LESSON PLAN LESSON: what do plants need to grow?

Teacher: Bashayer Abdulaziz Subject: science

Grade: 1 Unit: 3 Date: 31-10-2019

SKILLS AND UNDERSTANDING

Students will be able to:

1. Students will be able to learn about what do plants need to grow.

Link to prior learning: before students have studied about parts of plants, and now they are going to
learn about what it needs to grow?

21st Century Skills: Students will be able to enhance the following skills:
1. Critical thinking: teachers’ questions. What do you think plants need to grow? Do you think
that plant can live without water, sun, air and soil? Who can tell me what do we call this (point
to the pictures)
2. Communication: teacher will be questioning the students in the model part and the students
will be responding to her.
3. Communications: students will be communicating with their group members while doing the
activity.
4. productivity and accountability: Students will complete their activities.
5. Computer literacy: smart board by writing, video, PowerPoint matching the word with the
letter.
6. Collaboration: students will be working in groups and share their answers together.
7. Leadership: teacher will pick up a leader from each group.
8. Social skills: students will discuss with each other to find out the answer.
9. Media literacy: Tr will present a video, pictures

Key vocabulary: soil, air, sun, water and seed.

Common misconceptions for Ways of identifying and addressing these misconceptions:
learners:

• Tr will read the word and let all the students repeat after
• St can’t say the vocab words her
Resources/equipment needed:

1. Pictures: students have to match the words with the picture (develop activity)
2. Two faces stick: students will use it to stick the small words (what do plants need to grow) on
the large card. (emergent group)
3. Glue: to paste the cards on the plants. (master group)
4. Check list: to check students understanding.
5. Coloured paper: to make the plants. (master group)
6. Container: to put the different cards on it. (master group)
7. Video: in the modelling part to explain what plants need to grow.
8. Smart board: to write on it.
9. Scissors: to cut the coloured paper to make the plant. (master group)
10. Cards: what do plants need to grow. (master, develop, and emergent group)
11. Pictures: students will match the picture with the word. (develop group)

UNIT: LESSON: TASKS/ACTIVITIES

Resources & Time Starter (15 minutes)

Teacher Will: Students Will:

• Good Morning grade 1, how • Good Morning Ms.Bashayer

are you? Who can tell me what
is the date of today?

• Tr: last lesson we learned

about the part of plants. Who
can tell me what are the parts Ss: leaves, stem, root, fruit, and flower.
of plants?

• Tr Today we will learn about

what do plants need to grow.

• First, I will say the rules and

each one of you must follow
it, so you can get point in
ClassDojo. Teacher will say
the rules.

• Tr will ask student to come

Ss will see the video
and sit on the carpet.
 • Tr we will look at a video to
show us what do plants need
to grow.
https://www.youtube.com/watch?v=9
nGrDl5_zrc
Ss say seeds.

• Tr will stop the video and

explain it to the students. First
she will point to the seeds
‘who can tell me what it this? Ss seeds
Good job! Everyone says
seeds. Most of plant are start
growing with a small seed.
The seed of the apple, orange,
and mango.

• Tr: will shows students an

apple that shows a seed. Ss sun

• Tr will say now we will know

what the seed need to grow.
Will open the video and stop
in the picture of sun. “what
do we call this? Yes, this is a Ss water
sun. the first thing that a seed
needs to grow is a sun.
everyone sun, sun, sun” let’s
see the second one, point to
the water, “what is this?” yes Ss soil
it’s a water. Everyone water,
water, water. Open the video
and point to soil, “who can Ss air
tell me what this is?”.
Everyone will say “soil, soil,
soil”. Last one point to the
air, “what do you is this?
Good job this is the air, every
plant needs water, sun, air,
and soil to grow.”

• Tr will present a large plant

on the board, and she already
have pictures of water, air,
soil, and sun. teacher will say
“this is a picture of plant.”
Teacher will take one picture
and show the students “do
 you think plant need a sun to Ss yes
grow?” and post it on the
plant. Then will do the rest.

• Tr will ask the students to

come on the board and spell
all the words.

