Subjec5t: Science

Grade Level: Grade 3

Objective: identify characteristics of living and non living things, compare
living and non living things, evaluate living and non living things
Learning within the curriculum:

 1) Characteristics of Plants: Students will learn the specific features that define plants as
living things, such as growth, reproduction, and response to stimuli. This lesson will connect
with the current objective by allowing students to compare these characteristics with those of
non-living things, extending their understanding of life forms.

 2) The Water Cycle: In a lesson on the water cycle, students will explore how water exists in
various states (solid, liquid, gas) and how it contributes to the living environment. This topic
allows students to evaluate how water, while non-living, is essential for the survival of living
things, thus reinforcing the current objective.
Learning across the curriculum:

 1) Art - Nature Collage: In an art lesson, students can create a collage using pictures of living
and non-living things from magazines. This activity will help students visually compare and
evaluate the differences between the two categories, enhancing their understanding of the science
concepts through creativity.

 2) English - Descriptive Writing: In an English lesson, students can write descriptive passages
about a living thing (like a pet or a plant) and a non-living thing (like a rock or a toy). This
exercise encourages them to identify and articulate the characteristics of both, reinforcing their
comprehension of the objective through language skills.
Review Motivation:
[Teaching Strategy:] Interactive Quiz
[Instructional Materials:] Quiz cards with pictures of living and non-living things
Engaging Activity 1 - K-W-L Chart: Students will fill in what they Know, Want to
know, and later, what they Learned about living and non-living things.
Engaging Activity 2 - Mystery Box: A box with various items (both living and non-
living). Students will guess the items inside based on their characteristics.
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Engaging Activity 3 - Picture Analysis: Show students images of various objects

and ask them to classify them as living or non-living, discussing their reasoning.
Activities

Activity 1: Living vs. Non-Living Sort

[Teaching Strategy:] Cooperative Learning

 Materials - Picture cards of various living and non-living things

 Significance - This activity allows students to visually compare and categorize objects,
reinforcing their understanding of the differences.
 Instructions -

 1) Divide students into small groups.

 2) Provide each group with picture cards.

 3) Instruct them to sort the cards into two categories: living and non-living.

 Rubric

 - Completeness of sorting - 5 pts.

 - Group collaboration - 5 pts.

 - Explanation of choices - 5 pts.

Assessment Questions:

 1) What characteristics did you use to identify living things?

 2) Can you name one non-living thing and explain why it is non-living?

 3) How did your group decide on the sorting criteria?

Activity 2: Characteristics Chart

[Teaching Strategy:] Discovery Learning

 Materials - Chart paper and markers

 Significance - Students will create a chart that outlines the characteristics of living and non-
living things, which aids in their retention and understanding.

 Instructions -

 1) In pairs, students will brainstorm characteristics of living and non-living things.

 2) They will create a chart on chart paper.

 3) Each pair will present their chart to the class.

 Rubric

 - Clarity of characteristics listed - 5 pts.

 - Creativity in presentation - 5 pts.

 - Engagement with peers - 5 pts.
Assessment Questions:

 1) What is one characteristic that is unique to living things?

 2) How does your chart help someone understand the differences?

 3) What did you learn from another group's presentation?

Inclusive Activity 3: Living and Non-Living Walk
[Teaching Strategy:] Experiential Learning

 Materials - None

 Significance - This activity promotes physical engagement and observation, allowing students
to apply their knowledge in a real-world context.

 Instructions -

 1) Take students on a walk around the schoolyard.

 2) Ask them to observe and shout out living and non-living things they see.

 3) Discuss as a class their observations upon returning to the classroom.

 Rubric

 - Participation in observations - 5 pts.

 - Ability to identify living vs. non-living - 5 pts.

 - Contribution to class discussion - 5 pts.

Assessment Questions:

 1) What was the most surprising living thing you found?

 2) Can you describe a non-living thing you observed?

 3) How did this activity help you understand the lesson?

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Analysis

 Activity 1 - This activity helps students actively categorize and clarify their understanding of
living and non-living things. The cooperative aspect encourages teamwork and discussion,
reinforcing the lesson objective.
 Activity 2 - By creating a characteristics chart, students engage in discovery learning,
enhancing their ability to identify and articulate the differences between living and non-living.
This also promotes critical thinking as they analyze and synthesize information.

 Activity 3 - The walk activity allows students to apply their knowledge in a practical setting,
reinforcing their understanding of the characteristics of living and non-living things through real-
world observation.
Abstraction

 The main objective of identifying, comparing, and evaluating living and non-living things
emphasizes the fundamental characteristics that define life. Understanding these concepts helps
students recognize patterns in their environment and fosters critical thinking about the natural
world.

 Supporting Material 1 - "What is Life?" - This reading explains the basic characteristics of
living things, such as growth and reproduction, and how they differ from non-living things.

 Supporting Material 2 - "The Importance of Non-Living Things" - This reading discusses the
role of non-living things in supporting life, such as water and minerals, providing a
comprehensive view of their interdependence.
Application
[Teaching Strategy:] Project-Based Learning

 Task 1 - Create a presentation about a local ecosystem, identifying living and non-living
components and their interactions.

 Task 2 - Write a short story featuring a living character (like an animal) and a non-living
character (like a rock), describing their characteristics and relationship.
Assessment
[Teaching Strategy:] Think-Pair-Share
[Instructional Materials:] Assessment handouts

 Question 1 - What are three characteristics of living things?

 Question 2 - How do living things depend on non-living things?

 Question 3 - Can something be both living and non-living? Explain.

H.O.T.S.:

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

 Answer 1 - The ecosystem would collapse, leading to a loss of biodiversity and affecting non-
living elements like soil and water.
 Question 2 - Compare the characteristics of a plant and an animal. What are the similarities
and differences?

 Answer 2 - Both are living; however, plants produce their food, while animals consume food,
highlighting their roles in ecosystems.

 Question 3 - What challenges might arise in a habitat with too many living things?

 Answer 3 - Overpopulation can lead to resource depletion, competition, and habitat

destruction, affecting overall ecosystem balance.
Assignment:

 1) Assignment Overview: Have students observe their home environment and list 5 living and
5 non-living things they find.
Assessment Question: What characteristics helped you decide if something was
living or non-living?

 2) Assignment Overview: Students will create a poster that showcases living and non-living
things in a specific ecosystem (like a forest or ocean).
Assessment Question: How do the living and non-living things in your ecosystem
interact with each other?