Subject: Science

Grade Level: Grade 4

Objective: Differentiate living things from non-living things, classify/group

objects into living and non-living things, enhance their creativity and cognitive
skills.

I. Before the Lesson / Pre-lesson Proper

Activating Prior Knowledge:

[Teaching Strategy:] Cooperative Learning

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

Engaging Activity 1 - Storytelling about the life cycle of a butterfly

Engaging Activity 2 - Mystery Box with items to classify (e.g., plant, rock, toy animal)

Engaging Activity 3 - Picture Analysis of a forest ecosystem vs. a cityscape

Learning within the curriculum:

1) Art - Creating a drawing of living and non-living things in their environment.

2) Mathematics - Counting and sorting objects based on living and non-living

categories.

Learning across the curriculum:

1) Filipino - Vocabulary building related to living and non-living things through

storytelling.

2) Physical Education - Exploring the movement of living things (e.g., how animals
move) and non-living things (e.g., rolling a ball).
Establishing Lesson Purpose / Intention:

Today, we will learn about living and non-living things, which are all around us.
Understanding this distinction helps us appreciate the world we live in and
encourages us to observe our environment more closely. Let's discover how to
classify what we see every day!

Lesson Language Practice/Unlocking of Difficulties:

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

Key Concepts:

Concept 1 - Living things have characteristics such as growth, reproduction, and

response to stimuli.

Concept 2 - Non-living things do not exhibit these characteristics and cannot grow or
reproduce.

II. During the Lesson Proper

Reading the Key Idea / Stem:

Living things can be differentiated from non-living things based on their

characteristics and behaviors.

Developing Understanding of the Key Idea / Stem:

Activity 1: “Living vs. Non-Living Sort”

[Teaching Strategy:] Inquiry-Based Learning

Materials - Pictures or objects of various living and non-living things

Significance - This activity encourages students to explore and classify items based
on their characteristics.

Instructions -

1) Divide students into small groups.

2) Provide each group with a mix of pictures/objects.

3) Ask them to sort the items into two categories: living and non-living.

Rubric

- Correct classification - 10 pts.

- Group collaboration - 5 pts.

- Explanation of sorting criteria - 5 pts.

Assessment Questions:

1) What criteria did you use to classify the items?

2) Can you give an example of a living thing and a non-living thing?

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

things?

Activity 2: “Nature Walk Observation”

[Teaching Strategy:] Experiential Learning

Materials - Notebooks, pencils

Significance - Engaging with nature helps students observe living and non-living
things directly.

Instructions -

1) Take students on a short walk outside (or around the classroom if outside is not
possible).

2) Ask them to note down living and non-living things they observe.

3) Discuss their findings back in the classroom.

Rubric

- Completeness of observations - 10 pts.

- Participation in discussion - 5 pts.

- Thoughtfulness of reflections - 5 pts.

Assessment Questions:

1) What living things did you see during the walk?

2) What non-living things were present?

3) How do these objects interact with each other in their environment?

Inclusive Activity 3: “Classify Without Materials”

[Teaching Strategy:] Interactive Learning

Materials - None

Significance - This inclusive activity allows all students to participate regardless of

resources.

Instructions -

1) Organize students into pairs.

2) Ask them to take turns describing a living or non-living thing without naming it.

3) The partner guesses what it is based on the description.

Rubric

- Clarity of descriptions - 10 pts.

- Engagement with partner - 5 pts.

- Creativity in examples - 5 pts.

Assessment Questions:

1) What was your favorite item to describe, and why?

2) How did you decide what to include in your description?

3) What did you learn about living and non-living things from your partner's
descriptions?

Deepening Understanding of the Key Idea/Stem:

Activity: “Create a Living vs. Non-Living Poster”

[Teaching Strategy:] Project-Based Learning

Materials - Art supplies (colored paper, markers, glue)

Significance - This project allows students to creatively express their understanding

of the topic.

Instructions -

1) Students will create a poster that illustrates examples of living and non-living
things.

2) Include descriptions of each example explaining why they fall into each category.

3) Present the poster to the class and explain their choices.

Rubric

- Accuracy of examples - 10 pts.

- Creativity and effort - 5 pts.

- Quality of presentation - 5 pts.

Assessment Questions:

1) What living things did you choose for your poster, and why?

2) What non-living things did you include, and what characteristics do they have?

3) How does your poster help others understand the difference between living and
non-living things?

III. After the Lesson / Post-lesson Proper

Making Generalizations / Abstractions:

In conclusion, we have learned that living things possess unique characteristics that
distinguish them from non-living things. By classifying these objects, we can better
understand our environment and its complexities. Recognizing patterns in nature
helps us appreciate the interconnectedness of life.

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

This resource offers engaging visuals and descriptions that clarify the characteristics
of living things.
Supporting Material 2 - "The Great Big Book of Nature" by Yuval Zommer: This
book explores the natural world, including various living and non-living elements that
students can relate to.

Assessment - Evaluating Learning:

[Teaching Strategy:] Think-Pair-Share

[Instructional Materials:] Worksheets for classification and reflection.

Question 1 - List three characteristics of living things.

Question 2 - Identify two examples of non-living things and explain why they are
classified as such.

Question 3 - Why is it important to study living and non-living things in our

environment?

H.O.T.S.:

Question 1 - How would the world change if all living things disappeared?

Answer 1 - The ecosystem would collapse, showing the vital role living things play in
maintaining balance.

Question 2 - Why do you think non-living things are essential for living things?

Answer 2 - Non-living things provide necessary resources like water, air, and shelter,
supporting life.

Question 3 - How might understanding the difference between living and non-living
things help us in our daily lives?

Answer 3 - It helps us make informed decisions about conservation and how to care
for our environment.

Additional Activities for Application / Remediation:

Assignment 1 - “Nature Journal”

Guiding Overview for Teacher: Students will keep a journal for one week,
recording observations of living and non-living things in their environment.

Assessment Question - What patterns did you notice about living and non-living
things in your environment?

Assignment 2 - “At-Home Classification Activity”

Guiding Overview for Teacher: Students will classify items found at home into
living and non-living categories and present their findings in class.

Assessment Question - How did you decide where to classify each item, and what
criteria did you use?

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