GROUP 3 LIVING THINGS MODULE WRITING

KAK 3023 SCIENCE FOR YOUNG CHILDREN GROUP A DR. ROMARZILA BINTI OTMAN GROUP 3 MODULE WRITING LIVING THINGS AND NON-LIVING THINGS GROUP MEMBER: MATRIX NO NAME D20182085102 CLARE MICHAEL D20182085095 ELVINIA SIM D20182085096 ITA ANAK DUBLIN BELING D20182085099 ABDUL HADI BIN JAMAL D20182085094 MOHD RIZWAN BIN ABDUL NASIR

CONTENT Pages 1-2 No. Content 2-3 1.0 Introduction 3-7 2.0 Definition of Living Things and Non-Living Things 3.0 Characteristics 7-8 8-11 i. Living Things ii. Non-Living Things 12-18 4.0 Differences Between Living Things and Non-Living Things 5.0 Implication Living Things and Non-Living in Curriculum 19-20 i. PERMATA Curriculum ii. KSPK Curriculum 21 6.0 Living Things and Non-Living Things Activities in PERMATA and KSPK Curriculum 7.0 Importance of Science for Young Children (Living Things and Non-Living Things) 8.0 Conclusion References

KAK 3023-MODULE WRITING 1.0 Introduction of Living Things and Non-Living Things In our everyday lives, we come across both living and non-living things. It can be easy to tell the difference between the two at times, but it can also be complicated. There are several characteristics and properties that distinguish living things from non-living things. So, regarding to some ages, understanding living things can become more unreachable because some of them have variables of theories. For adults and above, they know that all kinds of living things and non- living things, but for some children they still have some difficulties in understanding it. Some researchers proposing naïve biology have reported that young children can understand the biological processes shared by living entities and distinguish between living and non-living things. In contrast, Piaget (1932) the most representative constructivist, argued that the concepts in infancy, early childhood, and school age are qualitatively different. He explained that children at the preoperational stage think in an animistic manner that hinders them to distinguish between living and non-living objects. Based on children age, there are differences between the meaning of living things in their stage. At stage 0, children have no thoughts of living things. They still have no understanding things around them, either it is alive or not. At stage 1 from 6-7 years old, thinks that all things are active in their own way, including failing and making noise. They believe that all these things are alive. While at the stage 2 from age 8-9, they already have concern to their surroundings. They logically think that moving matter is living things. At the stage 3, age 9-11, children already know better about living and non-living things. They can include the sun and rivers an item of living things. The know that all kinds of things that appear to move is living things. At the stage 4, which is 11 years old and above, their common sense has gotten along to them, McLeod, S. A. (2018, June 06). They can differentiate which one that is alive or not include plants and animals or just an animal. So, it can be concluded that all living organism has different ideas and understanding about living and non-living things. Some other theories in living things explained that organicism is the position that the universe is orderly and alive, much like an organism. According to Plato, the Demiurge creates a living and intelligent universe because life is better than non-life and intelligent life is better than mere life. It is the perfect animal, based on the research of Plato theories in 2017. Living things can move themselves and non-living things cannot, and on the notion that by enumerating the powers or 1

