A DETAILED LESSON PLAN IN SCIENCE 1 I. Objectives At the end of the lesson the students should be able to: 1. Identify the different parts of a green plant like roots, stems, and leaves. 2. Describe how things feel and appear. 3. Draw or paint a picture inspired by green plants 4. Demonstrate how to take care of plants II. Subject Matter Subject: Science Grade Level: 1 Lesson 1: Looking at Green Plants III. Materials * A large pot plant * A number of different kinds of pot plants for each group * Illustration of variety of green plants * Old Newspapers IV. Procedure A. Pre-ActivitiesSinging of the National Anthem
Opening Prayer Checking of Attendance B. Review of the past lesson C. MotivationVocabulary game (root, stem, leaves) D. Lesson Proper Teacher’s Activity| Student’s Activities| “Good Morning Class! ”“Let us pray first… ”(Checking of Attendance)“Say present as I call your name…”“Please pick up the pieces of papers on the floor and arrange your chairs. ”“Our Lesson for today is all about green plants. ”(The teacher will Show the class a large pot plant with an obvious stem and many green leaves. She will use it as a focus to ask the class about green plants. )Q: (pointing to the whole plant) What is this? establish that it is a plant and not aFlower which is a part of a plant) Can you describe it? Q (pointing to a leaf) What is this part? Can you describe it? Q (pointing to the stem) What is this part? Can you describe it? Q What else can you see? (plant may have flowers or fruits)Q Does the plant have any parts that you cannot see (students may know thatplants have other structures at other times that are not present on the specimenshown as well as knowing that plants have roots in the soil)“Very Good Kids! All your answers are correct”(The Teacher will now remove the plant from the pot to reveal the roots. Q (pointing to the roots) What is this part? Can you describe it? Q Can you use the words stem, leaf and root to describe this plant? (solicitseveral descriptions and encourage students to incorporate quantitative andqualitative factors, such as estimates of number and size of leaves, height ofstem, color of stem and leaves, and shape of leaves)After the discussion, Students should work in groups of about four. (The Teacher will give each group should a small pot plant to examine and talk about. )Encourage students to touch and smell their plant as well as look at it.
They should remove the plant from the pot to look at the roots (you may need to have some old newspapers to put on the tables). They should use appropriate describing words as well as the science words introduced at the start of the lesson. They should be encouraged to construct quantitative as well as qualitative descriptions. (The teacher will move round the class and ask each group to tell her about their plant. )Q Can you describe your plant for me? Q What is the largest part of the plant? Q Which part is the stem? Q What do the leaves look like? Q How do the different parts feel? Q Does your plant have a smell?
Can you describe the smell? (The teacher will show the class the different kinds of plant using an illustration)The teacher will also ask students to compare their plants with the pictures of plants that she have provided. Encourage them to talk about similarities and differences that they can see. Again, move round the class and talk with students. Ask questions such as:Q How is your plant similar to the ones in these pictures? Q How is your plant different from the ones in these pictures? Q How are the plants in the pictures different from each other? Q Can you show me the roots, stems and leaves of the plants in the pictures? If time allows, students could exchange plants and compare their observations oftwo plants. )Bring the activity to an end by asking each group to think about how they would describe their plant so that someone could recognize it. Their description should include information about one of more of the leaves, stem and roots of their plant. | “Good Morning Ma’am”(one student will lead the prayer)(Students raise their hands and say present as the teacher calls in their names)(students pick up the pieces of paper and arrange their chairs)“Teacher that is a plant. The plant is color green”“Teacher that is a leaf. A leaf has a distinct pattern. “Teacher that is a stem. It is long and slim. ”“Teacher the plant has a small flower. ”“Teacher the plants have roots under the soil that absorbs water. ”“Teacher that is the roots, its color is very light. A plant has many roots hidden under the soil. ” “Yes Teacher, the plant has 7 stems, 23 leaves which is color green, and the plant is not too short. ”(the students will group themselves into four)(The Students will listen attentively to the teacher’s instruction and actively participate in doing the activity)(Students will observe their plant and pay attention to all the details and answer the teacher’s questions depending on their plant.
Answers may vary)(The students will compare their plant from the illustration and answer the questions of the teacher based on their observation. Answers may vary. )(One student from the group will share the group’s observation to the entire class)| V. Activities Students could be asked to do a drawing or painting based on their plant. They could also do tracings of leaves or make leaf prints. They could also make a model of a plant with roots, stem and leaves. On an outdoor excursion, students could identify the parts of plants and describe these. VI.
Application How did you describe the plant assigned to your group? Were you able to pay attention to little details and appreciate its uniqueness? In life, how will you describe and look at the things that surround you? VII. Generalization * Green plants have roots, stems and leaves. • Roots, stems and leaves can vary in size, shape, color, feel and smell. • Good description allows objects to be identified. VIII. Evaluation Name the parts of a green plant IX. Assignment Choose a plant and draw it on your notebook. Identify and label the parts.
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