, animals).
Non-living things cannot grow or move on their own (e.g., toys, chairs).
Lesson Evaluation:
To evaluate the learning, the teacher asks pupils to:
- Mention two things they can find in their school.
- Name one thing that is living and one that is non-living.
- Explain why plants are living things.
- Identify one non-living thing from the pictures shown in class.
Note for Teachers Using This Lesson Plan:
Encourage pupils to participate actively by asking them questions throughout the lesson. This will help to keep their attention and make the learning experience engaging. Also, use a lot of visuals since pupils at this age respond well to pictures and objects they can see and touch.
Happy teaching!