KAK 3023-MODULE WRITING dynamics of living things he can establish their telos or final cause in a way that supports the psychic (vegetative, sentient, intellective) and social hierarchy (plants, animals, human beings) he goes on to develop in de Anima and elsewhere, Aristotle (1986). 2.0 Definition of Living Things and Non-Living Things All the theories from this research it can be summarize into one solid and clear explanation about living and non-living to children. It can be said that the life cycle of all living beings is the same: birth, development, reproduction, and death. Humans, animals, and plants are examples of living things. Living beings do not survive indefinitely and have a lifespan. Living objects are made up of small objects known as cells, which go through a process known as cellular respiration to draw in energy and fulfil their functions. Living objects evolve and travel in a variety of directions, but not necessarily in the same direction. Walking, biking, and other forms of movement can be used by humans. Plants, on the other hand, must travel to enter sunshine. It does not mean that a plant can take up its pot and run a marathon any time soon, but it does mean that a plant will migrate into the sun. Place one plant in a dark corner and the other in a bright spot and see how their growth patterns shift when they both attempt to meet the light. Not only living things, children should be also exposed to non-livings even though they can develop their understanding naturally through the everyday lifespan. A toothbrush, a computer screen, and a rice bawl are among the non-living products. They are all non-living creatures. They do not have life and they are not living things. They do not have any of the above qualities that we do. They do not have a lifetime and do not need food or energy in the same way as living beings do. When a non-living entity evolves, it does so in a different way than we do. It can only expand by bringing in new materials. That is the same way that the mountain of dirty laundry on your floor \"grows\" - it is just that you keep adding to it. It does not eat food, excrete waste, replicate baby computers (although that would be cool), breathe, or rise, just like a machine. We might plug something into it and make it ‘grow,' but it is not rising on its own. It moves as we pick it up and move it, so it cannot move on its own. In conclusion, based on all theories and definition of living and non-living things to children, the best studies that can be done is teacher should conduct varieties of activities to them. Either it 2

KAK 3023-MODULE WRITING is outdoor or indoor activities so that children can understand more about this concept on their own. Because some studies prove that children's persistent difficulty is especially striking in light of evidence that even 4- and 5-year-olds can successfully identify the set of all living things, including plants but excluding non-living entities, when they are queried about biological properties other than alive, Anggoro (2006). Children may, however, have access to a different sense of being alive that corresponds to the broader biological definition. Perhaps the children's poor success in previous experiments was due to their inability to recognize that the scientific definition of alive was the one expected. 3.0 Characteristics of Living Things and Non-Living Things There are a few key distinctions to make when distinguishing between living and non-living things. Order, adaptation or reaction to surroundings, reproduction, growth and development, control, homeostasis, and energy processing are all core characteristics or roles shared by all living organisms. When seen as a whole, these characteristics help to characterize life, whereas the non- living things are defined by the opposite characteristics. Living things are made up of small objects called cells and are alive. They mature and begin to drive or locomote. They go through metabolic processes that include anabolic and catabolic reactions. The attributes of a living being are as follows: 3.1 Living Things a) Movement Living objects could travel in any form without the assistance of another. The flow of fluid within the organism or the exterior movement of the organism or portions of the organism are examples of movement. b) Sensitivity Living objects respond to their surroundings. Green plants, for example, rise into the sun, some microorganisms shrink into tiny balls when they meet something, and humans blink when light shines into their eyes. 3

KAK 3023-MODULE WRITING c) Respiration In a chemical mechanism known as cellular respiration, all living organisms must be able to release energy contained in food molecules. When you breathe aerobically, oxygen is drawn in and carbon dioxide is exhaled. The exchange of these gases with the atmosphere happens through the mitochondrial membrane of single-celled organisms. The exchanging of gases with the atmosphere of multicellular species is somewhat more complicated, and it typically requires the use of a separate organ. Large multicellular species, such as birds and humans, must take in oxygen, which flows to the lungs and then to the body's arteries. The arterial pathway transports this fresh oxygen to all of the body's tissues and cells, where it is substituted for carbon dioxide, a cellular waste product that must be transported back to the lungs for exhalation. Plants still breathe, but they do so by stomata on the underside of their leaves. Anaerobic respiration is a form of cellular respiration used by some bacteria and archaea in which other reactants take the place of oxygen. Anaerobic respiration uses carbon dioxide, nitrate, nitrite, or sulphate ions to enable the organism to survive in an oxygen-free environment. d) Nutrition Energy is needed for living beings to exist. Nutrients, or fruit, are used to generate electricity. Photosynthesis allows green plants, algae, and certain archaea and bacteria to create food from water and carbon dioxide. Plants known as legumes can produce proteins by absorbing nitrogen from bacteria living in nodules in the plant's roots. Animals, algae, protozoa, and a variety of archaea and bacteria need food from the environment. They do so in a variety of ways, each of which is dependent on the organism's physical adaptations. The physical environment of the organism will decide how nutrients are used, regardless of how they are obtained—or, in the case of autotrophic organisms, manufactured. Any nutrients can be converted into living material, such as bones, teeth, scales, or wood, for structural repairs. Any nutrients may be used to supply energy, which is required for the organism to survive. 4

