Meaning of non-living matter and Examples of non-living matter for JSS 1

Class: JSS 1
Term: First Term
Week: 9
Age: 12 years
Duration: 45 minutes
Subject: Intermediate Science
Curriculum Theme: Living and Non-living Matter
Focal competence: Sorting non-living things into metals and non-metals
Key competencies/values: Collaboration; Information literacy; Respect; Environmental literacy
Skills:

• Sorting non-living things into metals and non-metals

Previous Lesson: Meaning of Living Matter, Characteristics and Uses and Importance of Plants and Animals
Topic: Non-Living Matter
Subject Matter: Meaning of non-living matter, Examples of non-living matter

Specific Objectives

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

Cognitive Domain

• Define non-living matter.
• State the characteristics of non-living matter.
• Give examples of non-living matter.

Psychomotor Domain

• Identify non-living matter in the environment.
• Sort non-living things into metals and non-metals using provided samples.

Affective Domain

• Appreciate the presence and uses of non-living matter in their daily lives.

Social Domain

• Collaborate effectively in groups to classify different non-living objects.

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 Intermediate Science textbook for JSS 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Samples of non-living things (e.g., stone, wood, plastic bottle, metal spoon, glass cup, paper, water)
• Charts/pictures showing different types of non-living things based on metals and non-metals

Rationale for the Lesson

This lesson provides foundational knowledge about the natural and man-made components of the environment that lack life. Understanding non-living matter helps students differentiate it from living organisms and appreciate its diverse properties and uses in various aspects of life and technology.

Prerequisite/Previous Knowledge

Students should have a basic understanding of living things and their characteristics from previous lessons or primary school science.

Lesson Content/Board Summary

Non-Living Matter

Meaning of Non-Living Matter

Non-living matter refers to things that do not possess any of the characteristics of life. They do not grow, move on their own, reproduce, feed, respire, excrete, or respond to stimuli.

Characteristics of Non-Living Matter

Non-living matter exhibits the following characteristics:

1. They do not grow.
2. They cannot move on their own (unless acted upon by an external force).
3. They do not reproduce.
4. They do not feed or require food.
5. They do not respire (breathe).
6. They do not excrete waste products.
7. They do not respond to stimuli.
8. They do not have a life cycle.

Examples of Non-Living Matter

Non-living matter can be found everywhere around us. Examples include:

1. Stones
2. Water
3. Air
4. Sand
5. Rocks
6. Metals (e.g., iron, copper, aluminum)
7. Plastics
8. Wood
9. Glass
10. Paper
11. Cars
12. Tables and chairs

Classification of Non-Living Matter

Non-living matter can be classified in various ways. One common way is to sort them into metals and non-metals.

1. Metals: These are non-living materials that are typically hard, shiny, good conductors of heat and electricity, and can be hammered into sheets or drawn into wires. Examples include iron, copper, aluminum, gold, and silver.
2. Non-metals: These are non-living materials that are generally poor conductors of heat and electricity, are often brittle, and do not have a shiny appearance. Examples include wood, plastic, glass, rubber, paper, and stone.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling/Engaging

Teacher’s Activity: The teacher greets the students and reviews the previous lesson on living things, asking students to state characteristics of living things. The teacher then introduces the new topic, “Non-Living Matter,” by asking students to name things around them that are not alive.

Pupils’ Activity: Students respond to questions about living things and name various non-living objects they see.

Learning Point: Previous lesson recap

Step 2: Meaning of Non-Living Matter

Time: 8 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher explains the meaning of non-living matter, emphasizing that they lack the fundamental characteristics of life. The teacher uses simple language and examples to make the concept clear.

Pupils’ Activity: Students listen attentively and ask questions for clarification.

Learning Point: Meaning of non-living matter

Step 3: Characteristics of Non-Living Matter

Time: 7 minutes

Teaching Skill: Elaboration/Listing

Teacher’s Activity: The teacher discusses the key characteristics of non-living matter, contrasting them with those of living things. The teacher uses the samples of non-living things to illustrate these characteristics (e.g., showing a stone does not move on its own).

