Characteristics of Living Things

Year Group: 1

Duration: 30 minutes

Class Size: 10 students

Unit: Exploring Animal Habitats (Lesson 2 of 5)

Subject: Science

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National Curriculum Links

This lesson addresses the following statutory requirements from the National Curriculum for Science (Key Stage 1 – Year 1):

• Pupils should be taught to:
  • Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals (Biology - Animals, including humans)
  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
  • Notice that animals, including humans, have offspring which grow into adults
  • Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
  • Understand the importance of living things having certain characteristics such as movement, growth, and reproduction

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Learning Objectives

By the end of the lesson, pupils will be able to:

1. Recognise and describe the basic characteristics of living things (movement, growth, reproduction).
2. Sort animals and non-living objects based on whether they exhibit the characteristics of living things.
3. Explain in simple terms why animals are living things.

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Vocabulary

• Living
• Non-living
• Movement
• Growth
• Reproduction
• Animals
• Offspring

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Resources

• Interactive whiteboard or projector
• Short animated video (~5 minutes) illustrating characteristics of living things
• Tablets or iPads (1 per pair or individual) with a pre-loaded image sorting app or simple PowerPoint with animals & objects images
• Printed images of animals and non-living objects (for discussion support)
• Large sorting mats labelled “Living” and “Non-Living” displayed on wall/board
• Worksheet for reflection (optional for fast finishers)

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Lesson Structure

1. Introduction (5 minutes)

• Engage pupils with a question:
  “What makes something alive?”
• Use the whiteboard to list ideas from children. Guide them to recognise movement, growth, and reproduction as key traits.
• Show pictures of animals and non-living objects from the previous lesson on habitats, reinforcing familiar animals.

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2. Teaching & Interactive Video (7 minutes)

• Show a short animated video focusing on the basic characteristics of living things, emphasising:
  • Movement: animals can move on their own
  • Growth: animals grow from baby to adult
  • Reproduction: animals have offspring
• Pause briefly after each characteristic to ask quick questions, e.g.:
  “Can plants move like animals? What about cars?”

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3. Main Activity – Digital Sorting Game (12 minutes)

• Setup: Divide the class into pairs using tablets.
• Each tablet will have images of a variety of animals and objects (e.g., butterfly, dog, chair, car).
• Pupils drag and drop images into “Living” or “Non-Living” categories on screen.
• Encourage discussion between pairs on why they chose each category.
• Circulate and support, asking probing questions such as:
  “How do you know this is living?”
  “Does this object grow or move on its own?”
• After completion, project answers and discuss as a class to consolidate understanding.

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4. Plenary & Assessment (6 minutes)

• Recap the three main characteristics on the board: movement, growth, reproduction.
• Ask pupils to share one example of a living thing from the activity and why it is living.
• Give pupils a quick thumbs up/down quiz: the teacher says an object/animal, pupils show thumbs up if living, down if non-living.
• Assess understanding based on participation, sorting accuracy, and verbal responses.

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Differentiation

• Support: Use physical printed image cards for pupils who need tactile learning or have limited access to tablets. Scaffold questions with yes/no prompts.
• Challenge: Ask more able pupils to give simple examples of how their chosen animals move, grow or reproduce.

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Cross-Curricular Links

• Computing: Use of tablets for sorting consolidates basic digital skills.
• Literacy: Vocabulary building - pupils practise speaking and listening.
• PSHE: Respecting living things and understanding their needs for survival.

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Teacher’s Notes

• Ensure the interactive video is lively and age-appropriate to maintain attention.
• Prepare tablets with the sorting activity in advance for smooth transitions.
• Encourage positive language and celebrate all correct responses to boost confidence.
• Use questioning to develop scientific thinking and observation skills, aligning with the National Curriculum’s aim to build investigative skills through asking simple questions.

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End of Lesson Summary

This lesson sets a strong foundation for the understanding of what defines living things in the natural world. By combining multimedia, hands-on digital interaction, and group discussion, pupils gain a multi-sensory experience that supports recalling key scientific concepts aligned to the National Curriculum for Year 1 Science.