Living Things Nearby

Overview

In this lesson 3 of 20, students learn that living things have specific characteristics and practise understanding a short text and simple ideas through discussion. Students then go on a guided nature walk to observe, classify, and record local flora and fauna using pictures and simple words.

Learning intentions

• Students will learn that living things need things to survive and grow.
• Students will listen and talk about what we notice in nature using complete, simple sentences.
• Students will understand and remember key details from a short read-aloud about living things.
• Students will identify and sort plants and animals during a nature walk using a simple chart.

Success criteria

• I can tell you one thing that living things do (for example: grow, eat, breathe, move).
• I can point to a plant or an animal I saw on our walk.
• I can put the picture on the correct chart: plant or animal.
• I can repeat one key detail from the class talk/read-aloud.

Curriculum links

• EN1-RECOM-01: Students comprehend reading by activating background knowledge, connecting sentences to understand the whole text, and recalling details.
• EN1-OLC-01: Students communicate effectively by using interpersonal conventions and language to extend and elaborate ideas during social and learning interactions.
• EN1-PHOKW-01: Students use phonics/word knowledge to decode and encode familiar words when reading and writing simple labels.
• EN1-CWT-01: Students plan and create simple written responses (labels or short phrases) using sentence structure and text features.

Lesson structure (90 minutes)

1. 0–10 min · Welcome & activating knowledge (circle time). Teacher shows picture cards (leaf, grass, worm, bird) and asks: “Which are living things? How do you know?” Students answer using gesture + one-word or short phrase, and listen for classmates’ ideas.

2. 10–25 min · Read-aloud: Living things do things. Teacher reads a short, teacher-made text with 3–4 sentences (e.g., “Living things grow. Living things need water or food. Animals can move. Plants have leaves.”), pausing between sentences to ask “What did that sentence tell us?” Students repeat key words and point to matching picture cards.

3. 25–35 min · Check comprehension with a “Say it, Show it” routine. Teacher holds up one sentence-picture set and models an answer: “This is a living thing because it…” Students choose the correct picture and tell a partner (or teacher) one reason using sentence starters: “I think it is living because…”

4. 35–50 min · Pre-walk safety + classification language. Teacher sets clear expectations: walk quietly, stay with the group, look but don’t touch fragile things. Teacher introduces two sorting signs: “Plants” and “Animals,” plus example items (e.g., “leaf”, “ant”). Students practise using the words in role-play: teacher says “Is it a plant or an animal?” students respond.

5. 50–70 min · Nature walk observation. Teacher guides a slow route with prompts: “Look for leaves/flowers/seed pods. Look for movement: legs, wings, crawling.” Students observe and collect evidence using a simple “look record” (clipboard with a blank circle and picture options) by drawing or circling plant/animal icons. Teacher supports with questions to connect observations to living characteristics (e.g., “What do you notice it doing?”).

6. 70–80 min · Sort and classify together (whole group). Teacher displays a large plant/animal chart. Students place their evidence (picture or drawing) in the correct column and say one sentence: “I saw a plant/animal. It is living because…” Teacher confirms and corrects gently with explanation.

7. 80–90 min · Quick written/label task (shared and independent). Teacher models one simple sentence or label using a writing frame with word bank: “This is a plant.” or “This is an animal.” Students complete with a picture + attempted word/label using phonics/word knowledge (for example: PLANT label, ANIMAL label, or initial sounds).

Resources

• Picture cards of plants and animals (leaves, flowers, worm, bird)
• Teacher-made short text (3–4 sentences) about living things
• Plant/animal chart (large paper) with two headings using images
• Safety checklist poster for students (simple icons)
• Clipboards, thick pencils/colour pencils
• “Look record” sheets with plant/animal icons and blank spaces
• Sentence starter strips: “I think it is living because…”
• Word bank cards (plant, animal, grow, water, food, move)

Assessment

• Formative during read-aloud: teacher notes whether students can answer “What did the sentence tell us?” and match picture cards.
• Formative during walk: teacher checks whether students can sort evidence into plant/animal columns correctly.
• Exit check (final 10 minutes): teacher listens for one complete sentence using “I saw…” and “It is living because…”

Differentiation

• Support: provide sentence starter strips, gesture options (pointing, nodding), and pre-selected picture choices for students with limited expressive language.
• Support for print: offer tracing or dot-prompt labels (students trace “plant/animal” over teacher’s model).
• Extension: ask students to choose one “living thing action” card (grow, move, need water/food) that matches their observation and explain it.
• EAL/SEN considerations: allow responses in one word plus gesture; pair students for the partner talk stage; use consistent routines for “Say it, Show it.”