Republic of the Philippines

Isabela State University

Cauayan City, Isabela
College of Education

DETAILED LESSON PLAN

School: ISABELA STATE UNIVERSITY- CAUAYAN CITY
Teacher: DONABEL ARIZA DUMELOD
Subject: TEACHING SCIENCE IN THE ELEMENTARY GRADES

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the characteristics and
differences between living and non-living things.

B. Performance Students will demonstrate the ability to identify and classify objects as
Standard living or non-living by explaining their characteristics and functions in
the environment.
C. Learning Competency  identify and differentiate between living and non-living things
based on observable characteristics.
 describe basic characteristics of living things such as growth,
movement, reproduction, response to stimuli, and the need for
food and water).
 classify objects and organisms as living or non-living based on
their characteristics.
D. Lesson Objective At the end of the lesson, the learners should be able to:
a) Differentiate between living and non-living things.
b) Identify basic characteristics of living things (grow, reproduce,
need food and water).
c) Classify objects as living or non-living based on observed
characteristics.
E. Integration  Science: Relate the lesson to ecosystems and discuss how living
and non-living things interact in their environments.
 Values Education: Emphasize the importance of taking care of
living things (e.g., plants and animals) and being mindful of non-
living resources like water and air.
 Daily Life: Encourage students to observe and classify items at
home or in their surroundings, fostering curiosity and application
of knowledge.
II. SUBJECT MATTER
A. Topic Living and Non-Living Things

B. Materials Plant, rock, chart paper, big chart, markers, PowerPoint presentation,
paper, pencil.
C. References Science Olympiad Success. “Class 1: Living and Non-Living Things”
https://science.olympiadsuccess.com/class-1-living-and-non-living-
things
D. Other Learning Khan Academy Kids. Interactive Videos on Living and Non-Living
Resources Things
https://learn.khanacademy.org.
YouTube:
 CrashCourse Kids. “Living and Non-Living Things”.
 SciShow Kids. “What’s Alive and What’s Not?”
III. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Classroom
Management:

 Prayer Good afternoon children! Good afternoon, Teacher!

Let us introduce ourselves first. I am

Teacher Shaina Kim Capulong, and this is
my co-teacher, Teacher Krystal Sinense.
Before we start our lesson today, please
remain standing for our opening prayer.
Teacher Krystal will lead the prayer for us.

Dear God, we are grateful for the blessing

of learning and the chance to grow. Please
guide our minds and hearts as we pursue
knowledge today. Help us to show kindness
to each other, stay focused on our tasks,
and appreciate this precious time together,
Amen.

Is everyone present today? Yes, Teacher!

 Attendance

Great! It looks like everyone is prepared to

pay attention.

Before we begin, I'd like everyone to be

 Classroom Rules aware of our classroom rules. We will use
the acronym “LISTEN.”
 L is for Listen Carefully: Always pay
attention when someone is
speaking.
 I is for Include Everyone: Make sure
to include your classmates and be
friendly.
 S is for Share Your Ideas: Feel free
to share your thoughts and
creativity with the class.
 T is for Take Turns: Wait your turn
to speak and give others a chance
to share too.
 E is for Encourage Each Other: Use
kind words to cheer on your
classmates and help them succeed.
 N is for Never Interrupt: Wait
patiently for your turn to talk and
respect each other’s speaking time.

Do you understand children? Yes. Teacher!

 Now, can we read them together?

L- Listen Carefully L- Listen Carefully

I- Include Everyone I- Include Everyone
S - Share Your Ideas S - Share Your Ideas
T-Take Turns T-Take Turns
E - Encourage Each Other E - Encourage Each
N - Never Interrupt Other
N - Never Interrupt
So, are you all ready to listen class?
Yes, Teacher!

Very Good, Children! Please be familiar

with our class rules

A. Review Can anyone tell us what was covered in the

previous lesson? If you remember
something, please raise your hand.
It’s all about Basic Needs
of Living Things.
That’s correct, now what are the basic
needs of living things again?
Air, Water, Food, and
Shelter, teacher!
That's right, because today's topic is related
to it.

B. Motivation (ENGAGE) Today, we're going to explore something

exciting! Can anyone tell me what makes
something alive?

(Several hands shoot up in the air. Teacher

points to Student 1.)
Student 1: It can grow!
Great! Anything else?

