LESSON PLAN

CONTEXTUAL DETAILS

Name Claire Jarman School – Rose Park Primary

Year Level – Year 4 Date – 21 May
Number of Students – 30 Estimated Duration of
Location – Classroom Activity
50 mins – 1 hr 40 mins
depending

AREA OF LEARNING – Biological

Sciences

TOPIC – Living and Non-Living

things

BROAD OUTCOMES

Students identify and sort the living

and non-living things.

SPECIFIC LEARNING OUTCOMES

Students learn the MRS GREN

acronym and use it to identify the
characteristics of a living thing.

STUDENTS’ PRIOR KNOWLEDGE

Students are aware of living and no- living things and have had a lesson exploring
possible differences between living things but are still unsure about the specific seven
life processes needed to identify something as living. Students have also had a
homework task asking them to identify some characteristics of living things.

PREPARATION / ORGANISATION

Printed MRS GREEN acronym and posters

Printed ven diagram for pairs in A3
 RESOURCES

Paper
Pencils
Textas/Pencils
Interactive whiteboard

PROCESS RESOURCES
What will I do? What will the students What materials will be
do? used?
What skills and strategies will we use?
What behaviour management
strategies will I use?
TIME LESSON SEQUENCE
INTRODUCE (BEGINNING)
Interactive TV
1:40 Students will sit on the floor and I will introduce the topic
that we will be learning about living things. YouTube video

Ask the students if they have done their homework task MRS GREN
and could come up with some characteristics of living posters put up
things, or if they can now – write them on the board on the wall.

Ask if any students did any research about MRS GREN and
write the acronym going down on the board, prompt
students to think of each characteristic and write them up.

Watch YouTube video ‘Seven life processes’

Introduce the posters and go through each one on the

wall.
TIME DEVELOP (MIDDLE)
Venn
Explain the task and show the venn diagram to the class diagrams
2:00 printed
The task is to compare a living and non-living thing and
write about what makes it living, or not living. Try using MRS Student pop
GREN to help you with some characteristics and see if you sticks
can’t find any other reasons that it is living or not living. In
the middle, you can write the characteristics that are the Living and non-
same. living picture
cards
Show an example with an animal and fire

The animal respires or breathes

The fire does not breathe

They both move on their own

Encourage students to draw or annotate on their diagram

to add to their understanding

Split students into random pairs using the pop sticks and
give each pair one living picture and one non-living
picture to stick on their diagram

While students are working on their diagrams walk around

and discuss their answers

TIME CONCLUDE (END)

2:30 Students come and sit back on the floor and someone
from each group (fire, iPhone, zombie, and robot) report
back to the class what they found.

Ask if any students can recite MRS GREN

DIVERSIFICATION
(How will the lesson be modified to support students with specific learning needs and
students who complete tasks slowly / quickly?)

if students need support they will have a partner to support them, if students finish
quickly they can complete an extra task.

ASSESSMENT OF STUDENTS
(What assessment methods will be used to determine whether learning outcomes
have been achieved?

Observation and collection of Ven diagrams and extra work.

PLANNING FOR FUTURE LEARNING
(What follow-up learning activity / lesson will be provided for students to build on
existing knowledge, skills and understandings, when this area / topic is revisited?)