Resources & Time Main activities (15minutes)

Teacher Will: Students Will: will be working

Tr ask the students to sit on their together.
ability group. Will give each group
an activity

Emergent group:
1. Tr will give each child a
plant in a big card, and some
picture which are door sun,
water, air, soil, flower, and
fruit. Teacher will ask the
students to choose which one
of the pictures the plants
need it to grow?
2. Tr will model it for them by
taking a picture of the door
and ask them “do plant need
a door to grow? No so we
will pick another picture.
Take the picture of the sun
“do plant need a sun to
grow? Yes, so we will stick
it on the plant.
3. Tr will observe the students
and will scaffold them by
saying the words.

Developed group:
 1. Tr will give 2 different types
of cards, they are pictures
and words.
2. Tr will ask the students to
match the word with the
pictures. The words are air,
sun, water, soil, and seed.
3. Tr will model for them by
taking the picture of sun,
then ask the students “where
is word sun?” then will
match it with picture.
4. Tr will observe and scaffold
them by saying the words.

Master group:
Tr: will give the group some colored
paper, scissors, glue and some words
in small cards. They are stem, roots,
leaves, flower, fruit, air, water, sun,
and soil.
Tr: will ask the students to make
their own plant and put the small
word on each part.
Tr will model for them by taking
brown paper, cut it and glue it on the
paper, then take word stem and glue
it next to it.
Tr: will monitor the students and try
to help them.

Resources Plenary (5 minutes)

 Tr: will make a quick recap. She Students Will:
will say “today we learned about
what do plants need to grow, and
they are: soil, air, water, and sun.

Closing assessment:
• Tr: will draw a table on the
board. What plant need to
grow, and plant doesn’t need
to grow.
• Tr: will show the students Ss will come and match the word with
some pictures such as: door, picture.
soil, chair, water, sun, cup,
spoon, and air.
• Tr: will ask them to come,
pick one picture, and stick it
either on plant need to grow
or plant doesn’t t need to
grow.

• Tr will use checklist.

Resources: checklist, smartboard.

Homework Worksheet

Learning styles catered for (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓):

Observation Student self- Oral questioning Peer assessment

assessment

Quiz Student presentation Written work and Verbal feedback

feedback
 Reflection

This lesson was for grade, it took place in science classroom. I have started the lesson on time,
and everything were well prepared I was achieving my lesson goal, in end of lesson students will
be able to learn about what do plants need to grow, how can they write the upper and lower case
of D and some words that start with letter. This is where liked to prior knowledge where they
have been some letters which are A, B, C.

At the beginning of the class I said the rules, each one of the students was following the rules. I
have notice that, it’s very important to say the rules because each one of them were behaved. I
have engaged the students by asking them some questions. Such as, what do plant need to grow.
I opened the video and students were watching how a plant grow, what its need, and in how
many days it needs to grow. Students engaged and motivated with it, I stopped the video while
there were looking to it, this is made my lesson delivered because as I saw students have learned
from my explanation of the video and my lesson goes easier because they understand what do
plants need to grow. As I saw everyone were participating with me and were able to learn the
words. In my modelling part, I have used some visual pictures which seeds, water, soil, sun, and
air students about the pictures, they were able to answer and say the word of each picture. But
one thing I forget to do it which is writing the name of each picture under each picture. I have
rewarded them which this linked to skinner theory. Positive reinforcement to encourage the
students. I had to give them a star sticker. There were some little boys who were not following
the instruction, however, I tried to manage them by asking each of them to flip their arms and sit
quietly and tell them you will get 5 point in ClassDojo.
I have explained the explant to the students the experiment, each group had their material.
Students had to make 5 different plant, the first one with all need, and the other 4 one of the
needs missing,
I have counted 1,2,3,4,5 and all the students clean up, I really liked using counting strategy,
because it worked well, and everyone clean up and sit on the carpet.
In my closing part we had some picture and student had to tell the name of the picture. I have
used checklist and it helped me to know how many students get it right. As I saw6 from the
student get it correct, which is showing me 80% of my teaching has been delvers and I have met
my goal.
In the future I would fix some things such as: I will focus in safety by give students gloves and
write the name of the picture under each one.
What I did it well is I was punctual. I used positive reinforcement such as stickers. Counting to
get students attention. Using pictures objects such as a duck, doll, dog, desk. Able to manage
student’s behavers. Hands on activities.