Student 2: It needs food

Exactly! Now, I have two objects here. and water!

(Teacher picks up the potted plant.)

Can you tell me what is this?

Student 3: A plant,
A plant, very Good! ma’am!

What do we think this is? Is it living or non-

living?

Students: (in unison)

Why do you think so? Living!
Very Good! Student 4: Because it
grows and needs
(Teacher picks up the rock) sunlight!
And what about this one? What is this?

A rock, very good! Student 5: A rock!

Is it living or non-living?

Students: Non-living!
Why do you say that this rock is non-living?

Student 6: It doesn’t grow

or need anything!
That's right, Very Good

You all are doing an amazing job! So, we

have a living thing—a plant—and a non-
living thing—a rock.

Now let’s have a short and fun activity

called “What’s Alive? What’s Not?”

Instruction:
You will decide if each object in the picture
is a living thing or non-living thing.
 Slide the picture of the object to the
left if it is a living thing.
 Slide the picture to the right if it is a
non-living thing.

Let’s see how well you can sort them!

Are you ready children?

Yes, Teacher!

Who want to try the first one?

Come in front and identify if rainbow is a Student 7: Me, Teacher!

living or a non-living thing
 Student 8: Rainbow is a
non-living thing teacher,
Why do you think so? so it belongs to the non-
living column
That’s correct!

Who wants to try the car? Student 8: rainbow does

not need food, teacher
Ok come here please

Student 9: Me, Teacher!

Why is a car a non-living thing?
Student 9: Car is a non-
Very good living thing teacher

Next is the baby, who wants to try? Student 9: Car do not

move by itself, teacher
Ok so, is the baby a living or a non-living
thing?
Student 10: Me!

Very Good
Student 10: It is a living
How about the next one, the house? thing, teacher, because a
baby can grow!

That’s right!
Student 11: It is a non-
How about the next one? living thing, teacher!
Because a house do not
reproduce like us!

That’s correct, and how about the last one?

The bird? Student 12: The flower is
a living thing, teacher!
because it needs water to
survive!

Student 13: The bird is a

Very Good! you all did a great job living thing, because it
classifying a living and a non-living thing needs food and water! so
class! it belongs to the living
thing column, teacher!
C. Presentation Alright, class, does anyone have an idea of
what we’re going to talk about today? Living and Non-Living
Things, ma’am!

That’s correct, our lesson for today is about

Living and Non-Living Things.
D. Activity Proper Before we begin the discussion, we'll do a
(EXPLORE) group activity called "Classify me". But
before that let's dive deeper into what
makes living things unique and how they
differ from non-living things!

Let's watch a video to better understand our

lesson for today and to prepare you all for
your group activity.

Now I’m going to divide you all into four

groups, and each group will receive a chart
with two columns labeled Living and Non-
Living. Along with the chart, you’ll get
pictures of different objects.

Your task is to look closely at each picture

and decide if it belongs in the Living column
or the Non-Living column. Once you’ve
decided, stick each picture in the correct
column. Remember, think about what
makes something living – like breathing,
growing, or moving on its own.

(The teacher begins dividing the students (Students begin

into groups, handing each group a chart examining the pictures
and a small set of pictures.) and discuss among
themselves. Some are
holding up pictures of
plants, animals, rocks,
and toys, debating where
each one should go.)
Take your time, and after you’re finished, I’d
like each group to choose one person who
can explain your choices to the class.

(After a few minutes, the groups finish, and

the teacher signals for their attention.)

Are you done class?

Yes, ma’am!

Alright, Group 1, let’s hear from your

presenter. Can you explain what you put in
each column and why? Group 1 Presenter:
(holding up their chart)
We put the tree, flower,
bird, the girl and the dog
in the Living column
because they grow and
need food and water. But
we put the rock, tv, radio,
remote and the chair in
the Non-Living column
because they don’t grow
Thank you, Group 1! Now, let’s hear from or move on their own.
Group 2. Who will be presenting for your
group?

Group 2 Presenter:
(stands up, holding their
chart) We decided that
the flower, cat, worm,
snail, and the fish belong
in the Living column
because they both grow
and need food and water
to survive. We put the
ball, teddy bear,
cellphone, house and the
book in the Non-Living
column since they don’t
Good observations, Group 2. You noticed grow or change on their
that living things need water and food. Now, own.
let's move on to Group 3.

