Living and Non Living Things

Living and Non-teaching Things Microteaching Lesson Plan

Tanya Husbands
Erdiston Teachers Training College
Associate Degree in Education
JBTE/SC101: Primary Science and Technology
Ms. Rozanne Walrond
March 12, 2012

Living and Non Living Things

Lesson Plan
Date: 5 March 2012 Time: 9:40 10:20
Class: Special Education

Duration: 40 minutes
Age: 8-10

Topic: Living and Non-living things

Subject: Science
Generalizations: Living things move reproduce, breathe, feed and grow.
Concepts: Plants and animals are living things
Objectives:

Identify living and not living things in their environment.

State the characteristics of living things.
Classify pictures according to if they are living or non-living things.

Teaching Strategies/Methods:

Questioning,
Demonstration,
Discovery Learning

Materials/Technology:

Smart Electronic Whiteboard

Laptop
Multimedia Projector

Set induction:
Students will sing along while the song Youre Alive that is used on the
program Sesame Street. The teacher would then elicit from the students what the
song was about and some of the characteristics that were outlined about what it
means to be alive. Immediately following this the students will be informed about
the objectives for the lesson and what they will be able to do after the lesson.
Learning Experiences:
The students will then be introduced to the KWL chart and told that this is where
they will note what the already know about living things and after the lesson they
will check to see what if what they said was true or not true. The students will
then be asked What is a living thing? The answers given will be written on the

Living and Non Living Things

chart in the what do we know column. The teacher will then use display the
question Are you alive on the Smartboard and have the students come to the
board and select and answer even yes or no which will in turn be awarded by a
positive or negative action form the icon that represents each answer. Next the
students will be asked How do you know if something is alive. Answers like it
moves, and eats and grows are some of the responses that will be expected from
the students. The teacher will then reveal to the students the characteristics of
living things so that they can receive feedback as to whether what they said was
correct or incorrect. The students will then be asked What are some of the things
that living things need? They will be allowed to give their own answers then
three students will be allowed to come to the board and drag the stars to reveal the
answers that are hidden underneath.
Having been able to identify the characteristics of living things the teacher will
ask the students How do you know that something is not living? The students
will be allowed to give responses and then the teacher will reveal the slide with
the characteristics of living things and have the children discuss each point giving
explanations and their understanding of what each means.
The students will then be asked to consider the question displayed What two
things do these animals need to stay alive? and will be required to select the two
correct answers from the set food and water. The students will be asked to
give reasons for not selecting the other answers.
Students will then be afforded the opportunity to place the pictures into the living
and non living vortex that will be displayed. If the pictures are being placed in the
wrong vortex, they will be rejected and the students will be allowed to place the
picture in the correct place. While completing this activity students will state the
reasons for placing the pictures in the selected vortex so as to reinforce the
concept of living and non-living things.
Students will then engage in another activity that requires them to spin the dice
and the spinner. Whichever number the dice lands on is the number of living or
nonliving things that they are required to state (depending on where the spinner
stops) before the wick on the fire cracker reaches the end and causes it to explode.
This activity is designed so that he students are able to utilize their critical
thinking skills and list other living or non-living things that are either in their
environment or that they have prior knowledge about.

Assessment Procedures:

Living and Non Living Things

A set of questions requiring the answers or no will be displayed on the board and students
will read along with the teacher and answer the questions orally.
Closure:
Students will review the lesson stating the definitions given for living and non living
things. They will then revisit the KWL chart to ascertain if what they said at the
beginning of the lesson was correct or incorrect. The lesson will come to a close with
students being given the opportunity to share with the class what they would have learnt
during the lesson
Follow-up Activities:
Students will be given a take home activity that requires them to classify objects
according to whether they are living or non-living.
Evaluation:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Living and Non Living Things

Smart Board Activity

Living and Non Living Things

Living and Non Living Things

Living and Non Living Things

Living and Non Living Things

Take home Activity

Cut out the pictures below and glue in the

correct circle on the next page.

Living and Non Living Things

10

Living and Non Living Things

Name:___________________________________________________________________

Living Things

Nonliving Things

11