LESSON PLAN LESSON: living and non-living things

Teacher: Bashayer Abdulaziz Subject: Science

Grade: 1 Unit: 3 Date: 5-11-2019

SKILLS AND UNDERSTANDING

Students will be able to:

1. Student will be able to know the difference between living and non-living things.
2. Student will be able to know that living things has multiple factors.

Link to prior learning: before we learned about the living things like plant and animals but today, we
will learn what are the living and non-living things.

21st Century Skills: Students will be able to enhance the following skills:
1. Critical thinking: problem-solving questioning
• Does it breathe?
• Does it eat?
• Does it grow?
• Does it move?
2. Communication: teacher will be questioning the students in the model part and the students
will be responding to her.
3. Communications: students will be communicating with their group members while doing the
activity.
4. productivity and accountability: Students will make their own poster
5. Computer literacy: smart board, video
6. Collaboration: students will be working in groups and share their answers together.
7. Leadership: teacher will pick up a leader from each group.
8. Social skills: students will discuss with each other to find out the answer.
9. Media literacy: teacher will give emergent group some pictures of living and non-living
things. Tr will present a video

Key vocabulary: - Living – Non-living – Nutrients – Grow - Breath – Move

Common misconceptions for Ways of identifying and addressing these misconceptions:
learners:

• Tr will read the word and let all the students repeat
• St can’t say the vocab words after her

Resources/equipment needed:

1. Animals: teacher will show students some animal and will ask them if they are living or non-
living things?
2. Poster: teacher will give the low group poster, so students will sort the living and non-living
things.
3. Pictures: students have to sort the different pictures into living and non-living things.
4. Two faces stick: students will use it to stick the picture on the poster.
5. Glue: to paste the words.
6. Check list: to check students understanding.
7. Container: to put the cards and the picture in it.

UNIT: LESSON: TASKS/ACTIVITIES

Resources & Time Starter (15 minutes)

Teacher Will: Students Will:

• Good Morning grade 1, how • Good Morning Ms.Bashayer

are you? Who can tell me
what is the date of today?

• Tr: Today we will learn what

are the living and non-living
things in our life.

• First, I will say the rules and

each one of you must follow Ss will see the video
it to get point in ClassDojo.
Teacher will say the rules.

• Tr we will look at the video

St possible answer:
to show us more about what
we will learn today. Play, learn, see,,,etc
https://www.youtube.com/watch?v=B
Ez7RPvQCAI

• Tr will stop the video and

explain to the students.

• Who can tell me what is

living and non-living?

• Good job I don’t know or animals

• Living things: things that are

alive and grow, breath, have
nutrients and change.

• Non-living things: things that

are not alive, don’t grow,
don’t change, don’t breathe
does not have nutrients and
don’t change.
• Tr will have some concrete
materials, she will count
them “1,2,3,4,5” (linked to
math)
• Tr will pick the duck and
hold it up in front of the
class. Duck
• Tr: do you know what do I
have?
• Good job
• Tr: How do we know if
something is living or non-
living?

• Living things can move,

grow, breath, and have
nutrients
• Move: it goes around
• Breath: takes oxygen
• Grow: it will be big
St will thumb up if yes and thumbs
• Nutrients: eat food and drink
water down if no
• Tr: Know I want you all to
watch me and watch Ms.
Visharlly
 • I have a plant, hmm does it Duck
grow.
• Thumbs up if yes or thumbs
down if no St will thumb up if yes and thumbs
• down if no
• Does it breathe?
• Does it eat?
• Does it grow? St will thumb up if yes and thumbs
• Does it move? down if no
• Tr: will ask more questions
• Tr: now we can say that this
is living
• Now we will see what does
Ms. Felecia has?
• What can you see?
• Tissue
• Thumbs up if yes or thumbs
down if no
• Does it breathe?
• Does it eat?
• Does it grow?
• Does it move?
• Tr: now we can say that this
is non-living
• Hmm, what if I have another
thing like this (she will point
to the laptop)
• What can you see?
• Thumbs up if yes or thumbs
down if no
• Does it breathe?
• Does it eat?
• Does it grow?
• Does it move?
• Last, each group will present
what they have with telling
us if it’s living or non-living

Resources & Time Main activities (15minutes)

Teacher Will: Students Will:

Tr Will give each group an activity
Emergent group: will have pictures
like (plant-pen-animals-rubber-
straw) and poster
Students will sort the materials into
living and non-living on the table.
 Developed group: will have some
pictures and some words on the card
like (plant-pen-animals-rubber-
straw) and poster
Students will sort the materials and
the vocabulary into living and non-
living on the table.

