Alive or Not?

Learning Objectives

By the end of the 45-minute lesson, students will be able to:

• Identify and explain the seven signs of living things (movement, respiration, sensitivity, growth, reproduction, excretion, nutrition).
• Classify objects and organisms as living or non-living using these seven signs.
• Demonstrate observational skills and explain their reasoning clearly when categorising items.

Cambridge International Reference:
This lesson aligns with the Cambridge Primary Science Curriculum Framework (Stage 3) – Strand: "Life and Living," Topic: "Characteristics of Living Things." It prepares learners for concepts developed further in IGCSE Science regarding classification and life processes.

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Resources Needed

• Cambridge Primary Science Coursebook (Stage 3)
• A collection of classroom objects and pictures of animals, plants, and non-living things (e.g., toy frog, leaf, stone, watch, fruit, plastic flower, earthworm image)
• Whiteboard and markers
• Worksheets with simple tables for classification
• Sticky notes or small cards for students
• "Living or Not?" cut-out signs

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Lesson Structure

1. Starter Activity (5 minutes) - Engage Curiosity

Objective: Activate prior knowledge about what makes something alive.

• Show 6-8 objects (some living, some non-living) one by one to the class.
• Ask: "Which of these do you think are alive? Why?"
• Record some student answers on the board.
• Highlight that today, they will learn 7 special rules to help answer this question.

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2. Introduction to the Seven Signs (10 minutes)

Objective: Teach and explain the seven characteristics of living things.

• Present the seven signs in child-friendly language:

  • Move
  • Breathe (Respire)
  • React to things (Sensitivity)
  • Grow
  • Make babies (Reproduce)
  • Get rid of waste (Excrete)
  • Need food (Nutrition)

• Use simple examples for each sign. For instance:

  • Move: “A puppy runs.”
  • Breathe: “Fish take in air from water.”
  • React: “Plants bend toward light.”

• Use illustrations from the coursebook and real-life props.

• Write the seven signs visibly on the board with icons for visual support.

Differentiation:

• High ability: Ask these students to give additional examples that fit each characteristic.
• Low ability: Use paired questioning and visual aids, repeating key ideas with simple sentences.

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3. Group Activity: Sorting Challenge (15 minutes)

Objective: Apply knowledge to classify objects as alive or not alive using the 7 signs.

• Divide the class into four groups of 3-4 students.
• Give each group a mixed set of objects and pictures.
• Provide a worksheet with two columns: “Living” and “Not Living.”
• Students discuss and place each item in the correct column, citing which living signs help them decide.

Teacher support:

• Circulate, ask guiding questions: “Does this object move or grow? How can we tell?”
• Encourage students to use the seven signs checklist.

Differentiation:

• High ability: Challenge these groups to write a short reason for at least 3 of their choices using scientific terms.
• Low ability: Offer sentence starters and one-on-one support to focus on the easiest two or three signs (e.g., movement and nutrition).

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4. Class Discussion and Reflection (10 minutes)

Objective: Consolidate learning by sharing findings and reasoning.

• Each group presents one item they found tricky and explains how they decided if it was alive or not alive.
• Teacher expands on correct scientific reasoning or clarifies misconceptions.
• Bring attention to edge cases (e.g., seeds—are they alive yet?).

Extension/Challenge:

• Ask: “Can something be alive but not move?” (e.g., plants) to deepen understanding.

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5. Plenary: Quick Quiz with Sticky Notes (5 minutes)

Objective: Summative check on understanding.

• Hold up a new object or picture.
• Students hold up a green sticky note for “alive” or red for “not alive.”
• Call on several students to explain using one of the seven signs.
• Praise reasoning, emphasising use of scientific vocabulary.

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Assessment

• Informal formative assessment via group sorting task and class discussion.
• Plenary quiz to quickly assess grasp of classification.
• Review worksheets to ensure accuracy and reasoning are in line with learning objectives.

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Reflection and Extension Ideas

• For homework, students could observe around their home or garden and list five things they think are alive and explain why using the seven signs.
• Use role play next lesson: students act out different life signs (e.g., "I am growing," "I react to light") to reinforce learning kinesthetically.
• Connect to future units about habitats and life cycles as a build-up.

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Notes for Teachers

• Ensure vocabulary is consistent with Cambridge Primary Science terminology to scaffold students’ language development for later stages.
• Encourage curiosity and critical thinking by questioning “Why?” rather than giving straight answers.
• Use real objects where possible; tactile experiences support deeper understanding for Year 3 children.
• This lesson’s focus on observation and classification assists foundational scientific inquiry skills crucial for Cambridge IGCSE progression.