Collecting and classifying safe non-living things for Primary 1

Class: Primary One
Term: Second Term
Week: 7
Age: 6 years
Duration: 45 minutes
Subject: Basic Science
Curriculum Theme: Living and Non-living Matter
Focal competence: Recognising and naming nonliving things in the environment
Key competencies/values: Research and Problem Solving; Collaboration
Skills:

• Classifying non-living things

Previous Lesson: Meaning and examples of non-living things in the environment
Topic: Non-Living Things: Classification
Subject Matter: Collecting, classifying safe non-living things

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify various non-living things in their surroundings.
• Explain what it means to classify objects.
• Sort non-living things into groups using observable characteristics.

Affective Domain

• Participate actively in collecting and classifying non-living things.
• Appreciate the order created by grouping similar items.

Psychomotor Domain

• Collect safe non-living things from the environment.
• Classify the collected non-living things into simple groups.
• Demonstrate the ability to group items by colour, texture, or other features.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Basic Science for Primary 1 Pupil’s Book
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Stones, paper, bottle tops, and plastic containers
• Sorting trays or designated areas (e.g., circles drawn on the floor)
• Pictures of various non-living things

Rationale for the Lesson

This lesson helps pupils develop observational and critical thinking skills by identifying and categorising objects around them. Understanding how to classify non-living things lays a foundation for more complex scientific concepts and helps pupils make sense of their environment. It also encourages collaboration and problem-solving through practical activities.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of what non-living things are and be able to identify some common examples in their environment.

Lesson Content/Board Summary

Non-Living Things: Classification

What are Non-Living Things?

Non-living things are objects that do not breathe, grow, move on their own, or reproduce. They do not need food or water to survive.

Meaning of Classification

Classification means putting things into groups based on how they are alike or different. It helps us to organise and understand many different objects easily.

How to Classify Non-Living Things

Non-living things can be grouped based on simple features that we can see or feel.

1. By Colour: Grouping objects that have the same colour, like all red items together.
2. By Size: Grouping objects by whether they are big or small.
3. By Texture: Grouping objects by how they feel, such as smooth or rough.
4. By Material: Grouping objects made from the same material, like all plastic items.
5. By Use: Grouping objects by what they are used for, like things for writing or things for playing.
6. By Location: Grouping objects by where they are usually found, like things found in the classroom or outside.

Examples of Non-Living Things

Non-living things can be either natural or man-made.

1. Natural Non-Living Things: These are things found in nature that were not made by people. Examples include:
   1. Stones
   2. Sand
   3. Water
   4. Air
   5. Mountains
2. Man-Made Non-Living Things: These are things made by people. Examples include:
   1. Paper
   2. Bottle tops
   3. Plastic containers
   4. Chairs
   5. Books

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Practical Activity, Group Work.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling Prior Knowledge

Teacher’s Activity: The teacher greets the pupils and reminds them about the previous lesson on non-living things. The teacher asks pupils to name some non-living things they know.

Pupils’ Activity: Pupils respond to greetings and name various non-living things.

Learning Point: Recall of non-living things

Step 2: Introduction to Classification

Time: 5 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher introduces the concept of classification by showing a mixed collection of items (e.g., stones, paper, bottle tops) and asks pupils how they can make sense of them. The teacher explains that classification means putting similar things together.

Pupils’ Activity: Pupils observe the items and listen to the teacher’s explanation of classification.

Learning Point: Concept of classification

Step 3: Explaining Classification Methods

Time: 6 minutes

Teaching Skill: Demonstration

Teacher’s Activity: The teacher explains and demonstrates different ways to classify non-living things using the items (e.g., grouping by colour, size, or material). The teacher asks pupils to suggest other ways to group the items.

Pupils’ Activity: Pupils observe the demonstration and suggest ways to group the items.

Learning Point: Methods of classification

Step 4: Collecting Safe Non-Living Things

Time: 7 minutes

Teaching Skill: Guided Collection

Teacher’s Activity: The teacher guides pupils to safely collect various non-living materials from around the classroom or a designated safe area outside. The teacher reminds them to only pick clean and safe items.

Pupils’ Activity: Pupils carefully collect safe non-living things like small stones, pieces of paper, bottle tops, or small plastic containers.

Learning Point: Safe material collection

Step 5: Classifying Collected Materials

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher provides sorting trays or designates areas on the floor. The teacher then guides pupils to classify their collected materials into simple groups based on observable characteristics (e.g., all stones in one tray, all paper in another).

Pupils’ Activity: Pupils sort their collected items into groups, explaining their grouping choices to their peers or the teacher.

Learning Point: Grouping by characteristics

Step 6: Discussion and Reinforcement

Time: 3 minutes

Teaching Skill: Question and Answer

Teacher’s Activity: The teacher asks pupils to show their classified groups and explain the characteristics they used for grouping. The teacher reinforces the idea that there can be different ways to classify the same items.

Pupils’ Activity: Pupils present their groups and explain their classification methods.

Learning Point: Understanding group characteristics

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Name two non-living things you collected today.
2. What does it mean to classify objects?
3. How did you group your collected items? (e.g., by colour, size, or material)
4. Give an example of a natural non-living thing.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Classification understanding

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on classifying non-living things into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Non-living things notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Summarisation

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that classifying things helps us to understand and organise the world around us. The teacher praises pupils for their active participation.

Pupils’ Activity: Pupils listen attentively and give a final response to the teacher.

Learning Point: Classification importance

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Look around your home and collect five safe non-living things. Then, group them into two types based on any feature you choose (e.g., colour, size, or material). Draw your groups in your notebook.

1. List five safe non-living things you found at home.
2. Choose one way to group them (e.g., by colour).
3. Draw the items in their groups in your notebook.
4. Label each group (e.g., “Red Things,” “Plastic Things”).
5. Bring your notebook to school next class.

Lesson Keywords

• Non-living things – Objects that do not grow, breathe, or move on their own.
• Classify – To put things into groups based on their similarities.
• Group – A collection of items put together.
• Observable characteristics – Features that can be seen or felt, like colour, size, or texture.
• Natural – Found in nature, not made by people.
• Man-made – Made by people.

Differentiation

For struggling learners: Provide pre-sorted groups of items and ask them to identify the characteristic used for grouping. Offer more direct guidance during collection and classification. Use fewer items for them to classify.
For advanced learners: Challenge them to classify items using two different characteristics simultaneously (e.g., big and red, small and smooth). Ask them to explain why certain items cannot be grouped together.

Suggested Lesson Videos

For further understanding of classifying non-living things, search on YouTube for: “Primary 1 classifying non-living things” or “sorting objects for kids Basic Science”.

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a variety of safe non-living items readily available for demonstration and pupil activity. Prepare sorting trays or clearly marked areas for grouping. Begin by revisiting the concept of non-living things to ensure pupils have a solid foundation. Guide pupils gently during the collection activity, emphasising safety and cleanliness. Encourage pupils to articulate their reasoning when classifying items, as this reinforces their understanding. Observe pupils closely during the group activity to identify those who may need additional support or extension tasks. Allow pupils to copy the Board Summary notes after the main teaching and practical activities are completed. Conclude by reiterating the importance of classification in everyday life.