Note for teachers using this lesson plan
Before the lesson, prepare a variety of real objects and clear picture cards representing both living and non-living things. Arrange the classroom to allow pupils to easily see and interact with these materials. The central idea is for pupils to understand that living things grow, eat, and move, while non-living things do not. Successful learning will be observed when pupils can correctly sort objects or pictures into “living” and “non-living” groups and give simple examples of each.
Class: Pre-School Level 3
Term: Second Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Basic Science and Technology
Previous Lesson: Not separately stated in the scheme.
Topic: LIVING AND NON- LIVING THINGS: MEANING AND EXAMPLES
Subject Matter: LIVING AND NON- LIVING THINGS: Meaning and examples.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Define living things and non-living things in simple terms.
- Identify living things and non-living things from a chart and real objects.
- Give examples of living things and non-living things found in their environment.
Affective Domain
- Show curiosity about the differences between living and non-living things.
- Participate actively in sorting activities.
Psychomotor Domain
- Point to living and non-living things on a chart or in the classroom.
- Sort given objects or pictures into “living” and “non-living” categories.
Social Domain
- Take turns when identifying examples of living and non-living things.
- Collaborate with peers during group activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education Science Resources
Instructional Materials
- Animal charts (showing various animals and plants)
- Picture cards of living things (e.g., child, dog, tree, bird, flower)
- Picture cards of non-living things (e.g., stone, shoe, table, car, ball)
- Real objects: a small potted plant, a toy car, a stone, a shoe, a pencil
Rationale for the Lesson
This lesson helps young children understand the fundamental differences between things that are alive and things that are not. By learning to classify living and non-living things, pupils develop early scientific observation skills and a better awareness of the world around them, fostering a sense of curiosity and respect for life.
Prerequisite/Previous Knowledge
Pupils can identify common objects and animals in their environment and have a basic understanding of what it means to “grow” or “move.”
Lesson Content/Board Summary
LIVING AND NON- LIVING THINGS: Meaning and Examples
What are Living Things?
Living things are things that have life. They can:
- Grow (get bigger)
- Eat food
- Breathe air
- Move by themselves
- Have babies
Examples of Living Things:
- Humans (like you and me!)
- Animals (dog, cat, bird, fish)
- Plants (tree, flower, grass)
What are Non-Living Things?
Non-living things are things that do not have life. They cannot:
- Grow by themselves
- Eat food
- Breathe air
- Move by themselves
- Have babies
Examples of Non-Living Things:
- Stone
- Shoe
- Table
- Car
- Ball
- Pencil
Living and Non-Living Things Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Living things can grow and eat,
Move their bodies, oh so neat!
Like a child, a dog, a tree,
Full of life for all to see.
Non-living things just stay so still,
No food, no growth, against their will.
Like a stone, a shoe, a ball,
They don’t move or grow at all!
Actions: For “grow and eat,” stretch hands up then pretend to eat. For “move their bodies,” wiggle. For “stay so still,” stand very still. For “no food, no growth,” shake head. Point to examples as they are mentioned.
Watch and Learn About Living and Non-Living Things
Key Words
- Living: Has life, can grow and move.
- Non-living: Does not have life, cannot grow or move by itself.
- Grow: To get bigger.
- Move: To change position.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the concept by asking pupils what they think “living” means. Use simple language to explain that living things are alive and have certain characteristics. Contrast this immediately with non-living things, explaining they are not alive. Use gestures (e.g., stretching up for “grow,” wiggling for “move,” standing still for “non-living”).
What to show or demonstrate: Begin by showing real objects like a small potted plant (living) and a stone or toy car (non-living). Point out their differences. Then, use the animal charts and picture cards to show more examples. Ask pupils to point to living things and non-living things on the chart. Guide them to identify living things (like themselves, other children, a classroom pet if available) and non-living things (table, chair, pencil) in their immediate environment.
How to use the rhyme/song: Teach the “Living and Non-Living Things Rhyme” by singing it slowly and clearly. Demonstrate the actions for each line. Repeat the rhyme several times, encouraging pupils to join in with the words and actions. Use it as a fun way to reinforce the characteristics of each category.
How to use the video: Introduce the video as a fun way to see more examples. Play the video once. After watching, pause and ask pupils to name one living thing and one non-living thing they saw in the video. Encourage them to mimic any actions or sounds from the video that relate to living things.
What to watch for: Observe if pupils are confusing objects that move with non-living things (e.g., a car moves, but it’s non-living). Emphasize that non-living things only move if something else moves them. Watch for pupils who can quickly differentiate and those who need more prompting with examples.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Manipulation of Objects, Repetition, Practical Activity.
