| Objectives | Students will be able to: (1) differentiate between living and non‑living things; (2) state characteristics of living things (grow, move, need food, breathe, reproduce); (3) sort a collection of items. |
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| Materials | Pictures of objects, sorting hoops, chalk. |
| Key vocabulary | living, non‑living, grow, move, breathe, reproduce |
| Engage (starter) | (10 min) Hold a potted plant and a stone. Ask: “Which is alive? How can you tell?” |
| Develop (main) | (35 min) 1. Brainstorm characteristics: MRS GREN (movement, respiration, sensitivity, growth, reproduction, excretion, nutrition) simplified: move, grow, need food, breathe, make babies. 2. Classify pictures. 3. Hunt around classroom for two living and two non‑living. 4. Draw and label. 5. Write a sentence explaining one characteristic. |
| Plenary (close) | (10 min) Quick quiz: teacher says item, children give thumbs up (living) or down. |
| Assessment | Classification correct; sentence includes a valid characteristic. |
| Teacher notes | Keep MRS GREN poster up. |
| Objectives | Students will be able to: (1) name roots, stem, leaves, flower, fruit; (2) explain functions; (3) draw a labelled diagram. |
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| Materials | Real plant, diagram, drawing paper, coloured pencils. |
| Key vocabulary | roots, stem, leaves, flower, fruit, function, absorb, transport |
| Engage (starter) | (10 min) Show the plant. “Last year you named the parts. Now let’s learn what they do.” |
| Develop (main) | (35 min) 1. Roots: absorb water; Stem: transports water and supports; Leaves: make food (photosynthesis introduced as “they use sunlight”); Flower: makes seeds; Fruit: protects seeds. 2. Draw and label. 3. Match part to function on a worksheet. 4. Write a sentence about one part. 5. Pair share. |
| Plenary (close) | (10 min) Quiz: teacher points to part, children call function. |
| Assessment | Diagram labelled correctly; worksheet match correct. |
| Teacher notes | Set up a celery in food colouring experiment for stem. |
| Objectives | Students will be able to: (1) list needs (water, light, air, nutrients, space); (2) set up a fair test experiment; (3) predict outcomes. |
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| Materials | Four small pots, seeds, water, cardboard box for dark, observation sheet. |
| Key vocabulary | need, water, light, nutrient, fair test, predict |
| Engage (starter) | (10 min) “If I put one plant in a dark cupboard and one in the sun, what will happen? Let’s find out.” |
| Develop (main) | (35 min) 1. Discuss needs; children write/draw them. 2. Set up: Plant A: sun + water; B: no water; C: no light; D: no soil (cotton). 3. Predict results. 4. Record initial drawing. 5. Write a hypothesis: “If a plant has no light, then ___.” |
| Plenary (close) | (10 min) Share predictions; place pots on windowsill. |
| Assessment | Prediction recorded; hypothesis follows “if… then…” format. |
| Teacher notes | Observe over two weeks; record results later. |
| Objectives | Students will be able to: (1) define habitat; (2) name local habitats (sea, river, forest, farm, backyard); (3) match animals to habitats. |
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| Materials | Habitat pictures, animal cards, worksheet. |
| Key vocabulary | habitat, sea, river, forest, farm, backyard |
| Engage (starter) | (10 min) Show a fish picture. “Where does this live? In the sea! Its home is called a habitat.” |
| Develop (main) | (35 min) 1. Discuss different habitats and their features (wet, dry, hot, cold). 2. Match animals to habitat cards. 3. Draw a habitat and an animal that lives there. 4. Write a sentence: “A ___ lives in the ___.” 5. Class discussion: why can’t a fish live in a tree? |
| Plenary (close) | (10 min) Habitat bingo. |
| Assessment | Matching accurate; drawing and sentence correct. |
| Teacher notes | Emphasise adaptation implicitly. |
| Objectives | Students will be able to: (1) define a food chain; (2) build a simple chain (grass → snail → bird); (3) draw and label a food chain. |
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| Materials | Food chain cards (pictures), arrow cards, drawing paper. |
| Key vocabulary | food chain, sun, producer, consumer, predator |
| Engage (starter) | (10 min) Ask: “What did you eat today? Where did it come from? Everything connects!” |
| Develop (main) | (35 min) 1. Explain: plants make food from sun (producers); animals eat plants or other animals (consumers). 2. Build a chain: grass → snail → bird. 3. Children draw a simple chain and draw arrows (→ means “is eaten by”). 4. Write a sentence explaining the chain. 5. Discuss what happens if one part is missing. |
| Plenary (close) | (10 min) Chain sharing; class builds a giant chain on board. |
| Assessment | Chain has at least 2 links; arrow direction correct. |
| Teacher notes | Keep it simple, 2‑3 links only. |