KAK 3023-MODULE WRITING e) Growth Living objects develop new pieces and components when discarding existing ones. When a seed matures into a plant or a chick matures into a duck, this occurs. Humans add new structures, such as teeth, and alter the proportions of others as they evolve. Injuries are healed by a specific kind of development. Shrubs and trees repair wounds by coating them with bark and layering fresh wood on top of it. When old legs are missing, crabs cultivate new ones. Humans can repair fractured bones and heal cut skin. f) Reproduction When living creatures replicate, they give birth to new life. And the simplest microorganisms, which can replicate by separating into two bits, can do so. Each new component will shift, eat, expand, and perform all the other essential functions of life. Since this method of reproduction does not require a mating partner, it is referred to as asexual reproduction. In addition to sexual reproduction, which involves a mate, there are other ways of asexual reproduction. Sexual reproduction is most widespread in lower species, such as bacteria, protozoa, and fungi. They are considered \"lower\" species not because they are unimportant or basic, but because they arose before more complex \"higher\" organisms like vertebrates. To replicate, mammals and birds, for example, need a mate. g) Excretion The cycles of living produce waste products of all living species. Meat generates a lot of waste. Movement, development, and other living functions provide the remainder. If this pollution could linger in living things, it would quickly lead to disease and death. As a result, living beings must be able to dispose of garbage. Excretion is the method of removing waste products from the bloodstream. 5

KAK 3023-MODULE WRITING 3.2 Non-Living Things Stuff that are not alive are not alive. They are devoid of life. They do not have cells, do not expand, and do not move around. They do not go through anabolic and catabolic reactions during metabolism. They are not capable of reproducing. Non-living things have the following characteristics: a) Does Not Move Non-living objects are unable to move. They are unable to travel independently. To switch non-livings from one location to another, an external force must be applied. b) Does Not Eat/Drink They do not need nutrients and they do not exhibit any signs of life. They do not need food to generate electricity. c) Does Not Grow There are no biochemical processes going on within them and there are no cells, tissues, or organs. There would be no energy output if there is no metabolic activity. d) Does Not Reproduce They do not have any offspring. As a result, there is no reproduction process in their life cycle. e) Does Not Create Waste Since non-living organisms do not need nutrients, they do not produce waste. 6

KAK 3023-MODULE WRITING f) Does Not Breath. There are no cells or tissues of non-living stuff. As a result, they do not suck up much blood. Stuff that are not alive do not die. They are not going to disappear on their own. They do not get old. They can only be destroyed by an external force. 4.0 Differences Between Living Things and Non-Living Things Scientists have come up with qualities or attributes that are peculiar to living organisms to distinguish them from non-living things. To prevent incorrect grouping, a classification criterion is needed. As a result, science established a classification system. Living organisms are described as something that has life. Non-living things, on the other hand, are the opposite. The distinctions between Living Things and Non-Living Things as seen in the table below. Living Things Non-Living Things All things which possess life are living Non-living things do not possess life things. The basic unit of life is cells Non-living things do not have cells Living things carry out metabolic activities Non-living things cannot generate energy and have inside their bodies to generate energy no metabolic activities going inside their bodies Living things respire and respiration Non-living things do not need to respire ensures continuity of life They show locomotion or movement on They cannot move on their own unless moved by their own an external force Living things show growth from within Non-living things do not grow on their own 7

