Meaning and examples of living things in the environment for Primary 1

Class: Primary One
Term: Second Term
Week: 4
Age: 6 years
Duration: 45 minutes
Subject: Basic Science
Curriculum Theme: Living and Non-living Matter
Focal competence: Recognising and naming living things in the environment
Key competencies/values: Environmental Literacy; Collaboration
Skills:

• Grouping of living things in the environment

Previous Lesson: Shapes Construction
Topic: Living Things
Subject Matter: Meaning and examples of living things in the environment

Specific Objectives

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

Cognitive Domain

• Explain the meaning of living things.
• Identify living things in the environment.
• State a simple observable reason why a selected thing is living.

Affective Domain

• Appreciate the presence of living things in their environment.
• Participate actively in identifying living things.

Psychomotor Domain

• Point to and name various living things around the school.
• Observe and describe simple characteristics of living things.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable Basic Science textbook for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Living plants around the school compound (e.g., flowers, trees, grass)
• Pictures or models of various animals (e.g., dog, cat, bird, fish)
• Pictures or models of people (e.g., baby, child, adult)
• Pictures or actual examples of non-living things (e.g., stone, table, book)
• Chart showing characteristics of living things

Rationale for the Lesson

This lesson helps pupils understand the fundamental difference between living and non-living things, which is a core concept in Basic Science. It encourages observation and critical thinking about their immediate surroundings. Understanding living things fosters an appreciation for nature and the environment from an early age.

Prerequisite/Previous Knowledge

Pupils should be able to identify common objects in their environment and have basic observation skills.

Lesson Content/Board Summary

Living Things

Meaning of Living Things

Living things are all the things around us that can grow, move, eat, breathe, and respond to their environment. They are alive.

Examples of Living Things

Living things include plants, animals, and human beings. Some common examples are:

1. Humans (e.g., pupils, teachers, parents)
2. Animals (e.g., dogs, cats, birds, goats, insects)
3. Plants (e.g., trees, flowers, grass, vegetables)

Basic Characteristics of Living Things

Living things show certain signs that make them different from non-living things. The main characteristics are:

1. Growth: Living things grow bigger and change over time. A baby grows into a child, and a small plant grows into a big tree.
2. Movement: Living things can move from one place to another or move parts of their body. Animals walk, run, or fly, and plants turn towards the sun.
3. Feeding: Living things need food to get energy to live and grow. Humans eat food, animals eat grass or other animals, and plants make their own food using sunlight.
4. Breathing: Living things take in air (breathe) to stay alive. Humans and animals breathe with their lungs, and plants breathe through their leaves.
5. Response: Living things react to changes around them. If you touch a snail, it pulls into its shell. Plants grow towards light.

Differences Between Living and Non-Living Things

Living things have the characteristics listed above, while non-living things do not. For example:

1. A human (living) grows, eats, moves, breathes, and responds. A stone (non-living) does not.
2. A plant (living) grows, makes food, and responds to light. A table (non-living) does not.
3. A dog (living) moves, eats, breathes, and grows. A car (non-living) moves but does not grow, eat, or breathe on its own.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging learners, Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to look around the classroom and name some things they see. The teacher then asks if all the things they named are the same, leading to a discussion about things that are alive and things that are not.

Pupils’ Activity: Pupils greet the teacher, name objects in the classroom, and share their ideas about living and non-living things.

Learning Point: Introduction to living things

Step 2: Meaning of Living Things

Time: 7 minutes

Teaching Skill: Explanation, Visual aids

Teacher’s Activity: The teacher explains the meaning of living things in simple terms, using pictures of people, animals, and plants. The teacher states that living things are things that are alive and can do certain things.

Pupils’ Activity: Pupils listen attentively, observe the pictures, and repeat the meaning of living things after the teacher.

Learning Point: Definition of living things

Step 3: Examples of Living Things

Time: 7 minutes

Teaching Skill: Identification, Observation

Teacher’s Activity: The teacher takes pupils outside (if safe and practical) or shows pictures/models of living things. The teacher asks pupils to identify and name living things they see in and around the school compound (e.g., trees, flowers, birds, other pupils, themselves).