(Group 3’s presenter

stands up confidently with
their chart.)

Group 3 Presenter: In our

group, we put the
monkey, grass, horse,
chick and the grass in the
Living column because
 they breathe, grow, and
move on their own. And
for the Non-Living
column, we placed the
table, bag, lamp, scissor
and the pencil because
Nice work, Group 3! I can see that you’re they don’t need food or
recognizing more characteristics that water, and they don’t
separate living from non-living things, like grow.
the ability to breathe and grow.

(Finally, the teacher turns to the last group.)

And last but not least, let’s hear from Group

4. What did you find?

Group 4 Presenter:
(holding up the chart
proudly) We put the
butterfly, bee, pig, duck
and the plant in the Living
column because they can
grow and move in some
way. We put the shoe,
sun, moon, short and the
Excellent job, Group 4! You've all done a toy car in the Non-Living
wonderful job identifying and classifying column, as they don’t
each item. Now, let’s take a moment to grow, and they don’t need
discuss: why do you think it’s important to food or water.
understand the difference between living
and non-living things?

It is important to know the

difference so we can take
care of living things like
plants and animals. Non-
living things don’t grow or
need food, but living
Those are great thoughts! Knowing the things do, so we need to
difference helps us take care of our treat them carefully.
environment and respect all living things
around us. Wonderful work, everyone. Let’s
give ourselves a round of applause!

Thank you everyone forparticipating (The class claps, proud of

actively! their teamwork and new
understanding.)
Now, we will move on to the discussion
E. Post Alright, class! Now that we've explored
Activity/Discussion living and non-living things through our
(EXPLAIN) activities, let’s dive deeper into what they
mean. We’re going to explore everything
around us that is either living or non-living.
Who can give me an example of a living
thing and a non-living thing?
Student 1: A cat is a living
thing!

Student 2: A rock is non-

living.
Great examples! By the end of this lesson,
we’ll know exactly what makes them
different.

Here’s what we’ll learn today. By the end,

you’ll be able to: 1. Tell the difference
between living and non-living things, 2.
Understand what makes something alive,
like needing food and water, and 3. Decide
if something is living or non-living by looking
closely at it. Does that sound good? Student 3: Yes, Teacher!

We’ll break this lesson into sections. We’ll

start with an introduction, look at living and
non-living characteristics, talk about the
types of non-living things, and finish with a
summary and conclusion. Ready to get
started? Student 4: Ready,
Teacher!

Things with life are called living things, like

plants, animals, and humans. Non-living
things, like toys or mountains, don’t have
life. Can you name something that’s living
and something that’s non-living?
Student 5: My dog is
living!

Student 6: My book is
Well done! Now let’s learn about the non-living.
characteristics that help us tell them apart.

One thing living things can do is move.

Animals like horses run, birds fly, and fish
swim. Plants don’t move from one spot but
still show movement, like leaves bending
toward sunlight. Can anyone think of other
animals that move?

Student 7: A dog moves

by walking.
 Student 8: Birds move by
Excellent! Moving is something all living flying
things have in common.

Living things also grow and develop. Think

of how a baby grows into an adult, or a
seed grows into a tree. Who here has seen
a plant grow? Student 9: I planted a
seed, and now it’s a big
plant!

Student 10: My puppy is

That’s wonderful! Growth is a sign of life. growing bigger every day!

Another characteristic of living things is that

they breathe. Animals like horses use their
noses, fish use gills, and plants breathe
through tiny openings in their leaves. Can
you take a deep breath? [Students breathe in and
out]

We breathe through our

Where do you breathe? noses!

Exactly! Breathing is something all living

things do in their own way

Living things can also make new life. This is

called reproduction. Some animals lay
eggs, while others give birth. Plants grow
from seeds. Can anyone tell me a baby
animal they’ve seen? Student 11: I saw a kitten
once!

Student 12: We saw baby

chicks at the farm!
Yes, those are great examples of living
things reproducing.

Living things need food and water to stay

healthy. Some animals eat plants, while
others eat other animals. Plants make their
own food. What do you need to eat to feel
strong and healthy?
Student 13: We need
fruits and vegetables!

Student 14: I like to drink

water to stay healthy
Good answers! Food and water are
essential for all living things.