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and starts by asking them to look around the classroom. “What do you see around you? Are you alive? Is this table alive?”
Pupils’ Activity: Pupils respond to the greetings and point to various objects. They answer the questions, “Yes, I am alive!” and “No, the table is not alive!”
Learning Point: Pupils begin to think about what it means to be alive.
Step 2: Introducing Living Things
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces the concept of “living things.” “Living things are things that have life. They can grow, eat, breathe, and move by themselves.” The teacher shows a small potted plant and a picture of a child. “Look at this plant, it grows! Look at you, you grow too! You eat food, you breathe air, and you can move!”
Pupils’ Activity: Pupils listen, observe the plant and the picture, and try to stretch their hands up to show “grow.” They nod their heads in understanding.
Learning Point: Pupils understand the basic characteristics and examples of living things.
Step 3: Introducing Non-Living Things
Time: 5 minutes
Teaching Skill: Explanation/Comparison
Teacher’s Activity: The teacher introduces “non-living things.” “Non-living things do not have life. They cannot grow, eat, breathe, or move by themselves.” The teacher shows a stone and a toy car. “Does this stone grow? Does this toy car eat? No! They stay the same unless someone moves them.”
Pupils’ Activity: Pupils listen, observe the stone and toy car. They shake their heads to indicate “no” when asked if the objects grow or eat.
Learning Point: Pupils understand the basic characteristics and examples of non-living things.
Step 4: Rhyme and Reinforcement
Time: 4 minutes
Teaching Skill: Repetition/Motor Skills
Teacher’s Activity: The teacher leads pupils in singing the “Living and Non-Living Things Rhyme” with actions. “Let’s sing our song about living and non-living things!” The teacher repeats the rhyme 2-3 times.
Pupils’ Activity: Pupils sing along with the teacher and perform the actions, reinforcing the concepts through movement and song.
Learning Point: Pupils use song and actions to remember the differences between living and non-living things.
Step 5: Video Observation and Discussion
Time: 4 minutes
Teaching Skill: Visual Learning/Discussion
Teacher’s Activity: The teacher introduces the video. “Now, let’s watch a short video to see more examples of living and non-living things.” The teacher plays the verified YouTube video. After the video, the teacher asks, “What living thing did you see? What non-living thing did you see?”
Pupils’ Activity: Pupils watch the video attentively. They then respond by naming examples they saw in the video.
Learning Point: Pupils visually identify more examples and discuss what they observed.
Step 6: Practical Identification and Sorting
Time: 5 minutes
Teaching Skill: Application/Classification
Teacher’s Activity: The teacher displays the animal charts and picture cards. “Now, I will show you some pictures. Tell me if it is a living thing or a non-living thing!” The teacher holds up cards one by one (e.g., dog, table, flower, shoe). The teacher then places two hoops on the floor, one labelled “Living” and one “Non-Living,” and asks pupils to sort real objects into the correct hoops.
Pupils’ Activity: Pupils identify the items as “living” or “non-living” orally. They then take turns to place real objects (stone, shoe, pencil, toy car, small plant) into the correct hoops.
Learning Point: Pupils apply their understanding to classify various items correctly.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “What is one thing that living things can do?” (e.g., grow, eat, move)
- “Show me a living thing on the chart.”
- “Show me a non-living thing in our classroom.”
- “Name one example of a living thing and one example of a non-living thing.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summary/Reinforcement
Teacher’s Activity: The teacher praises the pupils for their participation. “You all did a great job today learning about living and non-living things! Remember, living things are alive, and non-living things are not.”
Pupils’ Activity: Pupils clap for themselves and repeat, “Living things are alive! Non-living things are not!”
Learning Point: Pupils consolidate their learning and feel a sense of accomplishment.
Lesson Keywords
- Living: Things that are alive and can grow, eat, and move.
- Non-living: Things that are not alive and cannot grow, eat, or move by themselves.
- Grow: To get bigger or develop.
- Move: To change position or location.
- Eat: To take in food.
Differentiation
- Support: For pupils who struggle, provide larger, more distinct picture cards and fewer options during sorting activities. Use hand-over-hand guidance to help them point to the correct items. Repeat the rhyme and definitions more frequently.
- Extension: For pupils who grasp the concept quickly, ask them to identify more complex examples (e.g., “Is a cloud living or non-living? Why?”). Encourage them to draw a picture of one living and one non-living thing.
Community Join the conversation Open discussion +