Living things can reproduce and produce KAK 3023-MODULE WRITING offspring of their own Non-living things cannot reproduce, and neither can they produce their offspring Living things die due to age, disease or cell Non-living things never cease to exist unless they death, and organ failure are destroyed by an external force Living things respond to the stimulus from Non-living things do not fall on their own the surrounding. Which implies that living without external force or have senses and hence, things are sensitive they do not respond to stimulus 5.0 Implication Living Things and Non-Living Things in Curriculum 5.1 PERMATA Curriculum Curriculum PERMATA is an early education care programs for children aged 0-4 years old. It provides an opportunity for children to experience a high-quality early education which in turn will produce excellent human capital. PERMATA Curriculum emphasizes a fun experiential learning experience modeled after developed countries such as UK, France, USA, Australia, and New Zealand. The main domain in ensuring the holistic development of children is senses and understanding the environment. For the development of children, learning about the sense and world of the environment is important. Besides, PERMATA curriculum emphasizes that children from an early age are fully exposed to the experience of exploring and experiencing their environment. The scope of living and non -living things has implications in the PERMATA curriculum. The topic of living and non -living things is embedded in the development of the senses and understanding of the surrounding world. The scope of this learning covers exploration in four components. Among them are the living world and the material world. Nature of life Children explore plants, animals, insects, humans, dinosaurs (ancient animals), living things. 8

Nature of Materials KAK 3023-MODULE WRITING Children explore the materials found around them such as rocks, wood, soil, water, air, sugar, salt, paper, and food items. Teaching and learning about living and non -living things are used in the PERMATA curriculum. Learning objectives or the field of sensory development and understanding of living and non-living things will be taught to children according to the developmental stages of age. The importance of learning objectives in the PERMATA curriculum helps children to recognize and understand the realm of life. It helps children could name their body parts, and functions. Children are also able to distinguish between living and non-living things, animals and plants, animal habitats, and ancient animals. In addition, this learning objective helps children recognize non- living things. For example, learning about the material world. Children will understand and recognize non-living things such as soil, water, milk, flour, sugar, salt, color, and food ingredients. The implementation of the teaching of living and non-living things is taught according to the stages of sensory development and understanding of the surrounding world. It is categorized according to the age of the child. i. 1-2 Years Old Based on this age, children can understand that living things need to eat, drink, and sleep. Educators in childcare centers can implement this lesson using the 3E concept. For example, encouraging children to explore, experiment and experience phenomena about living things that are alive such as animals, humans and plants are living things. Living things need a few things to stay alive. These essential things are air, water, and food. ii. 4 Years Children at this stage age will know that living thing live in different environment. Educator can use nature walk concept to help children gain more knowledge about living things. During nature walk, children and educator can make investigation about living thing live place. Many living things change their environments by building homes, digging in the ground, and moving things around. At this stage, children can make know that living things such animal, plants and 9

KAK 3023-MODULE WRITING human live in different environment. For example, living things such as animals like birds live in trees. 5.2 KSPK Curriculum Teaching and learning on living and non -living things is implemented in the National Preschool Standard Curriculum (KSPK). The focus of this teaching is enshrined in early science education. Early Science emphasizes on the formation of attitudes and mastery of science process skills through investigation of living world, material world Children in kindergarten and preschool aged 5 and 6 will be exposed to the learning of living and non-living things. Science process skills are needed to find solutions to problems or to make decisions systematically. It is a mental process which encourages creative, analytical, and systematic thinking. Science process skills which have been identified to be developed are observation, classification, measurement, inferencing, prediction, and communication. Through Kurikulum Standard Prasekolah Kebangsaan (KSPK), learning about living things is include in the core of early science in SA 3.0 investigation of the living world. There are various methods that educators can use in implementing the learning of living and non-living things to kindergarten and preschool children. The strategies teaching about living things and non-living things are as follow: i. Inquiry Based Learning Inquiry based learning allows children to build their own knowledge and understanding through investigation and exploration based on their existing knowledge. It is implemented through project-based learning, scientific investigation; problem-based learning and collaborative learning to produce pupil s who are knowledgeable and able to apply higher order thinking skills. This method is very suitable to use in the teaching of living and non -living things. In Kindergarten, children learned to make observations to describe patterns of living things and non- living things. Educator can teach children about living things and non-living things in nature, by going on a nature walk together. Children can use their senses to explore and observe. Besides, educator can ask children to name living and non -living things that they might see during nature walk. 10

