TEACHERS NAME SUBJECT

BASIC SCIENCE
CLASS DATE SESSION WEEK PERIOD DURATION TIME GENDER
JSS1 31ST 2ND 3 2 80 mins 9:35- M/F
JANUARY, TERM 10:5
2018
TOPIC SUB-TOPIC (S)
Living and Non-living things 1. Differences between plant and animal

METHODOLOGY (DESIRED RESULT(S) - PROCESS) AVERGAE AGE NO OF

STUDNETS
Activity based approach 10 18

TEACHING RESOURCES
 Videos, charts, internet, flash cards and

BEHAVIOURAL OBJECTIVE (TRANSFER GOALS - KNOWLEGDE)

At the end of the lesson, student should be able to:
1. Collect and identify samples of plant and animals in their environment;
2. List the distinguishing characteristics of plants and animals.

SPECIFIC OBJECTIVE (TRANSFER GOALS - SKILLS)

(T1) “And has sent down water from the sky.’ With it have We produced
Diverse pairs of plants Each separate from the others.” [Al-Qur’an 20:53]
(T2) “Do not the Unbelievers see that the heavens and the earth were joined together (as
one Unit of Creation), before We clove them asunder? We made from water every living
thing. Will they not then believe?” [Al-Qur’an 21:30]

REACTIVATING STRATEGY (PREVIOUS KNOWLEDGE) [KW]*

STUDENTS KNOW STUDENTS WANT TO KNOW
1.How to Collect and identify samples of 1. How to identify the different
living and non- living things in their characteristics between plants and animals?
environment; 2. The differences and similarities between
2. the distinguishing plant and animal cell;
characteristics of living and 3. the differences between structure and
non-living things; function of plant cell and animal cell.
3. What makes things alive.

INTRODUCTION (UNDERSTANDINGS AND ESSENTIAL QUESTIONS)

(E1) What relationships exist between living things?
(EQ2) How do structures differ among living things?
(EQ3) How is structure related to function?
(EQ4) What do plants need to survive?
(EQ5) What do animals need to survive?
(EQ6) How do plants obtain water and sunlight?
(EQ7) How do animals take in air, get water and food?
(EQ8) How do animals move to survive?
(EQ9) What body parts help them to survive in their habitat?
(EQ10) How do animals rely on their senses to survive?
(EQ11) How and what do animals eat?
(EQ12) What do the stem, leaf, flower or fruit do for a plant?
(EQ13) How do plants make new plants?
(EQ14) Where do plants get their food?
(EQ15) How do plants stay healthy and strong?
(EQ16) How are living things linked to each other and their environment?

(U1) Allah provides sustenance for all

(U2) All living things (organisms) need air, water and food to stay alive and grow; they
meet these needs in different ways.
(U3) Most animals move from place to place to find food and water. Some animals have two
legs, four legs, six legs or more for moving. Other animals move using fins, wings or by
slithering.
(U4) Animals get air in different ways.
(U5) Animals get food in different ways.
(U6) Animals get water in different ways.
(U7) Plants absorb sunlight and air through their leaves and water through their roots.
(U8) Plants use sunlight to make food from the air and water they absorb.
(U9) Plants have various leaf shapes and sizes that help them absorb sunlight and air.
(U10) Plant roots grow toward a source of water.
(U11) Plant stems grow toward sunlight.

PRESENTATION (LEARNING ACTIVITIES)

STEP 1: The teacher plays a video clip on plant and animal cell
The teacher explains from the video clip that:

STEP 2: the cell is filled with a fluid called cytoplasm; cells contain discrete membrane-
enclosed structures called organelles. Each of the organelles performs a specific cellular
function and it can be identified by its shape;

STEP 3: The nucleus contains the genetic materials (chromosomes), and it directs the cell
activities, growth, and division;

STEP 4: The mitochondrion contains enzymes that break down sugars and release chemical
energy. One cell can contain hundreds of mitochondria;

STEP 5: The entire cell is surrounded by the cell membrane;

STEP 6: Ask students to observe the chart of the microscopic image of cells;
STEP 7: Hopefully, they remember learning what cells are in their Cell Theory Unit;
STEP 8: Ask the students to list any differences they see between the two images;
STEP 9: Have the students hypothesize about what image might be;
STEP 10: Explain to them that the image on the right is an animal cell and the image on the
left is a plant cell;
STEP 11: Ask if they see anything inside each cell and hypothesize what they might be;
STEP 12: Explain that today they will be learning what the difference is between an animal
cell and a plant cell;
STEP 13. They will also be learning about the organelles inside each cell and what its
function is;
STEP 14: State the functions of the different parts of a plant cell and an animal cell.

EVALUATION (ASSESMENT EVIDENCE – PERFROMACNE TASK(S))

Worksheet: worksheets will be distributed to each and every student to test their
understanding about plant and animal cell structure and function,

SUMMARY (STUDENTS HAVE LEARNED) [L]*

 1. At the end of this plant and animal cell lesson, students will be able to differentiate
between structure and function in plant and animal cell organelles, including cell
membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole.
2. Recognize plant and animal cell with label.


CONCLUSION
 The teacher sets out meaning of scientific keywords and look them up in a science
dictionary.

ASSIGNMENT (ASSESMENT EVIDENCE – OTHER EVIDENCE)

The teacher will give the student a take home assignment to state the differences between
plant and animal

SCIENCE VOCABULARY (KEYWORDS)

Plant, animal, object, movement, nutrition, respiration, growth, stimulus, excretion, death,
anabolism, catabolism, reproduction, structure, function, cell, organelle, cytoplasm,
nucleus, cell membrane, mitochondria, tissues, organism, system, chromosomes, enzymes