Lesson Plan of Movement, Growth & Reproduction General Science Grade IV
Lesson Plan of Movement, Growth & Reproduction
General Science Grade IV
Students’ Learning Outcomes
·
Compare physical
characteristics of animals and plants.
·
Perform an experiment to show
that living things can grow while non-living things can’t grow.
Information for Teachers
·
Living things show different
characteristics of life such as movement, growth and reproduction while
non-living things don’t show such characteristics.
·
Animals can move as a whole
while plants show movements in some of their body parts.
·
The flower of lotus plant
open in day and close at night. In sunflower plant the whole flower bends
towards light. When we touch the leaves of the plant “touch-me-not”, they fold
for several minutes and then are unfolded. Some plants eat insects and show
movements to catch their prey.
·
Plants and animals show
growth i.e. they increase in their size and weight.
·
Living things reproduce and
produce their young ones.
·
Non-living things can’t move
by themselves. It only changes position by the application of some external;
force.
Material / Resources
Pictures/charts/models of animals and plants,
potted plants, wooden or iron sticks, textbook
Worm up Activity
·
Draw two columns on board
with “living” on one side and “non-living” on the other side. Ask the students
to make lists of living and non-living things. Try to include at least six
things on each side. Ask the students “what makes something alive?” or “How do
we know that something is a living thing?”
·
Go over students’ responses
for discussion about main characteristics. Choose one example from living and
one from non-living things and ask questions like these.
1.
Does this (name of living and
non-living thing) reproduce?
2.
Does it grow?
3.
Does it move? (many
non-living things definitely move but they don’t grow or reproduce)
·
Assess students’
understanding by asking: Are all things that move “alive”?
·
Explain how the movement of
living things is different from the movement of non-living things (living
things move on their own while non-living things need someone to move them)
Development
Activity 1
·
Show photographs (sticker
chart or cut outs from the newspaper) of a variety of animals (like the
followings) to the students.
·
Ask why is moving from one
place to another, important for animals)?
·
After their response explain
to them that each animal moves in its own way. They move to get essential
requirements such as water, air and food. They also move to protect themselves.
·
Ask the students to work in
groups and look at the pictures of animals and think of other names and the
ways they move and ask the following questions:
1.
Which animals move slowly?
2.
Which animals swim?
3.
Which animals crawl?
4.
Which animals fly?
5.
Which animals run fast?
6.
Which animals hop?
7.
Which animals move in more
than one way?
·
Write the list of animals’
movements (walk, run, hop, swim, crawl, climb) on the board.
·
Show to student one picture
at a time or take the name of the animal and discuss how each animal moves and
then classify the animal pictures according to their movement like run, crawl,
swim etc. or move in more than one way.
·
Draw the following table on
the board and ask them to copy on their notebooks. Instruct them to arrange
animal names in the correct categories.
Animals movements
Movement
|
Name of animals
|
Swim
|
fishes
|
Walk
|
man / woman
|
Run
|
horse
|
Fly
|
birds
|
Crawl
|
snake
|
Hop
|
toad
|
·
Ask the students:
1.
Do all living things move as
a whole?
2.
Do plants move?
If the students say yes or
are unsure, explain movements in the parts of some plants by showing the
pictures of lotus, touch-me-not, sunflower etc. Otherwise draw outline diagrams
to explain movements in plants.
Activity 2
·
Ask the students to say the
chair or table to move?
·
Tell them that table and
chair can move only when you change their position by applying force on them.
·
Ask various questions like:
1.
Can you use the clothes which
you used to put on 3 years ago?
2.
Have your clothes got shorter
or have you got bigger?
3.
If we assume that we will
were 20 inches long at birth, how much have we increased in size since then?
·
Explain that all living
things grow. Growth is the increase in their weight and size.
·
Ask the students: Rocks also
increase in weight and size. Is this also a growth?
·
Clear this concept as growth
in animals and plants is the permanent increase in their weight and size.
·
Instruct students the
following activity for providing that growth occurs only in living things.
·
Take two pots. One pot should
have a small plant in it.
·
Take an iron bar, the length
of which is equal to that of plant.
·
Place it in the other pot.
·
Place both pots in sunlight
and water them daily.
1. Measure and note the length of the plant and iron bar after a few days.
·
Ask the students: After few
days what has changed in pots and why?
(Expected response: The iron
bar didn’t grow as it is non-living. The length of the plant increased because
it is living things grow)
Activity 4
·
Show pictures of different
animals and plants to the students such as given below:
·
Ask the students which life
process, they can observe in these pictures. Write their response on board and
participate in their discussion is also one of the characteristics of life.
·
Living things move, grow and
reproduce while non-living things don’t show such characteristics. Animals can
move as a whole while plants show movements in some of their body parts.
·
The basic learning of
“reproduction in living things” leads to the next lesson “inheritance of
characters from one generation to the next”
Assessment
Activity 1
·
Assess learning comprehension by assigning the
following problems to the students.
·
Ask them to write a dialogue
between two friends on the topic “CAR IS A LIVING THING” one friend gives the
following reasons why he/she thinks it is a living things:
1.
A car moves, which is one of
the characteristics of living things.
2.
It uses petrol as food and
gets energy from it.
3.
Its petrol tank works like
our stomach etc.
·
Ask them to write points
which the other friend will give to prove that car is non-living.
Activity 2
·
Ask the students to complete
the table given next.
Hints
|
Characteristics
|
Benefits
|
|
|
||
 |
||
 |
Follow up
·
Ask students to observe an
animal or a plant near their home or school and write a report on it with
reference to its life characteristics.
Very nice lesson plan
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