Вы находитесь на странице: 1из 6


Teacher: Bashayer Abdulaziz Subject: science

Grade: 1 Unit: 3 Date: 25-10-2019


Students will be able to:

1. Students will able to know what each part of a plant does.

Link to prior learning: before the students have learned about part of a plant, and today will learn what
dose each one does.

21st Century Skills: Students will be able to enhance the following skills:
1. Critical thinking: teachers’ questions. What do each part of a plants do?
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 sharing
their observation.
4. productivity and accountability: will make the activity
5. Computer literacy: smart board
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.

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

Common misconceptions for Ways of identifying and addressing these misconceptions:

• Provide visual aids to show them more.

• Make connection between
the role of stem and leaves.

Resources/equipment needed:
1. PowerPoint
2. Coloured paper
3. Worksheet
4. Cards
5. Pencil
6. Colours
7. video


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?

• In the last lessons we learned

about the part of plants, what
are the part of the plant? And Ss: root, steam, leaves, fruit, and
today we will learn about what flower.
does each part do.
• Tr: will open a video about
what each part of a plant does.
• Tr: now we are going to watch
a video to tell us more what do Ss: air, soil, seeds, sun, and water.
each part of a plant do.
• Tr: will stop they video in each
part of plant and explain the
roles. Roots move the water
from the soil till the stem move
the water and nutrition to other
part of a plant, leaves catch sun
so plant can make food, flower
develop a fruit and fruit contain
the seed.

• Tr: will open a PowerPoint, she

will present a picture of a plant,
she will have some cards like
stem leaves, roots, fruit, and
• Tr: will ask the student to come,
take one card, and stick it on the
correct part of a plant.
• Tr: will present slide that have
many words. Teacher will ask the
students to come and circle what
do plant need to grow.

Resources & Time Main activities (15minutes)

Teacher Will: Students Will: will be working


Emergent group: will have a

worksheet and some real part of a
plant. Students have to put the
correct part on the correct word.

Developed group:
Tr: will give them some pictures,
some sentences and some words on
Tr: will ask the students to match the
sentence with the picture and word.

Master group:
Tr: will give the students some small
pieces of paper, A4 paper, glue and
Tr: will ask students to make their
own plant, put the card on each part
of a plant, and write their roles
under each part.

Resources Plenary (5 minutes)

Tr: will make a recap.
• Tr: today we have learned the
roles of each part of a plant.
Roots move the water from the
soil till the stem move the
water and nutrition to other
part of a plant, leaves catch sun
so plant can make food, flower
develop a fruit and fruit contain
the seed. Ss will match the word with picture.

Closing assessment:
Tr: will give child a worksheet.
Tr: will ask the students to match the
sentence with the picture.

Homework Worksheet

Learning styles catered for (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓):

Observation Student self- Oral questioning Peer assessment


Quiz Student presentation Written work and Verbal feedback


This lesson was for grade 1, 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 know what each part of a plant does. This is
where liked to prior knowledge where they have been studying about part of a plant.

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,
who can tell me what the parts of a plant are. Some of the students were giving me
answer like roots, steam, leaves, fruit, and flower. After that I opened the video about
the function of each part of a plant and students were engaged and motivated with the
it, I stopped the video while there were looking, because at the begging students were
just seeing it without explanation, but after that I explained everything in the video, 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 the
content. In my modeling part, some pictures, I saw this is attracted student’s attention.
While I asked the students and they responded, , 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 center activities to the whole class while they were on the carpet,
this is saved my time, and everyone were able to know their duty. As I saw the activities
was appropriate for some of the students and most of them did it in 10 minutes, this is
linked to Vygotsky theory which is ZPD the activity must match student’s
ability. another thing is the. While I was monitoring and scaffolding the students and
asking them, most of them were able to answer me.

I have counted 1,2,3 and all the students clean up, I really liked using counting strategy,
because it worked well, and everyone clean up and sit on their chair.

In my closing part we had worksheet, and student had to tell match the pictures of part
of a plant with the function. I have used checklist and it helped me to know how many
students get it right. As I saw 19 from 22 get it correct, which is showing me 95% of my
teaching has been delvers and I have met my goal. Next time I would stick the picture
on the board so everyone can see it. And finally, I gave each student a worksheet for
their homework.

In the future I would fix some things such as: I will be explaining the video at the start,
so it will save my time. I will make some challenging activities for the students.
What I did it well is I was punctual. I used positive reinforcement such as stickers.
Counting to get students attention. Using real objects such as a duck and car. Able to
manage student’s behavers. Hands on activities.