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Minor Lesson Plan - Primary

This minor lesson plan outlines a science lesson for year 3 students on distinguishing between living and non-living things. The lesson will involve sorting flashcards of living and non-living things into categories based on their observable characteristics. Students will then attempt to correctly categorize each card as living or non-living. To conclude, the teacher will have students explain why each item was sorted as it was and review what defines something as living. The goal is for students to learn to identify and distinguish living from non-living things based on their features.

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78 views

Minor Lesson Plan - Primary

This minor lesson plan outlines a science lesson for year 3 students on distinguishing between living and non-living things. The lesson will involve sorting flashcards of living and non-living things into categories based on their observable characteristics. Students will then attempt to correctly categorize each card as living or non-living. To conclude, the teacher will have students explain why each item was sorted as it was and review what defines something as living. The goal is for students to learn to identify and distinguish living from non-living things based on their features.

Uploaded by

api-330260924
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Minor Lesson Plan - Primary

Day: M T W T F
mins
Year: 3

Date: 01/09/16

Time: 10

Learning Area: Science


Topic: Biology
Curriculum content description:
Living things can be grouped on the basis of observable features and can be
distinguished from non-living things (ACSSU044)

Students prior knowledge and experience:


- What makes something living (the 8 characteristics)
- What the features are for living things.

Learning purpose
Sorting living and non-living things based on their characteristics.

Learning objectives:

Evaluation:

Students will be able to correctly


distinguish living and non-living
things from sight.

I will know that the lesson purpose


has been achieved with the children
being able to correctly identify and
distinguish living from non-living
things.

Preparation and Resources:


-Science Department pencil/pen boxes.
-Living/non-living flash cards,
-Pieces of A4 paper

Catering for diversity


- 5 children will be in the group. I muse ensure that I allow for equal
participation.
-ESL children who are not very strong English speakers (Ensure that I
elaborate on science terms to standard English)
- One who child who is diagnosed with Autism

Timi
ng:

1
min

Learning Experiences:
1. Introduction:

To begin, I will give a brief introduction of what we doing and


explain what they need to do. I will do this enthusiastically and
make sure that good clear instructions for the game are given
(1 minute)

2. Sequence of learning experiences

4
min

- We will be doing an activity with the flash cards where I will have a
mixture of ten cards, which include living and non-living things. I
will get them to first separate them into categories.
(4 minutes)
- These categories will lead the students to eventually attempt to
categorise the cards into living and non-living things.
(3 minutes)

3min
3. Lesson conclusion:

To conclude the lesson, I will get the children to explain why some
things were categorised as living and others were not. We will also
quickly discuss again what makes something living.

2
min

Lesson Evaluation:
Students enjoyed the game. They were able to easily and
correctly identify and categorise which cards showed living and
non-living things.
Students were able to list and explain aspects of what makes a
thing living.
Overall, I felt the minor lesson was a success and the children had
a fun learning experience.
This lesson was separately run with 3 separate groups, all with
great success.

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