KAK 3023-MODULE WRITING ii. Singing/ Learning through Play Learning through play is planned and structured to provide children with opportunities to learn in a free and safe environment, which is enjoyable and meaningful. It misemphasized in preschool education as play is a natural behavior of children. Educator should plan a warmup activity before for start teaching about living things and non-living things. For example, teach song about living things and non-living things. living a thing that grows, changes, and needs food, air, and water to survive. Non-living a thing that does not grow and change, or need food, air, or water to survive. iii. Project Based Learning It is focuses on systematically planned practical assignments within a time frame. This teaching method emphasizes research in the form of projects for children gain knowledge. One way educator like to kick off the exploration of living and non-living things is to engage students in a museum walk. Children come into the room and walk around to find pictures all over the tables. In this case, there are pictures of living things and non-living things. They observe and make their own ideas and assumptions without touching or talking until the quiet instrumental music stops. Then they may write a question and a statement about what they see at any table. For example: 11

KAK 3023-MODULE WRITING 6.0 Living Things and Non-Living Things Activities in PERMATA and KSPK Curriculum Activities in PERMATA Based on PERMATA, 1- 2 years old can understand that living things need to eat, drink, and sleep. The idea here is to demonstrate one of the ways to help young children identify living things such as animals. Educator should provide opportunities to children exploring all kinds of natural living things. For example, show them animals such as cat. They will explore and know that animals are living thing. They will know that vat need to eat, drink and sleep to stay alive. Besides, educator can show pictures or video of living things to children. Show a set of photos – find something that can move by itself. Find something that eats food. Find something that does not grow.In PERMATA, children aged 4 years old age will know that living thing live in different environment. Educator can implement these activities by taking children for nature walks around childcare center or house. Tell them living things such as animals, plant lived at different environment. 12

KAK 3023-MODULE WRITING Print a picture with boy and girl version. Make sure the picture has the whole human body part. Cut the picture into its actual size. After that cut, the body part in the picture to make it look like a puzzle. Then stick the remaining part of the picture into An A4 paper or any other papers. Then told the children to complete the human body with the cutter body part pieces of both pictures. Activities in KSPK Learning 5 Years Old Material Standard How to • Surrounding SA 1.1.1 Carry Out area Differentiate Take children on a walk in the park, a garden, or living and non- neighborhood. Have them look for and point out • Flashcard living things. examples of living things and non-living things. • Laptop The benefits are children be able to identify which • Speaker (Nature is living things and non-living things based on SA 3.2.1 them surrounding. • Flashcard Identify body Bring some flashcard about body parts. Teach children every single of body parts. Then, play a parts song about body parts (Body Part – Didi and (Flashcard Friends) and sing along with children. Asks them about body about the thing they learn about body parts. The benefits are with using flashcard it will be easier for parts) them to remember the picture and memorizing each SA 3.3.1 Name Preparing some flashcard about animal name for children. Teach and ask them the animals name Animals from the flashcard. Teacher will ask the children (Flashcar again to guess the animal based on the appearance. d about This will help children to memorize the appearance animal and name of various type of animal. 13

KAK 3023-MODULE WRITING SA 3.3.2 Name Preparing some flashcard about animal body parts • Flashcard for the learning process. By teaching them each of • Surrounding area Body Parts animal body part using flashcard, teacher should • Animal masks of Animals ask children some question about animal body • Laptop • Speaker (Flashcard parts. This activity helps children to learn about about animal body parts. SA 3.3.3 Recognize Nature walk activity helps in this. Bring children to sounds of animals explore surrounding kindergarten. Asks them to (Learning through listen to any animal sound. Such as cat or anything play) else. This will help children to learn about some different animals with their different sound they make. SA 3.4.4 Observe Magic Box games is a game that features animal and imitate masks and imitate the movement of animals in the movements of song Pak Atan ada Ladang. This activity does animal (Magic Box benefits children by increase their knowledge of game) animal movement. SA 3.4.1 Identify Nature walk is an activity that helps children to • Plants part of plants: learn by observing the surrounding area in 1. leaf kindergarten. Teacher shows a plant and explain 2. Stem every part of the plants to children. Children asked 3. Roots to guess the part of plants one by one. This activity 4. Flower helps children to observe, learn and memorize every 5. Fruit part of plants. (Nature walk) 14

