Note for teachers using this lesson plan
Before the lesson, gather various real non-living objects like a toy car, a brick, a cup, a stone, and a book. Also, prepare pictures of a house and other non-living things. The central idea for pupils is to identify and name non-living things and understand they do not grow or move on their own. Observe pupils as they point to and name these objects, showing they can differentiate them from living things.
Class: Pre-School Level 3
Term: First Term
Week: 2
Age: 4 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Basic Science and Technology
Previous Lesson: Introduction to Things in the Environment
Topic: THINGS IN THE ENVIRONMENT – NON-LIVING THINGS: HOUSE, CAR, BRICK, CUP, ETC
Subject Matter: THINGS IN THE ENVIRONMENT – Non-living things: house, car, brick, cup, etc.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and name at least three non-living things in their environment.
- Differentiate between non-living things and living things by stating one simple difference.
Affective Domain
- Show interest in observing different objects around them.
- Participate actively in identifying non-living things.
Psychomotor Domain
- Point to specific non-living things when asked.
- Sort pictures of living and non-living things into correct groups.
Social Domain
- Share their ideas about objects they see with their classmates.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
- Relevant early-years Basic Science textbook
Instructional Materials
- Charts and posters showing various non-living things (house, car, brick, cup, table, chair, stone, book)
- Real objects: a toy car, a brick, a plastic cup, a stone, a book, a pencil
- Pictures of living things (e.g., a child, a dog, a plant) for comparison
- Video player (for educational video)
Rationale for the Lesson
This lesson helps 4-year-olds understand the world around them by categorising objects into living and non-living. Recognising non-living things like houses and cars helps children make sense of their daily environment and builds foundational scientific observation skills.
Prerequisite/Previous Knowledge
Pupils can already identify some common objects in their home and school environment. They have been introduced to the idea of “things in the environment.”
Lesson Content/Board Summary
THINGS IN THE ENVIRONMENT – NON-LIVING THINGS
Non-living things are things that:
- Do not grow.
- Do not eat.
- Do not move on their own.
- Do not breathe.
- Are not alive.
Examples of Non-living Things:
- House: We live in a house. It does not eat or grow.
- Car: A car takes us places. It does not move by itself, someone drives it.
- Brick: Bricks are used to build houses. They do not breathe.
- Cup: We drink water from a cup. It does not grow bigger.
- Table: We eat on a table.
- Chair: We sit on a chair.
- Stone: A stone is hard and does not move on its own.
- Book: We read a book.
Key Words
- Non-living – Things that are not alive.
- House – A building where people live.
- Car – A vehicle that takes people places.
- Brick – A block used for building.
- Cup – A container for drinking.
Non-Living Things Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
House and car, brick and cup,
They don’t eat or grow up.
Table, chair, and a stone,
They can’t move all alone.
Non-living, yes, it’s true,
Many non-living things for you!
Actions: Point to a house picture, pretend to drive a car, stack hands for a brick, pretend to drink from a cup, point to a table/chair, pick up an imaginary stone, then clap hands on “non-living.”
Watch and Learn About Non-Living Things
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the topic by asking pupils to look around the classroom and name things they see. Guide them to understand that some things are alive (like them, the teacher, plants) and some are not. Use the simple characteristics (do not grow, eat, move on their own, breathe) to explain non-living things. Display the charts and real objects as you name each example.
What to show or demonstrate: Hold up each real object (toy car, brick, cup, stone, book, pencil) and ask pupils to name it. Point to pictures of a house and other non-living things on the charts. Briefly compare a non-living thing (e.g., a stone) with a living thing (e.g., a child) by asking, “Does the stone eat? Does it grow?”
How to use the rhyme/song: Sing the “Non-Living Things Rhyme” together with the pupils. Use the suggested actions to make it interactive and memorable. Repeat the rhyme 2-3 times, encouraging pupils to join in and perform the actions.
How to use the video: Introduce the video as a fun way to learn more about non-living things. Play the video, asking pupils to pay attention to the examples shown. After watching, discuss some of the non-living things they saw in the video and ask them to name one new non-living thing they learned.
