Name: Natalie Cole

ID#: SJ18172294

Grade: 3C

Course: Principle of Primary Teaching

Lecture: Miss. Gordon

Name: Natalie Cole
Grade: 3
Date: March 22, 2021
Subject: Integrated Studies
Topic: living and non-living
Term/unit: term 3 unit 1
Duration: 60 minutes
Time: 10:30 -11: 30

Focus question: How can I tell if something in my environment in living?

Prior learning:
 Tell that they are living beings.

Attainment Target:
1) Explore the environment in order to relate everyday experiences to simple scientific

concepts and prosses. (Science)

2) Write well-constructed paragraphs or sentences which linking sentences within and

between them. (Language Arts)

3) Represent and interpret numerical/pictorial data. (Mathematics)

Materials: book, laptop, speaker, worksheet

Content: The term living thing refers to things that are now or once were alive. A non-living

thing is anything that was never alive. For something to be classified as living, it must grow and

develop, use energy, reproduce, be made of cells, respond to its environment, and adapt.

Objectives: by the end of the lesson students should be able to

1) Students should be able to differentiate between/categorize living and non-living things

after watching a video. (cognitive)

2) Students should be able to use tally marks to record data of living and non-living things

in groups. (Affective)

3) Students should be able to talk freely about observation about living and nonliving things.

(psychomotor)

Engage: Students will watch a video entitled “living and nonliving things” retrieved from

https://www.youtube.com/watch?v=HGJVrZ2-DVo. After the video students will engage in a

class discussion and talk freely about what they observe in the video. Base on the video the

discussion will be following by guided questions, for example: what are living and non-living

things? list five living and non-living things.

Explore: Students will be place into groups of four (4). In their groups there will be a worksheet,

students will talk among others and differentiate between what is living and non-living from

observation and then place the items under the right heading. Each student should have the

answers in their writing books.

Explain: Students will share with the class the activity that they did in groups. Misconception

will be cleared up by the teacher base on what they have share with the class. This will help

students to know if they are on the right track. Students should ensure that they mark what they

have correct and put the correct answer beside what they did not get.

For example: if a student place tree under living things they should explain why do they consider

tree as a living thing.

Elaborate: Students will be given two activities to complete.
Group 1: base on the image that is shown with living and non-living things, students will put the

information a Tally chart. They are to count how many living and non-living things and put it on

a Tally chart. For example:

Tally chart

Living Non-living

Total: Total:

Expected answer:

Tally chart

Living Non-living
11111 11 11111 11111 1
Total: 7 Total: 11
Group 2: Students will look around in their environment and count how many of these living and

non-living items that they see on the list that will show on screen.

List: birds, doll, shoes, ship, ring, dog, cat, flowers, ants, chair and frog.

For example: students are going to look around in their environment and count the amount of

birds they.

Guided practice: Students will be given a worksheet to complete for homework and when finish

students should upload the homework before the next class for making.

Activity:

Answer the following:

1) Differentiate between living and non-living things.

2) List 5 living and non-living things in your environment.

Evaluation: Students will complete two activities

Students will write a letter to a friend about what they learn about living and non-living things.

They will also list five living and five non-living things.

And

Students will complete a worksheet for marking.