KAK 3023-MODULE WRITING SA 3.4.2 Compare This activity shows the difference between flowers • Sunflower parts of plants based that have various type. Teachers bring two different • Rose on the following flowers to class and shows them to the other characteristics. children. Sunflower and roses are both flower with 1. Color different in color, shape and size. This activity can 2. Size help children to learn about flowers that have 3, Shape various type and difference in characteristics. (Various Flower) SA 3.4.3 Observe Prepare some flashcard of fruits for the use in the • Flashcard and name common process learning for children. Show all the flashcard vegetables and fruits to children and ask them. Explain all the names of (Flashcard about each fruits to children and say along with them. Ask fruits) them to make sure they can remember. The benefits of this activity are to help children to observe and memorize the thing they learn. SA 3.4.4 State need Experiment on plants need is an experiment that • Green bean of plants through used on two green bean which is one got water and • Water observation sun while other one got nothing. In this experiment, • Container (Experiment – it will show children which is going to growth and • Cotton Simulation about which is not. This benefits children with knowledge Plants need) about the need of plants to growing day by day. 15

KAK 3023-MODULE WRITING 6 Years Old Learning How to Carry Out Activities Material Standard SA 3.1.2 Identify Take children on a walk in the park, a garden, or • Surrounding area characteristics of neighborhoods. Have them look for and point out living and non- examples of living things and non-living things. The benefits are children be able to investigate and living things identify the nature of living things and non-living (Investigating things right in front of their eyes. the nature of things) SA 3.2.2 State Prepare some picture chart of body part function for • Laptop Function of Body the learning class. Have them look at the picture • Picture chart chart and explain to children the name and function Parts of each of the body parts. Asks them some question • Flashcard (Body about body part after class session finished. This • Worksheet part will benefit children to learn and identify every part function of body part and the function. picture chart) SA 3.2.3 Identify Prepare some flashcard of sensory organ and shows and state functions it to children. Explain to them about the name and of sensory organ the state function. Hand out a worksheet about sensory organ and asks them to finish it. This (Flashcard of activity helps children to learn and identify the state sensory organ) function of sensory organ. SA 3.3.5 Identify Prepare some flashcard of animal’s habitat and • Flashcard habitats of shows them to children. Then, explain to them animals about the habitat using the flashcard and asks them (Flashcard of about it. This will benefit children to learn about animal’s habitat) animal’s habitat and their nature in different place. 16

KAK 3023-MODULE WRITING SA 3.3.6 Prepare a food wheel that decorated with each • Food wheel Compare and consumer of meat, plants, and both. Teacher will differentiate explain how to play the wheel and shows it to animals children. Teachers suggest the one with the rightest according to answer will get reward. So, they will be motivated their diet: with this activity. This will help children to identify Animals that and memorize the food that different animals eat. consume meat, plants, and both. (Food wheel) SA 3.3.7 Nature walk activity is one of the best activities to • Surrounding Observe and talk explore life cycle of an animals in their area about life cycle surroundings. Take children on a walk in the park, of animals a garden, or neighborhoods. Observe and talk with (Nature walk) children about life cycle of animals while seeing one. This benefits children to learn new things about life cycle of various types of animal in this world. SA 3.4.5 Pick two different flower and take them to class. • Rose • Sunflower Observe and Teacher shows it to children. A rose and sunflower • Laptop group parts of is a two different flower in color, size, shape, and plants based on texture. Teacher shows how two different flowers the following: growing from seed in laptop. This will help color, size, children to be able to observe the different and shape, texture group plants according to color, size, shape, and (flower planting) texture. 17

