Living and Non-Living Things

Lesson Plan: Living and Non-Living Beings

Grade Level: Grade 5

Subject: Environmental Studies (EVS)

Duration: 2 Weeks (10 class periods, 45 minutes each)

CBSE Alignment:

  • Chapter Reference: NCERT Class 5 EVS, foundational concepts from "Super Senses," "A Snake Charmer’s Story," or similar chapters introducing life processes.
  • Learning Outcomes: Differentiate living and non-living things, identify characteristics of living beings (e.g., growth, respiration), and understand their interdependence.

Objectives:

By the end of the two weeks, students will be able to:

  1. Distinguish between living and non-living things based on characteristics (e.g., growth, movement, reproduction).
  2. List and describe the key features of living beings (e.g., need for food, respiration, response to stimuli).
  3. Classify examples from their surroundings into living and non-living categories.
  4. Explain basic life processes (e.g., breathing, feeding, growing) with examples.
  5. Investigate simple phenomena (e.g., plant growth, animal behavior) through observation.
  6. Appreciate the interdependence of living and non-living things in the environment.

Materials Needed:

  • Pictures or flashcards of living (e.g., dog, tree) and non-living (e.g., rock, chair) things
  • Real objects (e.g., plant, stone, toy) for observation
  • Paper cups, soil, water, and seeds (e.g., moong or bean) for planting activity
  • Magnifying glasses for close observation
  • Whiteboard/markers or blackboard/chalk
  • Worksheets for classification, labeling, and drawing
  • Chart paper and markers for group activities
  • Video clips or diagrams of life processes (e.g., plant growth, animal breathing)
  • Optional: access to school garden or outdoor area

Week 1: Understanding Living vs. Non-Living

Day 1: Introduction to Living and Non-Living Things

Objective: Differentiate between living and non-living things.
Activities:

  1. Warm-Up (5 min): Ask: "Is a dog alive? What about a table?" List responses on the board.
  2. Direct Instruction (15 min):
    • Define: "Living things grow, move, and need food. Non-living things do not."
    • Show examples: Living (tree, bird), Non-living (rock, pen). Ask: "Why is a tree living?"
  3. Activity (20 min): Sort It Out
    • Students sort picture cards (e.g., cat, car, flower, book) into "Living" and "Non-Living" columns on a chart.
    • Discuss: "Why did you put the cat here?"
  4. Wrap-Up (5 min): Ask: "Name one living thing and one non-living thing you see daily."
    Homework: Draw 2 living and 2 non-living things from home (label them).

Day 2: Characteristics of Living Things

Objective: Identify key features of living beings.
Activities:

  1. Recap (5 min): Review: "What makes something living?" Show homework drawings.
  2. Direct Instruction (15 min):
    • List characteristics: growth, movement, need for food, respiration, reproduction, response to stimuli.
    • Example: "A plant grows taller. A rock doesn’t." Discuss each with visuals (e.g., plant, animal).
  3. Activity (20 min): Feature Match
    • Students match characteristics to examples (e.g., "Growth" to "Baby to adult," "Food" to "Bird eating").
    • Write one sentence: "A dog moves to find food."
  4. Wrap-Up (5 min): Ask: "Which feature do all living things have?"
    Homework: Write 3 characteristics of living things and give an example for each (e.g., "Growth – Plants grow").

Day 3: Observing Living Things

Objective: Observe living things and their characteristics.
Activities:

  1. Warm-Up (5 min): Quiz: "Does a car grow? Does a bird breathe?"
  2. Direct Instruction (15 min):
    • Say: "Let’s look closely at living things around us!"
    • Show a plant or animal picture. Ask: "What do you see it doing?" (e.g., growing, moving).
  3. Activity (20 min): Nature Walk
    • Go outside (or use classroom objects). Students observe a living thing (e.g., ant, plant) and note 2 features (e.g., "Ant moves, eats").
    • Use magnifying glasses if available.
  4. Wrap-Up (5 min): Share: "What did you observe?"
    Homework: Draw your observed living thing and write 2 sentences (e.g., "The ant moves fast. It looks for food.").

Day 4: Observing Non-Living Things

Objective: Contrast non-living things with living things.
Activities:

  1. Recap (5 min): Review observations: "What did your living thing do?"
  2. Direct Instruction (15 min):
    • Say: "Non-living things don’t grow or breathe. They stay the same."
    • Show a rock, toy. Ask: "Can a rock eat? Why not?"
  3. Activity (20 min): Comparison Chart
    • Students create a table: "Living (Dog)" vs. "Non-Living (Stone)." Fill: Grows? Moves? Needs food? (Yes/No).
    • Discuss: "What’s different?"
  4. Wrap-Up (5 min): Ask: "Why can’t a chair move on its own?"
    Homework: Find 1 non-living thing at home, draw it, and write why it’s not alive (e.g., "A table doesn’t grow").

Day 5: Classifying Living and Non-Living

Objective: Classify mixed examples using characteristics.
Activities:

  1. Warm-Up (5 min): Show pictures (e.g., tree, car) and ask: "Living or non-living?"
  2. Direct Instruction (10 min):
    • Recap characteristics. Say: "We’ll test if something is alive by checking these features."
    • Example: "A bird flies and eats—living. A kite flies but doesn’t eat—non-living."
  3. Activity (25 min): Classification Game
    • Students get mixed cards (e.g., cow, pencil, flower, cloud). Sort into "Living" and "Non-Living" piles.
    • Write 1 reason for each (e.g., "Cow – breathes," "Pencil – no food").
  4. Wrap-Up (5 min): Ask: "Is a cloud living? Why or why not?"
    Homework: List 5 things from your surroundings (3 living, 2 non-living) and write 1 feature each.

