Friday, 9 December 2011

LESSON PLAN

1.Title – Life Cycle of a Plant (A 5E lesson)

By – Tania Yap

Primary Subject – Science

Grade Level – 2-3
Topic:
    Life Cycle of Plants
Objectives:
  • At the end of the lesson, pupils will:
    • be able to name the conditions suitable for the growth of a seed and a plant
    • plant a seed and begin to observe the complete life cycle of flowering plants grown from seeds over a period of time
Engage:
  • Concepts:
    • Plants have life cycles.
    • Plant goes through stages of growth and development that includes seed, young plant, and adult plant.
  • Teacher brings in a real live plant. Teacher ask pupils:
    • What are the parts of a plant
    • Which part do they think is the beginning part of the plant
    • What do they think are the stages of a plant cycle
Explore:
  • In groups, pupils will plant the seeds.
  • Before going to the plot, brief pupils on:
    • plot assigned (A to H)
    • collection of gardening tools
    • digging soil, planting seed, installing plastic labels
Explain:
  • Concepts:
    • Seeds needs air, water and warmth.
    • Plants need air, water, sunlight and nutrients in order to live and thrive.
  • Students name the factors that seeds will need to grow into an adult plant.
Expand:
  • Teacher asks pupils:
    • What happens if there is no watering?
    • In places where farmers grow crops, what happens if there is a drought?
    • If I grow the seed in the cupboard, will it germinate?
Evaluate:
  • Mini True/False quiz to assess today’s understanding.
  • Brief pupils on their ongoing assignment:
  • Over the weeks, pupils will:
    • note down when they have watered their plant
    • measure the heights of the plant during its growth.
    • keep a journal to illustrate each stage of growth

2.Title – WATER FLOW IN PLANTS
By – Judy Schneider
Primary Subject – Science
Secondary Subjects – Science
Grade Level – 6 – 8 (adaptable)
SCIENCE PROJECT OF THE WEEK
WATER FLOW IN PLANTS
PROBLEM: Can water travel through plant stems?
RESEARCH: Read about the parts of a plant in a science textbook. Especially look for xylem and phloem. Write three paragraphs about what you read.
HYPOTHESIS: Based on your research and your experience with plants, do you think water can travel through the plant stem?
MATERIALS:
graduated one liter bottle
1 white carnation with long stem
2 glasses
red and blue food coloring          
PROCEDURE:
1. Pour 500 ml of water into each glass.
2. Add three or four drops of food coloring to each glass. Be sure the color is dark. Add more food coloring if necessary.
3. Very carefully cut the stem in half along the length of the stem from the bottom to about half way up to the flower.
4. Place one half of the flower stem in the blue water and the other half of the stem in the red water.
5. Let the flower stand in the water for 48 hours (2 days).
6. Enrichment: Repeat the experiment with another flower, but cover the flower only with plastic wrap and secure the bottom of the plastic wrap with tape.
DATA: Be sure to record your observations and inferences.
CONCLUSION: This is not optional. You must explain what you learned by doing this activity.
Remember that you must answer the question you asked in your original problem statement.
NOTE: BE SURE TO HAVE YOUR PARENT OR GUARDIAN SIGNS YOUR WORK. PARENTS: YOUR SIGNATURE SHOWS YOUR STUDENT HAS DONE THE WORK.
TEACHER SECTION:
POSSIBLE HYPOTHESIS: The water will travel from the glass to the flower making it change color. OR The water will not travel up the flower and nothing will change.
POSSIBLE CONCLUSION: The water traveled up the xylem tubes to the flower petals. The color moves through the xylem allowing the color to be distributed throughout the cells of the petals causing their color to change.

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