Grade Level: Grade 4
Term 1 – Unit 1
Subject: Science
Duration: Two 60-minute lessons
Day 1: Characteristics of Living Things
Learning Objectives: By the end of this lesson, students will be able to:
- Identify the key characteristics of living things.
- Differentiate between living and non-living things.
Teaching/Learning Materials Needed:
- Flashcards or images of living and non-living things
- Whiteboard and markers
- Chart paper and markers
- Worksheets with matching activities (living vs non-living)
- Objects for group sorting (e.g., rocks, plants, toys)
Teaching/Learning Procedure:
Engage:
Students will be shown a series of images or objects (both living and non-living). They will be asked the following questions,
“What do you think makes something alive?
What are some examples of living things?”
Teacher will activate prior knowledge and prompt students to think about what defines living things.
Explore:
In small groups, students will be given a variety of objects or pictures (some living and some non-living). They must sort them into two categories: living and non-living.
This exploration will help students observe and make decisions based on their understanding of living things.
Explain:
Use the whiteboard to discuss the characteristics of living things: growth, reproduction, response to stimuli, movement, respiration, and the need for food and water.
Compare living things to non-living things using examples from the earlier activity.
Teacher will clarify the scientific characteristics that define living things.
Elaborate: Activity (Differentiated by Tiers):
Tier 1 (Struggling learners): Complete a matching worksheet where students match images of living things to their characteristics (e.g., a plant growing, an animal moving).
Tier 2 (On-level learners): Work in pairs to complete a worksheet categorizing various examples as living or non-living and listing characteristics of living things.
Tier 3 (Advanced learners): Write a paragraph explaining why certain things are considered living and others non-living, using the scientific characteristics discussed in class.
Students will be given a deeper understanding of living things through tiered practice activities.
Evaluate:
Exit Ticket: Each student will write down three characteristics of living things and give one example of a living thing and one of a non-living thing.
Teacher will assess students’ understanding of the key characteristics that distinguish living from non-living things.
Day 2: Needs of Living Things
Learning Objectives: By the end of this lesson, students will be able to:
- Identify the basic needs of living things (food, water, air, and shelter).
- Explain how living things meet these needs in their environment.
Teaching/Learning Materials Needed:
- Pictures of different animals and plants in their environments
- Chart paper and markers
- Worksheets with fill-in-the-blanks and multiple-choice questions
- Video clips of animals and plants interacting with their environment (if available)
Teaching/Learning Procedure:
Engage:
Ask students, “What do all living things need to survive? How do humans, animals, and plants meet these needs?” Let students share their ideas.
This question will engage students to think critically about the common needs of living organisms.
Explore:
Show students pictures or videos of different animals and plants in their environments. Have them discuss how each living thing meets its needs (e.g., how a fish gets oxygen, how a plant gets sunlight).
This activity will allow students to observe the diverse ways in which living things survive.
Explain:
Discuss the basic needs of all living things: food, water, air, and shelter. Give examples of how different animals and plants meet these needs in various environments.
Highlight the importance of the environment in providing what living things need.
Teacher will help students understand how living things depend on their environment to survive.
Elaborate: Activity (Differentiated by Tiers):
Tier 1 (Struggling learners): Complete a worksheet with visuals where students match living things (animals, plants) to their needs (food, water, etc.).
Tier 2 (On-level learners): Fill in the blanks on a worksheet about how different animals and plants meet their needs (e.g., “A fish gets oxygen from ____”).
Tier 3 (Advanced learners): Write a short essay describing how a particular living thing (e.g., a bird, a tree) meets its basic needs in its environment.
These tiered activities will provide differentiated practice to reinforce understanding.
Evaluate:
Exit Ticket: Students will write down one way that a plant meets its needs and one way an animal meets its needs.
Group Reflection: Discuss as a class how different living things depend on their environment for survival.
Teacher will evaluate students’ understanding of how living things meet their basic needs.
Differentiation:
Tier 1 (Struggling learners): Use visual aids, simple worksheets, and one-on-one assistance during sorting and matching activities.
Tier 2 (On-level learners): Offer fill-in-the-blank and categorization tasks to reinforce the understanding of living things.
Tier 3 (Advanced learners): Encourage higher-order thinking through essays and more complex reflection on the relationship between living things and their environments.
Assessment:
- Formative: Observations during group discussions and hands-on activities.
- Summative: Exit tickets, worksheets, and essays to assess understanding of living things and how they meet their basic needs.
This two-day lesson plan ensures that students of all levels can explore and understand the characteristics and needs of living things through engaging, hands-on, and differentiated activities.
Read It Yourself Educational Resources 