Week 2: Life Processes and Interdependence

Day 6: Life Process – Growth and Movement

Objective: Explore growth and movement in living things.
Activities:

  1. Recap (5 min): Review classification: "What’s one living thing you listed?"
  2. Direct Instruction (15 min):
    • Explain: "Living things grow (get bigger) and move (change place or position)."
    • Examples: "A seed grows into a plant. A cat runs." Show plant growth video if available.
  3. Activity (20 min): Growth Observation
    • Students plant seeds in cups with soil and water. Label and place in sunlight. Predict: "Will it grow? How?"
    • Draw "Day 1 – Seed."
  4. Wrap-Up (5 min): Ask: "How do you know you’re growing?"
    Homework: Check seed daily and draw "Day 2" (e.g., no change or small sprout).

Day 7: Life Process – Respiration and Feeding

Objective: Understand breathing and eating in living things.
Activities:

  1. Warm-Up (5 min): Check seeds: "What do you see today?"
  2. Direct Instruction (15 min):
    • Say: "Living things breathe (take in air) and eat (need food for energy)."
    • Demo: Breathe deeply—feel chest move. Example: "Birds eat seeds, plants make food from sunlight."
  3. Activity (20 min): Breath and Food Chart
    • Students draw a living thing (e.g., dog) and write: "It breathes air. It eats meat."
    • Discuss: "Do plants breathe?" (Yes, through leaves).
  4. Wrap-Up (5 min): Ask: "What do you eat to stay alive?"
    Homework: Draw a plant or animal and write what it eats (e.g., "Cow eats grass").

Day 8: Life Process – Response and Reproduction

Objective: Investigate response to stimuli and reproduction.
Activities:

  1. Recap (5 min): Review: "What does a dog breathe? Eat?" Check seeds.
  2. Direct Instruction (15 min):
    • Explain: "Living things respond (react) and reproduce (make babies)."
    • Examples: "A plant bends to sunlight. A cat has kittens."
  3. Activity (20 min): Response Test
    • Shine a light near a plant (or mime with hand). Observe bending. Draw: "Plant moves to light."
    • Discuss: "What do baby animals look like?" (e.g., chicks like hens).
  4. Wrap-Up (5 min): Ask: "How do you respond to loud noise?"
    Homework: Write 1 way a living thing responds (e.g., "Dog barks at strangers").

Day 9: Interdependence of Living and Non-Living

Objective: Explore how living things need non-living things.
Activities:

  1. Warm-Up (5 min): Review responses: "How does a plant react?" Check seeds (update drawings).
  2. Direct Instruction (15 min):
    • Say: "Living things need non-living things like air, water, and sunlight to live."
    • Example: "Plants need soil and water. Animals need air and food."
  3. Activity (20 min): Needs Web
    • On chart paper, draw a tree. Students add arrows: "Needs water," "Needs sunlight," "Gives air."
    • Repeat for an animal (e.g., cow).
  4. Wrap-Up (5 min): Ask: "What happens if plants don’t get water?"
    Homework: Draw a living thing and 2 non-living things it needs (e.g., "Bird – air, water").

Day 10: Review and Project

Objective: Summarize learning and create a project.
Activities:

  1. Warm-Up (5 min): Check seeds: "What grew? Why?"
  2. Review (15 min): Living vs. Non-Living Quiz
    • Show objects/pictures (e.g., frog, desk). Students classify and explain: "Frog – grows, breathes."
    • Recap life processes with examples.
  3. Activity (20 min): Mini-Book Project
    • Students make a 4-page book:
      • Page 1: Living thing (e.g., cat) with 2 features.
      • Page 2: Non-living thing (e.g., rock) with 1 reason.
      • Page 3: Life process (e.g., "Cat eats fish").
      • Page 4: Interdependence (e.g., "Cat needs water").
  4. Wrap-Up (5 min): Share books. Ask: "Why are living things special?" Celebrate with a cheer.
    Homework: Share your book with family and explain one idea (e.g., "Plants grow").

Assessment:

  • Formative: Participation in sorting, observations, and discussions; accuracy in worksheets and homework.
  • Summative: Day 10 mini-book (scored out of 10: 3 for classification, 3 for life process, 2 for interdependence, 2 for presentation).
  • Observation: Ability to explain characteristics and interdependence during activities.

Extensions:

  • Field Trip: Visit a school garden or park to observe living things.
  • Experiment: Test plant growth with/without sunlight (longer-term observation).
  • Art: Create a mural of living and non-living things interacting.

Notes for Teachers:

  • Use local examples (e.g., mango tree, sparrow) for relevance.
  • Simplify explanations for struggling learners (e.g., focus on 2-3 characteristics).
  • Encourage questions to foster scientific curiosity.
  • Ensure safety during outdoor activities and experiments.

This two-week plan aligns with CBSE Grade 5 EVS goals, providing a comprehensive exploration of living and non-living beings through observation and inquiry. Let me know if you’d like adjustments!