ASEI PDSI Lesson Plan On Basic Science & Technology

Plants & Animals

Subject: Basic Science & Technology

Theme: Living & non-living things

Topic: Plants & animals

Sub Topic: Living & Non-living

Date: dd/mm/yyyy

Class: Basic Three

Duration: 35 Minutes

No of Learners: 30

Learning Objectives:

By the end of the lesson learners should be able to:

  1. Group the living and non-living in their environment.

    2. Living things Non-living things
    Goat Sand
    Sheep River
    Ant Stone
    Lizard Rock
    Plant Book
    Tree Desk

  2. List differences between Living & Non-living things

    3. Living things Non-living things
    They can move from one place to another without force (i.e on their own). They can only be made to move from place to place (i.e with a force).
    They eat (feed). They do not eat (feed).
    They breathe in air. They do not breathe in air.
    They can grow. They do not grow.
    They produce young ones. They do not produce young ones.
    They can die. They do not die.

Rationale:

In the world, living and non-living things constitute two large groups. Almost everything we come across in life can be grouped either as a living thing or a non-living thing. Therefore, there is a need to teach our learners about living and non-living things since our world constitute living and non-living things.

Prerequisite/ Previous knowledge:

Learners have learnt what an environment is.

Learning Materials:

Chart of an environment, chart of living & non-living things.

Reference Materials:

Basic Science and Technology for Primary Schools Pupils' Book 3 by P. Asun, S. T. Bajah et al.




Lesson Development:
STAGE
TEACHER'S ACTIVITY
LEARNER'S ACTIVITY
LEARNING POINTS
INTRODUCTION
full class session (3 mins) 		Teacher asks learners to defined an environment in their own words. Learners defined an environment in their own words.

    An environment is the natural surroundings in which we live.

 Confirming the previous lesson.
DEVELOPMENT Step 1. Group Work (2 mins) The teacher guides the learners to form four groups and ask them to choose their leaders and secretaries. Learners choose their group leaders and secretaries. Inculcating leadership skills, competitive spirit, cooperation, teamwork and a sense of responsibility among learners.
INTRODUCTION Step 2 Full class session (7 mins) The teacher asks learners, what can they see in your environment? Learners expected response;
Compound, plants, houses, road, chair, birds, rivers, mountain, rocks, sand, persons, schools, board, marker, rulers, books etc. 		Developing the ideas of living things & non-living things and introducing the topic of living things and non-living things.
The teacher gives each group a chart containing pictures of living things and non-living things and asks learners to group what they see in the chart into living and non-living things.
Teacher to give affirmation and compliment learners for their good effort.		 Learners expected to respond;
Living things Non-living things
Cow canoe
Woman River
Ant aeroplane
Butterfly Rock
Plant Book
Tree Desk
Grouping of living and non-living things
Stage 3
Full class discussion (10 mins)		 The teacher asks learners to give reasons why they feel the things they listed under living things are living things and that which they listed under non-living things are non-living things.
The teacher writes learners comments on the board.


The teacher may engage learners in an activity that will lead learners to list properties of living things and non-living things, such as,
  1. asking learners to breathe in and out.
  2. asking learners to come and go.
  3. asking learners if they have eaten or not, or if they eat.
  4. asking learners if they have seen young ones of animals and human beings.
  5. asking learners if they have ever seen or heard of dead animals or human beings. Etc.
 		Learners raised their hands to give reasons for their decision.
  1. Living things move without force while non-living things can only move with a force.
  2. Living things eat while non-living things do not eat.
  3. Living things breathe in air while non-living things do not breathe in air.
  4. Living things grow while non-living things do not grow.
  5. Living produce young ones while non-living things do not produces young ones.
  6. Living things die while non-living things do not die.
 Developing the idea of the differences between living things and non-living things.
Evaluation. Full class session (10 mins) Ask the following questions to evaluate the achievement of the set objectives.
  1. Group the things in the school environment as living and non-living.
  2. List three differences between living and non-living things.
 Learners expected response:
  1. Living things Non-living things
    Pupils Books
    Teachers Pen
    Flowers Classroom
    Birds Board
    Trees Marker
    Friends Bucket
    Guidance Buildings
  2. Living things Non-living things
    They eat. They do not eat.
    They breathe in air. They do not breathe in air.
    They grow. They do not grow.
Confirming the achievement of the set objectives.
Conclusion, full class session (3 mins) Ask learners to classify boys, sheep, maize, tomato, teacher, birds, grass, girls, and dog into human beings, plants and animals. Learners expected response.
Human beings Plants Animals
Boys maize Sheep
Teacher Tomato Birds
Girls Grass Dog

Learners concluded the lesson that living things can be classified into Human beings, Animals or Plants.

 Acquiring/ improving understanding of living things and non-living things in the environment.
ASSIGNMENT The teacher gives learners a take home.
  1. List five examples of living things in your environment.
  2. Is uniform a living thing? give three reasons for your answer.
 Learners answer other questions. Improving their level of understanding of living things and non-living things.




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