Subject: Science

Grade Level: Grade 3

Objective: Observe and describe the difference between living and non-living
things and give examples of each that can be found in the local environment.

I. Before the Lesson / Pre-lesson Proper

Activating Prior Knowledge:

[Teaching Strategy:] Cooperative Learning

[Instructional Materials:] K-W-L Chart, visuals of living and non-living things

Engaging Activity 1 - Storytelling about a day in the life of a plant and a rock.

Engaging Activity 2 - Picture Analysis of local flora and fauna vs. inanimate objects.

Engaging Activity 3 - Mystery Box containing items representing living (e.g., leaves,
insects) and non-living (e.g., rocks, water) things.

Learning within the curriculum:

1) English - Vocabulary building through descriptive language about living and non-
living things.

2) Art - Drawing and labeling examples of living and non-living things found in the
local environment.

Learning across the curriculum:

1) Mathematics - Counting and categorizing living and non-living items found in the
environment.

2) Filipino - Discussing local names of plants and animals, enhancing cultural

relevance.
Establishing Lesson Purpose / Intention:

In this lesson, we will explore the characteristics that differentiate living things from
non-living things. Understanding these differences is essential for appreciating the
world around us, as it helps us identify various elements in our local environment
and their roles in nature.

Lesson Language Practice/Unlocking of Difficulties:

Key Terms: living things, non-living things, characteristics, environment

Key Concepts:

Concept 1 - Living things grow, reproduce, and respond to their environment.

Concept 2 - Non-living things do not grow, reproduce, or respond to stimuli.

II. During the Lesson Proper

Reading the Key Idea / Stem:

Living things can grow and change, while non-living things do not have these
abilities.

Developing Understanding of the Key Idea / Stem:

Activity 1: “Living vs. Non-living Scavenger Hunt”

[Teaching Strategy:] Inquiry-Based Learning

Materials - Scavenger hunt checklist, clipboards

Significance - This activity encourages students to observe their surroundings and

identify characteristics of living and non-living things.

Instructions -

1) Divide students into small groups and provide each group with a checklist.

2) Go outside to search for examples of living and non-living things.

3) Record findings on the checklist, discussing why each item fits into its category.

Rubric

- Accuracy of examples - 10 pts.

- Group collaboration - 5 pts.

- Quality of discussion - 5 pts.

Assessment Questions:

1) Name one living thing you found and describe its characteristics.

2) Name one non-living thing you found and explain why it is non-living.

3) How did you decide which category to place each item in?

Activity 2: “Classifying Living and Non-living Things”

[Teaching Strategy:] Cooperative Learning

Materials - Chart paper, markers

Significance - This activity reinforces classification skills through group collaboration.

Instructions -

1) In groups, create a chart that lists characteristics of living and non-living things.

2) Use visuals to represent examples for each category.

3) Present charts to the class, explaining their choices.

Rubric

- Clarity of information - 10 pts.

- Creativity in presentation - 5 pts.

- Group collaboration - 5 pts.

Assessment Questions:

1) What is one characteristic of living things?

2) How did your group decide on the examples you chose?

3) What similarities did you notice between living and non-living things?

Inclusive Activity 3: “Living and Non-living Role Play”

[Teaching Strategy:] Experiential Learning

Materials - None

Significance - This activity allows students to embody living and non-living things,
fostering empathy and understanding.

Instructions -

1) Assign students roles as various living (e.g., tree, animal) and non-living (e.g.,
rock, water) entities.

2) Act out how each would interact in the environment.

3) Discuss the experiences and observations made during the role play.

Rubric

- Engagement in role play - 10 pts.

- Understanding demonstrated in discussion - 5 pts.

- Creativity in representation - 5 pts.

Assessment Questions:

1) How did it feel to be a living thing?

2) What did you notice about non-living things during the role play?

3) How do living and non-living things depend on each other in nature?

Deepening Understanding of the Key Idea/Stem:

Activity: “Create a Living and Non-living Gallery”

[Teaching Strategy:] Project-Based Learning

Materials - Art supplies to create a gallery display

Significance - Students will synthesize their learning by creating tangible

representations of living and non-living things.

Instructions -

1) Research a living and a non-living thing from the local environment.

2) Create a poster or model representing each, including key characteristics.

3) Present the gallery to the class, explaining the importance of each item.

Rubric

- Accuracy of information - 10 pts.

- Creativity of the project - 5 pts.

- Quality of presentation - 5 pts.

Assessment Questions:

1) What are the most important characteristics of your living thing?

2) How does your non-living thing interact with living things?

3) Why is it important to understand the difference between living and non-living

things?

III. After the Lesson / Post-lesson Proper

Making Generalizations / Abstractions:

In conclusion, living things exhibit growth, reproduction, and responsiveness, while

non-living things do not possess these characteristics. Recognizing these differences
helps us understand our environment better and appreciate the roles each entity
plays within ecosystems. Observing local examples reinforces our learning and
highlights the interconnectedness of life.

Supporting Material 1 - "What is a Living Thing?" by National Geographic Kids:

This resource provides colorful examples and explanations of living versus non-living
things.

Supporting Material 2 - "The Great Big Book of Living Things" by Steve Parker:
A detailed overview of various living organisms and their environments.
Assessment - Evaluating Learning:

[Teaching Strategy:] Think-Pair-Share

[Instructional Materials:] Worksheets for self-assessment and feedback.

Question 1 - What characteristics define living things?

Question 2 - Can you give an example of a non-living thing and explain why it is
classified as such?

Question 3 - How do living and non-living things interact in the environment?

H.O.T.S.:

Question 1 - Why do you think it is important to learn about the differences between
living and non-living things?

Answer 1 - Understanding these differences helps us appreciate biodiversity and the

environment, leading to better conservation efforts.

Question 2 - If a living thing were removed from an ecosystem, what might happen to
non-living things in that environment?

Answer 2 - The balance of the ecosystem could be disrupted, affecting resources

like water and soil, which depend on living organisms.

Question 3 - How can human activities impact living and non-living things in our
environment?

Answer 3 - Human activities can lead to pollution and habitat destruction, negatively
affecting both living organisms and the non-living components of ecosystems.

Additional Activities for Application / Remediation:

Assignment 1 - “Nature Walk Journal”

Guiding Overview for Teacher: Students will take a walk in their neighborhood or
local park to observe and document living and non-living things in their environment.

Assessment Question - What living and non-living things did you observe, and how
did they interact?

Assignment 2 - “Create a Living vs. Non-living Poster”

Guiding Overview for Teacher: Students will create a poster that visually
represents the differences between living and non-living things, using pictures and
descriptions.

Assessment Question - What key characteristics did you include to differentiate living
from non-living things?

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