Objective

Materials Required

1. Multimedia support (tv/ projector/ tablets); prints if these are not working

2. 1 print per student of the worksheet

3. Vocab words/ flash cards (any you need) to add to list

4. 1 print per group of the living things activity sheet

5. About 4 prints per group of the non-living things activity sheet

6. Empty paper sheets or any other paper you wish to reuse

7. Coloured pencils/ crayons/ sketch pens based on your students’ wants

Preparation Required

• Review all the linked resources thoroughly.

• Please rehearse some additional details like key teacher actions, in-parts scripts, and examples thus highlighted that are mentioned in the lesson plan.

• Read the passages beforehand and make any edits that are best for your class.

• Keep ready lots of examples of different living things like animals, birds, insects, humans, etc. depending on non-living things like air, water, sunlight, soil, weather, etc.

• During the first part of gp, you need to divide your students into three groups based on the level of support they would need to read and answer the questions in the rc passages. Come prepared with this grouping to the class.

• You can either keep the things on the activity sheets pre-cut and as a set for each student group or have your students do it based on your class’s comfort.

• Keep a few ESRs ready for the IP task to give to students who need support.

• Do the activity yourself to see what exemplar outputs should look like.

Key Avenues Of Learning

• During IP, push all students to definitely draw at least one example if not able to write a short passage about it.

Opening | 02 min

INM | 05 min

1. Start the lesson by asking students to peer review each other’s homework.

2. Now, conduct a whole-class share by asking 2-4 students to name the living thing their partner wrote about and the non-living things it depends on.

3. Note down students’ responses on the board.

4. While gathering different responses, check if students are mentioning only non-living things that living things depend on. If some students mention living things like plants, fruits, etc., provide clarity that these are living things.

5. If responses are not coming up, probe for dependence of animals and plants on materials in the environment like air, sunlight, water, etc.

6. Using these examples cement the idea that living things not only depend on other living things, but also on the non-living things in their environment.

Group Task | Part I | 08 min

1. Divide the class into 3 groups – students who would attempt the 2 passages individually, students who would do it in pairs, and students to whom you will model out again and then provide only guided support.

2. Allow ~6 min for students to attempt the 2 passages.

3. Post modelling for the small group, circulate the classroom to offer support or push to students based on their needs.

4. Prep for the coming activity.

Group Task | Part II | 05 min

5. Inform students that we are now going to do an activity to see some connections of living things depending on non-living things.

6. Divide students into heterogeneous groups and distribute to each group 1 copy of the living things sheet, 3 to 4 copies of non-living things sheet, and 3 to 6 blank or being reused papers.

7. Show all the things on the living things sheet and the non-living things sheet and name them. Make sure your students recognize each thing on both the sheets.

8. Model out the expected task using the following steps.
1. Choose any living thing from the activity sheet.
2. Place it in the center of the paper you are working on.
3. Find out at least 3 non-living things that your living thing depends on.
4. Place the stickers of these non-living things around the sticker of the living thing.
5. Make straight lines of different colors to connect the living thing and the non-living things it depends on. You can use something like this to show ESRs.

9. Take a quick CFU on instructions.

Group Task | Part III | 07 min

10. Allow ~7 min for student groups to do the activity.

11. Circulate the classroom to offer support or push to students based on their needs.

12. Based on your observations during circulation, decide how to conduct the IP – let students do this individually or in pairs.

IP | 10 min

1. Explain both tasks to students in part 2 of their worksheet by informing them that:
1. First they need to draw the connections like they just saw in the activity.
2. Ask them to choose any living thing in the world and show 3-5 non-living things it depends on. Prompt them that they can draw a connection from the one their group made just now or draw a new one.
3. Then, they need to write a passage like the one they have read today and in the last lesson to describe what they have drawn.

2. Point out the sentence stems that students can use for guidance. Take a quick CFU on instructions for both tasks.

3. Circulate the classroom to gather data on how students are doing.

Closing | 03 min

1. Conduct a class discussion asking if living things depend only on other living things to live.

2. Can they name some non-living things on which we depend and for what? Take some responses and probe for ideas like:
Animals, birds, insects, humans, and other living things depend on a lot of non-living things in their environment like water, air, sun, soil, weather, rocks, wood, metal, etc.
Living things not only depend on other living things but also on non-living things in their environment.

3. Explain the homework to students and instruct them to complete it.