LESSON PLAN

School Name : MI Masjid Al Akbar

Theme :
Subject : Science
Topic : Unit 3 Living Things / 3.1 Living and Non-living
Grade : 3
Number of lesson : 2x30 mins

Standard Competence:
Memahamiciri-ciri dan kebutuhanmakhlukhidupsertahal-hal yang
mempengaruhiperubahanpadamakhlukhidup

Basic Competence:
KelasIII/1.1 Mengidentifikasiciri-ciri dan kebutuhanmakhlukhidup

Learning Objective:
1.Describe the differences between living and non-living things using knowledge of life
processes.

Expected Character:(teacher’s choice)

IC: Disiplin (Discipline), Tekun (diligence) , Tanggungjawab (responsibility), Ketelitian
(carefulness), Kerjasama (Cooperation), Toleransi ( Tolerance ), Percayadiri (Confidence) Dan
Keberanian (Bravery) (teacher’s choice)

Cambridge version: confident, responsible, reflective, innovative and engaged.

Learning Material:
3.1 Living and non-living things :This topic is an opportunity to discover some of the learners’
understanding about life processes. It provides opportunities forlearners to observe a range of
living and non- living things and to consider how they know whether or not something is alive.
The activities encourage consideration of the seven life processes (movement, respiration,
sensitivity, nutrition, excretion, reproduction and growth) as providing evidence of something
being alive.

Study Methods
Lecture
Discussion
Skill training: Sorting and grouping

Learning Activities
A. Opening :
Greetings and pre-condition

B. Core :
First lesson 1x 40 menit
exploration
As this is the beginning of the unit on life processes, it is an opportunity to find out about the
learners’ current understanding and for you do some assessment before you begin to teach the
unit. Bring in a selection of objects, including photos of, for example, various animals, and
objects in the local environment such as buildings, so that the learners can discuss whether the
objects (including those in the photos) are living or non-living. Are the learners able to explain
their thoughts? Do they talk about the seven life processes?
elaboration
Provide two hoops into which objects can be sorted as living or non-living. Provide objects,
photographs (as above) or labels to name the objects, for example, a range of plants, a nail, a
crayon, a fish, a ticking watch, a snail, bubbles, a woodlouse, etc.More challenging examples
include the shell of a snail or sea creature. Ask learners to say why they think each object is
either livingor non-living and see whether they can give reasons for their thoughts. The ability to
give reasons for a response is an important skill for the learners to develop and this should be
encouraged.At this point you can introduce page 26 of the Learner’s Book. Learners could work
in small groups or in pairs. Opportunities to talk about their work and use scientificvocabulary
are invaluable in developing their understanding. Ask your learners if they agree with the
learners in the picture. Are the learners able to explain what they say? What would they say
about the plant, the bee, the plant pot, and the table? In the next set of pictures, the things that are
alive are: the bird, the tree, the jelly fish and the butterfly. The things that are non-living are: the
lit match, the statue, the rocket and the computer.
confirmation
At this point, learners can work in pairs on Activity 3.1 in the Learner’s Book, which requires
them to sort pictures of things that are living and non-living.

Second lesson 1x 40 menit

exploration
Explain that, as scientists, they need to be investigators and to make a checklist of the features of
things that are alive. Ask them to brainstorm in small groups and report back. List the features
they identify on the board or on a large piece of paper. Suggest others if any of the seven life
processes are missing. Include references to movement, respiration, senses, nutrition, excretion,
reproduction, growth. Refer to the list on page 27 of the Learner’s Book. You might want to
explain that when scientists are searching for rare animals, such as the Snow Leopard, the
first evidence that they find is often tracks and droppings (evidence of movement and excretion).
elaboration
You might like to explain that some people get confused about fire as it uses air, moves and
appears to grow. Explain that it is not alive as it cannot reproduce. Its growth is only short lived
and is lost as soon as the fuel is gone. It may appear to ‘excrete’ smoke, which may also cause
some confusion.
Exercise 3.1 in the Activity Book and Worksheets 3.1a, 3.1b and 3.1c all provide reinforcement
of the learning.
confirmation
To finish the lesson, you could show a video of things that are living or non-living (see
Internet and ICT).

C. Closing
Questions and answers
 Summary
Assign Homework: Ask the learners to look at a newspaper or magazine and cut out the
pictures of living and non-living things.
Learners could complete Exercise 1 in the Activity Book or one of the worksheets at home.

Teaching resources
Book/ websites :
CPS series stage 3 (learner’s book, activity book, teacher’s resources)
http://www.teachersdomain.org/resource/ tdc02.sci.life.colt.alive/ or show learners the
website: http://www.zephyrus.co.uk/ characteristics.html gives moreinformation
about the seven life processes.
Demonstration/ Activities :
 large sheets of paper
 pens
 a selection of pictures cut from magazines or newspapers, or printed from the internet, of
things that are living and non-living

Assesment
1. Assess learners by asking them to group objects as living or non-living.
2. Assess whether they can give an explanation for this grouping based on the seven life
processes.
3. Ask learners to decide whether they (a) feel totally confident with this topic (use green traffic
light), (b) are unsure about some things with this topic (use amber traffic light) or (c) do not
really understand the topic at all (use red traffic light). When using this system of self-assessment
it is important that all the learners show you their choiceof the traffic light at the same time, so
that those who may select red do not feeluncomfortable about doing so. You need to explain that
you need to know when they still have questions in order to help them to learn most effectively.
4. You could ask learners to peer-assess their groupings from Activity 3.1 in the Learner’s Book
by using the ‘two stars and a wish’ format. They should say two things they like about the
groupings (and why they like them) and one thing that they think could have been improved.

Method:(teacher’s choice)
Assignment:Self assesment sheets
Observation
Written test/ verbal test

Assessment Criteria

No. Indicators Criteria Score

1. Able to identify living All correct ..
and non-living One mistake
...
2. Able to explain the seven Seven processes
life processes Six
…

Acknowledged, Surabaya, October 2017

Principal Subject Teacher

Mohammad Jakfar, M.HI. Hartadi A., S.Si.