Living things can sense and respond to

their surroundings. If you touch something
hot, you pull your hand away, right? Plants
can also react, like the mimosa plant, which
closes its leaves when touched. Have you
ever felt something and reacted quickly? Student 15: I touched
something hot and pulled
my hand away!

Student 16: I get scared

when I hear loud noises.
Exactly! Living things react to what’s around
them.

Finally, all living things grow old and

eventually die. It’s a natural part of the life
cycle. Who can tell me something they
know about life cycles? Student 17: Animals grow
and change as they get
older.

Student 18: A seed grows

into a plant and then
That’s right! Life is a cycle that all living makes new seeds.
things go through.

Now let’s look at non-living things. They

can’t breathe, grow, or move. Things like a
fan, car, or rock are non-living. Can you
think of something non-living around you?
Student 19: The table is
non-living!

Student 20: My pencil

Good observations! Non-living things stay doesn’t grow.
the same over time.

There are two types of non-living things.

First, we have natural non-living things, like
mountains and stars. These are found in
nature. Can you think of other natural
things?
Student 21: The ocean!

Student 22: The sun!

Exactly. These natural things are part of our
environment but are non-living
The second type is man-made non-living
things. These are objects we make, like
chairs, pencils, or bottles. Who can give
another example? Student 23: A car!

Student 24: My
Perfect! Man-made objects are non-living schoolbag!
because they don’t grow or change by
themselves.

Let’s summarize! Living things move, grow,

breathe, reproduce, need food, respond to
their surroundings, and eventually die. Non-
living things don’t do any of this. They can
be natural, like rocks, or man-made, like
pencils. Any questions? Student 25: No, I
understand!

Student 26: I think I got it,

Teacher!

Great! You all did a fantastic job with this

lesson.

To wrap up, we can tell if something is

living or non-living by checking if it can
grow, move, breathe, or respond to things
around it. Non-living things can’t do these
things. So, next time you see something,
think about what you learned today!
(ELABORATE) Now that we’ve explored living and non-
living things, we’re going to learn more
about it. I have a chart here with a list of
items in the first column. The other columns
ask questions about each item’s
characteristics. We’ll go through each item
one at a time, and you will decide whether
to put a check mark if it has the
characteristic or an X if it does not. After
that, you’ll explain why you chose that Yes, Teacher!

mark. Are you ready?

(Several students raise
Great! Let’s start with the first item: 'Cow.' their hands. The teacher
Who wants to help us with this one? picks one student, Ana, to
come up to the chart.)

Ana, let’s start with the question, 'Does it Ana: Yes, it eats and
eat and drink?' What do you think? drinks, because a cow
needs food and water to
live.

Very good! Now, what about 'Does it move (Ana marks a check in
on its own?' that column as well.)

Ana: Yes, cow can walk

and run all by themselves

That's right anna, now does it breathe?

Ana: Yes, cow breathe air
through their noses and
lungs, just like we do.

Correct Ana, and the next one does it Ana: Yes, cow start as
grow? calf and grow bigger as
they get older.

Ana: The answer is no,

because cow can have
Very Good, how about the last one? calf, which means they
can reproduce.
Well done, Ana! Let's go to the next item, (Another student, Ben,
'phone.' raises his hand and is
called on to answer.)

Ben, does a phone eat and drink? Ben: (places an X mark)

No, because a phone
doesn’t need food or
water.

And does it grow? Ben: (places another X

mark) No, phone don’t
grow bigger on their own.

Ben: (places an X mark)

Does it breathe? No, a phone doesn’t
breathe. It doesn’t need
air because it’s not alive.

Does it grow? Ben: (places an X mark)

No, phones stay the
same size unless they
break, but they don’t grow
like living things do.

Ben: (places an X mark)

Does it reproduce? No, phones don’t make
other phones. They just
stay as they are.

Excellent explanation, Ben! Now, let's go to

the next item, 'Flower.' Who would like to (Sophia raises her hand
help with this one? and is selected to come
up to the chart.)

Sophia: (places a check

Sophia, does a flower eat and drink? mark) Yes, Teacher!
Flowers drink water from
the soil through their
roots, even though they
don’t eat like we do.

Good thinking! Now, does it move on its

own? Sophia: (places an X
mark) No, flowers don’t
move by themselves.
They stay in one place.