Pupils’ Activity: Students observe the demonstrations and contribute to the discussion by stating characteristics.

Learning Point: Characteristics of non-living matter

Step 4: Examples of Non-Living Matter

Time: 7 minutes

Teaching Skill: Identification/Illustration

Teacher’s Activity: The teacher displays various samples and pictures of non-living things (stone, water, plastic bottle, metal spoon, wood, glass) and asks students to identify them as non-living. The teacher also encourages students to give more examples from their environment.

Pupils’ Activity: Students identify the displayed items and provide additional examples of non-living matter.

Learning Point: Examples of non-living matter

Step 5: Classification of Non-Living Matter

Time: 7 minutes

Teaching Skill: Classification/Explanation

Teacher’s Activity: The teacher introduces the concept of classifying non-living matter, specifically focusing on metals and non-metals. The teacher explains the general properties of each category using the prepared charts and samples.

Pupils’ Activity: Students listen and observe the properties of metals and non-metals as explained and demonstrated.

Learning Point: Classification of non-living matter

Step 6: Group Activity: Sorting Metals and Non-Metals

Time: 6 minutes

Teaching Skill: Guided Practice/Collaboration

Teacher’s Activity: The teacher divides students into small groups and provides each group with a mixed collection of non-living items (some metals, some non-metals). The teacher instructs them to sort the items into two categories: metals and non-metals, based on the characteristics discussed.

Pupils’ Activity: Students work collaboratively in their groups to sort the provided non-living items into metals and non-metals.

Learning Point: Sorting metals and non-metals

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 is non-living matter?
2. State two characteristics of non-living matter.
3. Give three examples of non-living matter.
4. How can you classify non-living things based on their material?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding non-living matter

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides students to copy the essential Board Summary notes on the meaning, characteristics, and examples of non-living matter into their notebooks.

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

Learning Point: Non-living matter definitions

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Summarizing

Teacher’s Activity: The teacher briefly summarizes the main points of the lesson, reiterating the definition, characteristics, and examples of non-living matter, and their classification into metals and non-metals.

Pupils’ Activity: Students listen and mentally recap the lesson.

Learning Point: Non-living matter importance

Continuous Assessment/Further Study

Type: Homework

Instruction: Answer the following questions in your notebook:

1. List five non-living things you find in your home and state whether each is a metal or a non-metal.
2. Explain in your own words why a stone is considered non-living.
3. Draw and label three examples of non-living matter.

Lesson Keywords

• Non-living matter – Things that do not possess the characteristics of life.
• Characteristics – Distinguishing features or qualities.
• Metals – Non-living materials that are typically hard, shiny, and good conductors of heat and electricity.
• Non-metals – Non-living materials that are generally poor conductors of heat and electricity and are often brittle.

Differentiation

Support for weaker learners: Provide simpler examples and more direct guidance during the sorting activity. Use flashcards with pictures of non-living things for identification. Focus on defining and identifying basic examples.

Extension for faster learners: Challenge them to research other ways to classify non-living matter (e.g., natural vs. man-made, solids, liquids, gases). Ask them to identify the uses of specific non-living materials in technology.

Suggested Lesson Videos

Search on YouTube for: “JSS 1 Non-Living Matter examples and characteristics”

Teacher Guide for Using This Lesson Plan

Before the lesson, gather a diverse collection of non-living items, ensuring you have clear examples of both metals (e.g., iron nail, copper wire) and non-metals (e.g., wood block, plastic bottle, stone, paper). Prepare charts or pictures to visually aid explanations. Begin by linking to students’ prior knowledge of living things to create a clear contrast. During the lesson, encourage active participation, especially in the identification and classification activities. Allow sufficient time for group work and circulate to provide support and assess understanding. Students should copy the Board Summary notes after the main teaching points have been covered and evaluated. Conclude by reinforcing the main concepts and assigning homework to consolidate learning.