Master group: will have words on

the card like (plant-pen-cat-dog-
straw) and poster
Students will sort the words into
living and non-living on the table.

Last, each group will present what

have they done and explain why it is
living or non-living

Resources Plenary (5 minutes)

Teacher Will: Students Will:

Tr: today we learned about living
and non-living
I will choose randomly from
ClassDojo Present what they chosen from carpet
Student will come in the front and and answer the questions.
choose anything from the carpet that
has drawing, and it has different of
things that living or non-living.
1- I want you to say the name
of the item
2- If it’s living or non-living
3- How did you know if it’s St will choose anything from the carpet
living or non-living? to talk about it.

The Tr will write in the board living

and non-living and use it as a
summative assessment
Tr: will give each child a picture,
and students have to stick it to the
wall under either living or non-
living
Tr: Write your name first then draw
anything
Tr will model
This is the pictures of the cat St will stick the notes in the right place
of living or non-living
 And I will stick it under the living
because cat can grow, breath, move,
have nutrients and change.
Tr will use Checklist to check for
student’s comprehension.
.

Homework Worksheet

Learning styles catered for (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓):

Observation Student self- Oral questioning Peer assessment

assessment

Quiz Student presentation Written work and Verbal feedback

feedback
 Lesson reflection
Name: Bashayer Abdul-Aziz
Lesson outcome: Living and non-living things
Date: 5-11-2019

This lesson was for grade, it took place in science classroom. I have started the lesson on time, and
everything were well prepared I was achieving my lesson goal, in end of lesson students will be able to
know living and non-living things. This is were liked to prior knowledge where they have been studying
about plants.

At the beginning of the class I said the rules, each one of the students was following the rules. I have
notice that, it’s very important to say the rules because each one of them were behaved. I have engaged
the students by asking them some questions. Such as, do you know what is living things? What is non-
living thins? Who can tell me the different between them? Some of the students were giving me example
like water. After that I opened the video and students were engaged and motivated with the it, I stopped
the video while there were looking to it, this is made my lesson delivered because as I saw students have
learned from my explanation of the video and my lesson goes easier because they understand the content.
In my modeling part, I have used real objects which are a duck and a car, I saw this is attracted student’s
attention and know the different between the duck and the car. While I asked the students about the duck
and the car, I have rewarded them which this linked to skinner theory. Positive reinforcement to
encourage the students. I had to give them a star sticker. Mohammed (special need student) was playing
by his self and make some noisy, what I did is only to ask him to come and join the class, and after few
minutes her responded to me and join the class by siting on the chair. There were some little boys who
were not following the instruction, however, I tried to manage them by asking each of them to flip their
arms and sit quietly and tell them you will get 5 point in ClassDojo.

I have explained the center activities to the whole class while they were on the carpet, this is saved my
time, and everyone were able to know their duty. As I saw the activities wasn’t really challenging for
some of the students and most of them did it in 10 minutes, this is linked to Vygotsky theory which is
ZPD the activity must match student’s ability. another thing is the 1 poster wasn’t enough for 5 or 6
students in one group, I was thinking it’s better to have 2 posters, so each 3 students will have 1 poster.
While I was monitoring and scaffolding the students and asking them, most of them were able to answer
me.

I have counted 1,2,3 and all the students clean up, I really liked using counting strategy, because it
worked well, and everyone clean up and sit on their chair.
In my closing part we had some picture and student had to tell either living or non-living things. I have
used checklist and it helped me to know how many students get it right. As I saw 8 from the student get it
correct, which is showing me 80% of my teaching has been delvers and I have met my goal. Next time I
would stick the picture on the board so everyone can see it. Also, I should give Mohammed (special Need
student) a chance to do the closing in the second time. And finally, I gave each student a worksheet for
their homework.

In the future I would fix some things such as: I will bring enough materials and activities for the students.
I will make some challenging activities for the students. I will be prepared hand on for Mohammed (3D
objects). Before the students see a video, I must what is going to be about.

What I did it well is I was punctual. I used positive reinforcement such as stickers. Counting to get
students attention. Using real objects such as a duck and car. Able to manage student’s behavers. Hands
on activities.