What to watch for: Observe if pupils can correctly identify and name the non-living objects. Watch for any confusion between living and non-living things, and provide gentle correction and re-explanation using the simple characteristics.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Manipulation of Objects
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and asks them to name some things they see around the classroom. The teacher then introduces the topic: “Today, we will learn about ‘Non-living Things’ around us.”
Pupils’ Activity: Pupils respond to greetings and name objects like “table,” “chair,” “book,” “teacher,” “friend.”
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Identifying Non-Living Things
Time: 5 minutes
Teaching Skill: Observation/Naming
Teacher’s Activity: The teacher displays real objects (toy car, brick, cup, stone, book) and pictures of a house. The teacher names each item and asks pupils to repeat the name. “This is a car. Say ‘car’.”
Pupils’ Activity: Pupils look at the objects and pictures, repeating the names after the teacher.
Learning Point: Pupils identify and name common non-living things.
Step 3: Understanding Non-Living Characteristics
Time: 5 minutes
Teaching Skill: Explanation/Comparison
Teacher’s Activity: The teacher explains simply that non-living things do not grow, eat, or move on their own. The teacher picks up a stone and asks, “Does this stone eat? Does it grow?” The teacher then points to a child and asks, “Do you eat? Do you grow?” to highlight the difference.
Pupils’ Activity: Pupils listen and respond to the teacher’s questions with “No” for the stone and “Yes” for themselves.
Learning Point: Pupils begin to understand simple characteristics of non-living things.
Step 4: Rhyme Reinforcement
Time: 4 minutes
Teaching Skill: Auditory Learning/Movement
Teacher’s Activity: The teacher leads the pupils in singing the “Non-Living Things Rhyme” with actions. The teacher encourages everyone to participate and repeat the rhyme several times.
Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the names and characteristics of non-living things.
Learning Point: Pupils memorise names and characteristics through song and movement.
Step 5: Video Learning
Time: 4 minutes
Teaching Skill: Visual Learning/Discussion
Teacher’s Activity: The teacher plays the educational video about living and non-living things. After the video, the teacher asks pupils to name some non-living things they saw.
Pupils’ Activity: Pupils watch the video attentively and then name non-living things they observed.
Learning Point: Pupils gain further visual understanding and examples of non-living things.
Step 6: Practical Application/Sorting
Time: 5 minutes
Teaching Skill: Guided Practice/Classification
Teacher’s Activity: The teacher places pictures of various living (e.g., child, plant, dog) and non-living things (e.g., house, car, cup) on a table. The teacher guides pupils to pick a picture and place it under a “Non-Living Things” or “Living Things” label (or designated area).
Pupils’ Activity: Pupils take turns picking pictures and sorting them into “Non-Living Things” or “Living Things” categories.
Learning Point: Pupils differentiate and classify objects as non-living or living.
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.
- “Point to a non-living thing in this classroom.”
- “Name two non-living things you saw today.”
- “Does a car eat food?”
- “Show me the picture of a house.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing, naming, saying “No”).
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 and reminds them that many things around us are non-living, like their clothes, toys, and the school building. The teacher ends the lesson with a short, positive closing statement.
Pupils’ Activity: Pupils listen and acknowledge the summary.
Learning Point: Pupils consolidate their learning and feel a sense of accomplishment.
Lesson Keywords
- Non-living – Things that are not alive; they don’t eat, grow, or move on their own.
- House – A building where people live.
- Car – A vehicle that moves on wheels and carries people.
- Cup – A container used for drinking.
- Brick – A hard block used to build walls and houses.
Differentiation
- Support: For pupils who are struggling, provide larger pictures and fewer choices when sorting. Use hand-over-hand guidance to help them point to objects. Repeat the names of non-living things slowly and clearly, allowing them extra time to respond.
- Extension: Encourage advanced pupils to identify other non-living things outside the classroom (e.g., a tree stump, a bicycle, a ball). Ask them to describe one simple use for a non-living thing, e.g., “What do we use a cup for?”
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