KAK 3023-MODULE WRITING SA 3.4.6 Nature walk activity is one of the best activities to • Surrounding Classify plants classify plants based on its characteristics. Take area based on specified children to visit a flower garden. Tell them to • Plants characteristics observe and see the characteristics of the plants. (Nature walk) Talk to them about the plants specified characteristics while walking in the garden. This will help children to learn more about plants characteristics. SA 3.4.7 Experiment Green Bean Plant is an activity that • Container • Green bean seed Observe and planting a green bean in a container with cotton to • Cotton • Water record see the growth of green bean day by day. Teachers germination and prepare a green bean, container, cotton and water growth of seeds and shows it to children. Explain to children about (Experiment the experiment and ask children to do it together. Green Bean This benefit children on widening their knowledge Plant) about the growth of seeds to plants. Living Things & Non-Living Things Experiment 18

KAK 3023-MODULE WRITING 7.0 Importance of Learning Living Things and Non-Living Things for Young Children Young children are born naturally with curiosity, full of questions about the world around them and the drive to investigate how the situation works. The application of early science education should be started at an early stage for children. This is because the aim in early science education is to form and cultivate young children's development in aspects of knowledge and skills. Therefore, in early science education there are several topics that children will learn. One of them is to learn about the living things and the non-living things. Classifying everything around us as living and non-living things is one of the first concepts teachers can teach in early science education because it is so fundamentally important. Thus, in this part of the module, there are several reasons why learning about living things and non-living is particularly important in early childhood. First, learning about living things and non-living things is important to invest in young children’s willingness to learn. As just as we learn to count or read, learning about the living things and non-living things helps children build self-confidence and critical thinking skills. As we know, building self-confidence among children is not easy. Therefore, teachers and parents should bring children to explore themselves with the activities about living things and non-living things. For example, teachers and children can do an activity together such as planting bean sprouts. Throughout the activities, it allows children to get involved and socialize with their friends, as well as to strengthen the relationship between teachers and children. Therefore, during the activities, children will have new hobbies and they will feel fun and excited. This feeling can give children self-confidence moreover when they are able to interact with friends who have the same hobbies or interests. Young children will get benefits from exposure to living things and non-living things. In addition, teachers need to plan an activity that allows children to make their own predictions in various situations. Through planned activities such as state needs of plants, the children can make their own predictions through observation. Thus, children are free to express their opinions and make their own predictions as they think it right. Secondly, the importance of learning about living things and non-living things not only improve children’s knowledge, but also strengthen their language, social and emotional skills. Children’s exposure to pre-experimental activities such as collecting flowers and stones, reading. 19

KAK 3023-MODULE WRITING about living things and non-living things and nature walk, will expose them to the vocabulary needed to discuss their ideas for asking questions and finding answers. In addition, communication between teachers and children is also important because when carrying out activities involving living things and non-living things children can interact with teachers confidently. This will encourage the children to understand the process of science and scientific concepts easily about living things and non-living things. Furthermore, learning about living things and non-living things is to be seem very important for children's social and emotional development because while children explore living things and non-living things the children explore together with their friends, they will also build social- emotional skills such as understanding the importance of rules, learning to wait for their turn, listening to instructions well, cooperating with partners, helping others people and identifying and understanding differences in one’s feelings. Lastly, teaching and learning about living things and non-living things is also important to help increase children’s science process skills development such as observing, questioning, classifying, and exploring. Teachers play an important role in helping children to master science process skills. For example, teachers can expose children to the concepts of science through the environment that enables children to explore the environment and children can make predictions through simple activities that are involving living and non-living things. Therefore, the activities planned by the teacher must be hands-on activities which can actively involve the child through interaction. This is because children learn to understand a concept well through observation, touch, taste, and manipulation of materials to build scientific understanding. 8.0 Conclusion In conclusion, teaching and learning about living things and non-living things are suitable to be applied in young children’s science development. Children are naturally curious about their world and enjoy exploring their surroundings. There are many activities available that are fun and interactive. This early exploration of living and non-living things encourages children to be actively involved in activities. Therefore, early preparation for activities of living and non-living things is important for deeper exploration. Teachers need to play an important role in helping 20

KAK 3023-MODULE WRITING children to master learning about the living things by providing environments and opportunities that allow children to explore the environment and make predictions through activities. 21

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