Class: Primary 1
Term: 1st Term
Week: 8
Age: 6 years
Duration: 40 minutes
Subject: Basic Science and Technology
Curriculum Theme: Basic Science
Previous Lesson: Uses of colour
Topic: Living Things
Content: Meaning of living things – Living things in the school environment – Living things at home
Performance Objectives
By the end of the lesson, pupils should be able to:
- Cognitive Domain: Define living things and give examples of living things in their school and home environments.
- Affective Domain: Appreciate the importance of living things around them and demonstrate care for living things.
- Psychomotor Domain: Identify living things around them by observation and pointing.
- Social Domain: Recognize themselves as living things by naming key characteristics that show they are alive.
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: National Geographic – Living Things Definition, Living Things – 30+ Examples, Functions, Characteristics, Life Processes, Difference
- Relevant textbooks
Instructional Materials
The teacher will teach this lesson with the aid of:
- Flashcards showing examples of living and non-living things
- Charts with images of plants, animals, and humans
- A picture book of living things
- Live objects (e.g., a potted plant, small animal, or insects)
Rationale for the Lesson
Understanding living things helps children identify themselves as part of the natural world and fosters curiosity about their environment. This knowledge is foundational for appreciating life and the need to care for living organisms.
Prerequisite/Previous Knowledge
Pupils already know about colors and have observed objects in their environment, including plants, animals, and other children.
Content of the Lesson
Living Things
Living things are things that have life in them. This means they can breathe, move, eat, grow, and reproduce. Examples include people, animals, and plants.
Examples of Living Things
The following are examples of living things:
- Humans
- Dogs
- Cats
- Birds
- Fish
- Trees
- Grass
Living Things in the School Environment
We can find living things in the school environment such as:
- Teachers and pupils
- Trees
- Flowers
- Birds
- Insects like butterflies and ants
Living Things at Home
Some of the living things at home are:
- Parents and siblings
- Pets like dogs and cats
- Houseplants
- Ants and cockroaches
Instructional Procedures
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 | Set induction | Questioning and discussion | Asks pupils to name things they see around them and prompts them to say which ones are alive. | Pupils respond by naming objects and guessing which ones are alive. | Things around us can be living or non-living. |
| Step 2: Explanation | 10 mins | Direct instruction | Use of visual aids | Explains the meaning of living things using flashcards and charts, emphasizing characteristics like breathing and growing. | Pupils listen attentively and observe the materials. | Living things have life and show characteristics like breathing and growing. |
| Step 3: Exploration | 10 mins | Guided discovery | Observational walk | Guides pupils around the school to identify living things, such as trees, flowers, and birds. | Pupils point out and name living things they see. | Living things can be found in our environment. |
| Step 4: Note Taking | 5 mins | Interactive writing | Question-and-answer session | Writes key points on the board and helps pupils copy them into their notebooks. | Pupils copy notes into their books. | Key points about living things are noted. |
| Step 5: Self-Identification | 5 mins | Reflective questioning | Guided reflection | Asks pupils to describe themselves and highlights that they are living things because they breathe, move, and grow. | Pupils respond by describing themselves and agreeing they are living things. | Humans are living things. |
| Step 6: Evaluation | 3 mins | Assessment | Questioning | Asks pupils questions to check understanding. | Pupils answer questions. | Understanding of living things is assessed. |
| Step 7: Conclusion | 2 mins | Summary | Recap | Summarizes the lesson and encourages pupils to observe living things around them. | Pupils listen and ask questions. | Lesson is concluded with key takeaways. |
Lesson Evaluation
To evaluate the learning, the teacher asks pupils to:
- Define living things.
- List three examples of living things in the school environment.
- Mention two living things at home.
- State two characteristics of living things.
- Identify themselves as a living thing and explain why.
Differentiation
To support all learners, the teacher will:
- For fast learners: Provide additional challenges, like researching more examples of living things and explaining their characteristics.
- For slow learners: Offer visual aids, break down tasks into smaller steps, and provide extra time for activities.
- For kinesthetic learners: Engage them in sorting and identifying living things through hands-on activities.
- For auditory learners: Use songs, discussions, and repeated explanations to reinforce concepts.
This approach ensures that every student can actively engage with the lesson at their own level.
Note for Teachers Using This Lesson Plan
Encourage pupils to explore their environment actively and relate their observations to the lesson. Reinforce the idea that they, too, are living things and emphasize the importance of respecting and caring for all forms of life. Happy teaching!
