Class: Primary 1
Term: 1st Term
Week: 9
Age: 6 years
Duration: 40 minutes
Subject: Basic Science and Technology
Curriculum Theme: Basic Science
Previous Lesson: Meaning and Examples of Living Things
Topic: Non-Living Things
Content: Meaning of non-living things, Non-Living things in the school environment, Non-Living things at home.
Performance Objectives
By the end of the lesson, pupils should be able to:
- Cognitive Domain: Define non-living things and differentiate them from living things.
- Affective Domain: Appreciate the importance of recognizing non-living things in their surroundings.
- Psychomotor Domain: Identify and point out non-living things in the school environment and at home.
- Social Domain: Work together in groups to classify objects 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: BYJU’s Living and Non living Things – Characteristics And Difference
- Relevant Textbooks
Instructional Materials
The teacher will teach this lesson with the aid of:
- Pictures and charts of living and non-living things
- Real objects (such as a chair, stone, plant, book, etc.)
- A whiteboard and markers
- A class set of worksheets
Rationale for the Lesson
Understanding the difference between living and non-living things is essential for young learners as it helps them identify and appreciate the world around them. Recognizing non-living things in various environments, like at school or home, strengthens their observational skills and contributes to their cognitive development.
Prerequisite/Previous Knowledge
Pupils should already know the basic meaning and examples of living things, as discussed in the previous lesson. They should be familiar with objects they encounter daily, both at home and in the school environment.
Content of The Lesson
Non-Living Things
Non-living things are things that do not have life in them. They cannot breathe, grow, move, or eat. These objects do not need food or water, and they cannot reproduce.
Examples of Non-Living Things
The following are examples of non-living things:
- Chair
- Table
- Book
- Stone
- Pencil
Non-Living Things in the School Environment
We can find non-living things in the school environment such as:
- Blackboard
- Desk
- Clock
- Books
- Ruler
Non-Living Things at Home
Some of the non-living things at home are:
- Television
- Bed
- Spoon
- Cup
- Shoes
Instructional Procedures
To deliver this lesson, the teacher will adopt the following steps:
| Content Development | Time | Teaching Method | Teaching Strategy | Teacher’s Activity | Pupil’s Activity | Learning Point |
|---|---|---|---|---|---|---|
| Step 1: Introduction | 5 mins | Set Induction | Interactive discussion | The teacher will ask pupils to name things they see around them, asking if they are living or non-living. | Pupils will answer and give examples of things they see. | Introduce the concept of living vs. non-living. |
| Step 2: Explanation | 10 mins | Explanation | Direct instruction and demonstration | The teacher will define non-living things and show pictures of various non-living objects. | Pupils will listen and look at the pictures. | Understand the definition of non-living things. |
| Step 3: Identification | 10 mins | Guided Discovery | Observation and interaction | The teacher will take the pupils around the school compound and identify non-living things. | Pupils will point to non-living things in the school. | Identify non-living things in the environment. |
| Step 4: Examples of Non-Living Things | 5 mins | Explanation | Listing and questioning | The teacher will give examples of non-living things found in school and at home. | Pupils will write down examples and ask questions. | Recognize examples of non-living things. |
| Step 5: Class Discussion | 5 mins | Discussion | Group activity | Pupils will work in groups to classify a list of items as living or non-living. | Pupils will discuss and categorize the items. | Classify objects as living or non-living. |
| Step 6: Note Taking | 3 mins | Note-taking | Writing | The teacher will guide pupils in writing down the definition and examples of non-living things. | Pupils will write in their notebooks. | Record key points from the lesson. |
| Step 7: Conclusion and Evaluation | 2 mins | Recap and Evaluation | Question and answer | The teacher will summarize the lesson and ask evaluation questions. | Pupils will respond to the teacher’s questions. | Summarize key points of non-living things. |
Lesson Evaluation
To evaluate the learning, the teacher asks pupils to:
- What is the definition of non-living things?
- Can a chair be considered a non-living thing? Why?
- Give three examples of non-living things you see at school.
- How can you tell if something is non-living?
- Are plants living or non-living? Explain.
Differentiation
To ensure that all pupils are engaged and can learn at their own pace, the teacher will use the following differentiation strategies:
- For fast learners: They will be asked to find additional examples of non-living things at home and school. These pupils can also help others in the group activities.
- For slow learners: The teacher will offer extra support during the group activities and give them simplified examples of non-living things to identify. Visual aids and real-life objects will be emphasized to support their understanding.
- For visual learners: The teacher will use pictures, charts, and real objects to show examples of non-living things.
- For auditory learners: The teacher will encourage verbal discussions and repeat key points to reinforce learning.
Note for teachers using this lesson plan
Ensure that pupils actively participate in the discussion and group activities. Use real objects whenever possible to help them connect the lesson with their everyday experiences. Remember, the goal is to make learning engaging and interactive! Have fun with it!
Good luck and enjoy teaching!