Excellent, Sophia! You’re right—plants stay

rooted in the ground. Does it breathe? Sophia: (places a check
mark) Yes, it does! Plants
take in air, just like
 animals, but through their
leaves.

Does it grow? Sophia: (places a check

mark) Yes, flowers grow
from tiny seeds into big
plants.

Sophia: (places a check

Does it reproduce? mark) Yes, flowers can
produce seeds to make
new flowers.

Very well explained, Sophia. Let's go to the (Carlos raises his hand
next item: 'Car.' Who would like to answer excitedly and is chosen.)
for that one?

Carlos: (places an X
Alright, Carlos, does a car eat and drink? mark) No, cars don’t eat
or drink like living things
do. They need fuel, but
it’s not the same as food.

Carlos: (places an X
Great point! Now, does it move on its own? mark) No, cars can move,
but only if someone
drives them. They can’t
move by themselves

Carlos: (places an X
Good answer! Now, does it grow? mark) No, cars don’t grow
bigger over time.

Carlos: (places an X
Does it breathe? mark) No, cars don’t
breathe. They have
engines, but that’s not the
same as breathing

Carlos: (places an X
Does it grow? mark) No, cars stay the
same size. They don’t get
bigger over time.

Carlos: (places an X
Does it reproduce? mark) No, cars don’t
make other cars. People
build them.
 Very thorough explanation, Carlos! And
now, let’s do the last item: 'Fish.' Who can (Julia raises her hand and
help us with this one? is selected.)

Julia, let’s start with 'Does it eat and drink?'

What do you think? Julia: (places a check
mark) Yes, a fish eat to
live.

Julia: (places a check

Good! And 'Does it move on its own?' mark) Yes, fish swim by
themselves.

Julia: (places a check

Excellent! Now, does it grow? mark) Yes, fish grow
bigger as they age.

Julia: (places a check

Does it breathe? mark) Yes, fish breathe
using their gills to get
oxygen from the water.

Julia: (places a check

Does it reproduce? mark) Yes, fish lay eggs
to have baby fish.

Wonderful explanation, Julia! We’re all

done with the chart!

This chart shown us the differences, living

things eat and drink, move on their own,
breathe, and grow while non-living things
don’t do any of those things by themselves.

Well done, everyone! Let's keep these

ideas in mind to better understand our
world around us
F. Generalization Alright, class, let’s review what we learned
today about living and non-living things!
Can anyone tell me one characteristic of a Living things can move!
living thing?

Excellent! That’s right. Living things show

movement. Animals can walk or run, and
even plants can move their leaves toward
 sunlight. Now, who can give me another
characteristic of living things? They need food and
water!

Good job! Living things need food and

water to survive and grow. Now, how about
non-living things? Can a non-living thing
like a rock grow or move by itself?
No, it can’t!

Exactly! Non-living things cannot grow,

move on their own, or need food. They just
stay the same. Let’s try something fun! I’ll
say an object, and you tell me if it’s living or
non-living. Ready?
Yes!

Okay, let’s start. How about... a tree? Living!

Great! And what about a pencil? Non-living

Perfect! And what about a cat? Living!

Good, what about rat? Living!

Great! And what about a vase? Non-living!

That’s correct! You’re all doing so well.

Remember, living things grow, move,
breathe, need food, and respond to their
surroundings, while non-living things do not. Yes, Teacher!

Now I guess you’re ready to take the quiz.

G. I will now hand out your short assessment.

Application/Evaluation Please clear your desks of any items. You
(EVALUATE) will have only 10 minutes to complete it.

Make sure to arrange your chairs.

Quiz on Living and Non-living Things

Instruction:
Write L for living things and N for non-living
things in the given box
ANSWERS

1. 1. L
2. N
3. N
4. L
5. L
6. L
2. 7. N
8. N
9. L
10. N

3.

4.

This Photo by
Unknown
5. Author is
licensed under
CC BY-NC-ND

This Photo by
6. Unknown
Author is
licensed under
CC BY-SA

7.

This Photo by
8. Unknown
Author is
licensed under
CC BY-SA

9.

10.

This Photo by
Unknown Author is
licensed under
CC BY-SA
Assignment 1. Name any ten living things
2. Name any ten non-living things

PREPARED BY:
CAPULONG, SHAINA KIM N.
SINENSE, KRYSTAL