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Student Teacher: Joanna Maropoulos Stage: S1 Lesson Duration: 1hr Lesson Number: 1

Outcomes & Indicators:


ST1-10LW: Describes external features, changes in and growth of living things
describe some external features of a variety of living things, including
plants and animals
devise simple classification systems based on the observable external
features of plants or animals identified in the local area
ST1-4WS: Investigates questions and predictions by collecting and recording
data, sharing and reflecting on their experiences and comparing what they and
others know
Working cooperatively and individually when participating in different types
of guided investigations to explore and answer questions.
Key Scientific Knowledge:
Teachers should have prior knowledge and understanding of:
The three ways that living things can be grouped including microorganisms, plants and
animals (Thinkquest, 2007).
Characteristic of live -living things require water, air and food to survive (Charlsesworth &
Lind, 2010).
Misconceptions around living things e.g. such as microorganisms dont grow (Roghaar &
Lott, 2014).
Knowledge around microorganisms being classified as small living things and are significant
to the life of our earth (Science Kids, 2014).
The four main classifications of microorganisms include fungi, cell, virus and bacteria (Byrne,
2011).
Activity Title: Introducing living things
Lesson Sequence:
Introduction (15- 20min):
Teacher introduces living things to children through the Interactive White Board (IWB) using the power point slide featured on the Weebly Website
(Lesson One tab),
Children to interact with the activities featured on the IWB and watch various videos- discussing that living things are grouped as plants, animals and
microorganisms
Children discuss the differences between microorganisms, plants and animals.
Children then view a YouTube video featured on the Weebly website (L1 Tab) that explores whats alive and how to tell if its alive.
Students then engage in a discussion around the three main aspects to identify if its a living things does it grow? does it breath? and does it eat?
Using the Smart board the children engage in a sorting activity determining whether the objects are living or nonliving.

Body (30-40min):
Teacher then divides the class into two groups.
Teacher explains to the children that they are to cut things out of a magazine and paste them onto either the living or nonliving poster.
In their groups the children will be split again in half, where half of the group work on the living things poster and the other half on the nonliving things.
Children to organise jobs amongst each other e.g. person to glue, cut, sort and choose magazine photos. **NB: educator to ensure images of
microorganisms are provided.

Conclusion (15 min):
Students to then come back together sitting in their groups and present/compare their findings with the other group.
Teacher to discuss why certain things on the poster are living and nonliving.
Teacher to re-cap on lesson and ensure that students understand the concept of living and nonliving.
Please see Appendix One for Differentiation of all lessons
Resources &
Equipment:

IWB
Weebly Website





Scissors
Glue
Magazine
Card Board posters x4
Textas


Completed posters

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