Pupils’ Activity: Pupils identify and name living things in their environment or from pictures/models.

Learning Point: Examples of living things

Step 4: Characteristics – Growth and Movement

Time: 7 minutes

Teaching Skill: Demonstration, Explanation

Teacher’s Activity: The teacher explains the characteristics of living things, focusing on growth and movement. The teacher uses examples like a baby growing into a child or a plant growing taller. For movement, the teacher demonstrates walking and points out how animals move.

Pupils’ Activity: Pupils observe the demonstrations, share examples of growth and movement, and understand these characteristics.

Learning Point: Growth and movement

Step 5: Characteristics – Feeding, Breathing, Response

Time: 7 minutes

Teaching Skill: Explanation, Questioning

Teacher’s Activity: The teacher continues explaining other characteristics: feeding (why we eat), breathing (why we need air), and response (how we react to touch or light). The teacher asks simple questions related to these characteristics.

Pupils’ Activity: Pupils listen, answer questions, and relate the characteristics to their own experiences.

Learning Point: Feeding, breathing, response

Step 6: Differentiating Living from Non-living

Time: 4 minutes

Teaching Skill: Comparison, Guided practice

Teacher’s Activity: The teacher presents a living thing (e.g., a plant) and a non-living thing (e.g., a stone). The teacher asks pupils to state one simple observable reason why the plant is living and the stone is not, based on the characteristics learned.

Pupils’ Activity: Pupils compare the objects and state simple reasons to differentiate them.

Learning Point: Distinguishing living from non-living

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. What are living things?
2. Name two living things you see around the school.
3. Give one reason why a tree is a living thing.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding living things

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 the meaning, examples, and basic characteristics of living things into their notebooks.

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

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Summarising

Teacher’s Activity: The teacher briefly reminds pupils that living things are all around us and they all share common characteristics like growing, moving, eating, breathing, and responding. The teacher encourages them to continue observing living things at home.

Pupils’ Activity: Pupils listen and affirm their understanding of living things.

Learning Point: Lesson consolidation

Continuous Assessment/Further Study

Type: Homework / Observation

Instruction: Observe your home environment and list things that are living and things that are not living. Also, draw one example of a living thing.

1. List two living things you find at home.
2. List two non-living things you find at home.
3. Draw a picture of your favourite living thing.
4. What is one thing your drawing can do that a stone cannot?
5. Ask an adult at home to help you identify a plant and an animal.

Lesson Keywords

• Living things – Things that are alive and can grow, move, eat, breathe, and respond.
• Non-living things – Things that are not alive and cannot grow, move, eat, breathe, or respond on their own.
• Growth – Getting bigger or changing over time.
• Movement – Changing position or moving parts of the body.
• Feeding – Taking in food for energy.
• Breathing – Taking in air to live.
• Response – Reacting to things around them.

Differentiation

For weaker learners: Provide more direct examples and use physical objects for hands-on sorting. Focus on identifying just two or three key characteristics. Use simple, one-word answers for questions.

For faster learners: Encourage them to name more examples of living things and explain more than one characteristic. Ask them to think about how different living things move or eat.

Suggested Lesson Videos

Search on YouTube for: “Living and Non-living Things for Kids Primary 1”

Teacher Guide for Using This Lesson Plan

Before the lesson, gather all necessary instructional materials, including pictures of various living and non-living things, and identify accessible living plants within the school compound for observation. Begin the lesson by engaging pupils with familiar objects to introduce the concept of “alive” and “not alive.” When explaining the characteristics of living things, use simple language and demonstrate actions like breathing and movement. Encourage pupils to participate actively by pointing to and naming living things they observe. For Step 6, ensure a clear contrast between a living and a non-living object. During note-taking in Step 8, supervise pupils to ensure they copy the essential points accurately. Provide support for weaker learners by simplifying explanations and offering more visual aids, while challenging faster learners with additional questions and examples. Always ensure the safety of pupils during any outdoor observation activities.