Movement/ Growth & Reproduction

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)


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

                     Name of animals
            man / woman
·         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.

Sum up / Conclusion

·         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”


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.

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.

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