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Lesson Objective:

For the children to recall what they have learnt from early stage one or from other experiences they may have encountered in regards to living and non-living things.

This lesson allows the teacher to see how much the students know about living and non-living things from early stage one.
Outcomes and Indicators:

ST1-4WS: Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and other know. (BOS, 2012) VAS1.1: Makes artworks in a particular way about experiences of real and imaginary things (BOS, 2006) TS1.1: Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities. (BOS, 2001)
Key Scientific Knowledge [KSK]:

Basic knowledge of living and non-living things Living things have characteristics that allows them to change and grow (Board of Studies, 2001) Living things can reproduce (BOS, 2001) Living things require food to convert into energy (BOS, 2001) Non-living things cannot grow (e-learning for Primary Science, n.d) Non-living things cannot move by themselves (e-learning for Primary Science, n.d) Non-living things cannot die (e-learning for Primary Science, n.d) Non-living things cannot reproduce (e-learning for Primary Science, n.d)
List of Resources:

Prior Learning:

The students should know: Some definition of living things Some definition of non-living things Able to identify some characteristics of living things Able to identify some characteristics of non-living things
Lesson Overview:

Interactive Whiteboard Internet YouTube Pictures of living and non-living things (appendix) Worksheet (appendix)

1. Explain to the students we are learning about a new topic: Whats alive - Characteristics and diversity in living and non living things. (approximately 3-4 minutes) 2. Set up the Interactive Whiteboard (IWB) to view the book Whats Alive by Kathleen Weidner Zoehfeld - illstrated by Nadine Bernrd Westcott on YouTube. (approximately 7- 8

minutes) 3. Have a brief discussion with the students about the details in the book. Brainstorm some definitions and characteristics of living and nonliving things that the students have gained from the book on to the IWB. (approximately 10 minutes) 4. Place various images of living and nonliving things around the classroom and divide the room into two. With one side as living things and the other side as non-living things. (approximately 2 minutes) 5. Allow the students to have a look at the images and place them in the living or non-living sections of the room. (approximately 10 minutes) 6. Once all the pictures have been allocated to a section of the room. Have a look at a few of the images in each area and ask the students why they may have placed this picture in this area? Once you can see the students are able to understand the concept of living and no living things. (approximately 3- 4 minutes) 7. Divide the class into groups of 3-4 students and explain the students that they will be looking around the classroom and going outside to find 3 living and 3 non-living things to draw on the worksheet. They also need to identify what they have drawn as a living or non living thing. (approximately 2 minutes) 8. Provide students with approximately 10 minutes for the children to explore the indoor and outdoor environment to find 3 living and 3 non living things and draw the things they find on to the work sheet. (approximately 10 minutes) 9. Gather all the children and allow each group to present what they had found with their peers. (approximately 3- 4 minutes)