Living and Non-living Things · B5 Science

Lesson notes

Learning Objectives

Indicator: B5.1.1.1.1 - Know the life processes of living things (growth, sensitivity to the environment, respiration and excretion)

By the end of the lesson, learners can:

identify the four life processes of living things and give a simple definition of each
demonstrate respiration by breathing air in and out and explaining what is happening in their bodies
observe and describe growth by comparing a seedling with a mature plant of the same kind
demonstrate sensitivity by observing reactions of living things (including the mimosa plant) to touch, light and sound
classify things they see around the school compound as living or non-living, giving reasons based on the life processes

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Curriculum details

Strand: Diversity of Matter (Strand 1)
Sub-strand: Living and Non-living Things (1.1)
Content standard: B5.1.1.1 - Understand the physical features and life processes of living things and use this understanding to classify them
Indicator: B5.1.1.1.1 - Know the life processes of living things (growth, sensitivity to the environment, respiration and excretion)
Suggested placement: Term 1, Week 1 (Week 1 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.17: the strand heading is printed "STRAND 1: DIVERSTY OF MATTER"; B4 and B6 print "DIVERSITY". Transcribed as printed, so strand_name differs from the other five grades
Curriculum reference: Science Curriculum (Basic 4-6), 2019, p. 17
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Learners go outside the classroom to observe and identify various living and non-living things and discuss their observation.
- Engage learners to watch pictures or animated videos of different living things (e.g. birds, insects, trees, reptiles, mammals, etc.) and comment on them.
- Ask learners to identify the names of the living things from the video.
- Use relevant examples and illustrations to demonstrate or explain sensitivity, respiration and excretion as life processes.
- Learners go on a nature walk to observe sensitivity in the mimosa plant when touched.
- Assist learners to understand growth by observing a seedling and a mature plant of the same kind.
- Let learners breathe air in and out to demonstrate respiration.
NB: Plants show movement within their parts and animals move from place to place.
Project: Learners plant a seed and observe its growth pattern.