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Lesson PlanTemplate

Name: Bashayer Rais Grade Level: 1 Date:


Subject: Science Number of Students: 25 MST: Ms. Vicky
Unit: Life Science
Content/Topic:
Chapter 4: living things Lesson 3: living and nonliving things.

OBJECTIVES: Main Lesson Aims (Concepts, Procedures, & Processes):


By the end of the Lesson the Student will be able to:
1. Students will be able to know living and nonliving things.
2. Students will be able to identify the meaning names how the living things grow up.
3. Students will be able to know how plant grow up.

Materials
Teacher books NA
Student book(s) NA
Worksheets/ papers Worksheet for living and nonliving things.
Teacher materials PowerPoint - interactive whiteboard- clay.

Student Paper- pencil- colors- Glue.


materials/
manipulatives
Technology
YouTube video: https://www.youtube.com/watch?v=b7rMHNaB548

other Chart of class management – sweets- gift.


Key vocabulary with definitions (and pictures if appropriate):

word glossary definition image


Plant a living organism of the kind exemplified by trees,
shrubs, herbs, grasses, ferns, and mosses, typically
growing in a permanent site, absorbing water and
inorganic substances through its roots.
Rock the solid mineral material forming part of the surface of
the earth and other similar planets, exposed on the surface
or underlying the soil or oceans.

Book a flattened structure of a higher plant, typically green and


blade like, that is attached to a stem directly or via a stalk.
Leaves are the main organs of photosynthesis and
transpiration.
Lion a large tawny-colored cat that lives in prides, found in
Africa and northwestern India. The male has a flowing
shaggy mane and takes little part in hunting, which is
done cooperatively by the females.
Students’ Prior Knowledge (What do the students already know that enables them to understand the lesson?
 Students are already aware the plant is from living things.
 Students understand the nonliving can’t grow up.

Possible Problems and Misconceptions (What are some problems that students will face because it is assumed
that they have the previous knowledge?
 Students may don’t know that living things can eat.
 Some of students may don’t know the book from nonliving.

Solutions (How/ What can be done to resolve the problems/misconceptions?


 The teacher shows students a small plants and give the plants water to know the plan from living thing.
 The teacher presents a video about the living and nonliving things.

Lesson Schedule (DETAIL)


Targeted teacher language (What will the teacher say throughout the lesson?
What is living and nonliving things?
How the plant grows up?

Student language (What language will the students use throughout the lesson?
Students explain how the plant grow up.

Engage (warm up, review prior knowledge): time:


 The teacher shows students a power point is about the things living and nonliving. 12 minutes
 Students will answer of each picture if it is living and nonliving.
 The teacher will explain about the activity of living and nonliving.
 Teacher will give to student a picture and the table of living and nonliving.
 Students will glue the pictures in the table and color the picture.

Core (introduce and practice new concepts & procedures:


 Teacher will present the video of living and nonliving.
 Teacher will give each students 5 cards.
 Teacher will give each 5 students a foam has a table.
 They will classify their card of the living and nonliving things.
 Students will cut the cards in half.
 Students will draw picture of 5 living things and 5 nonliving things.
 They will write the name of the object they drew on the card. 21minutes.
 Student must to color their picture.
 Teacher will tell students exchange their set of 10 cards with a friend
 Students will classify in the table their picture.
Close (wrap up, discussion, brief review activity or assessment): 12 minutes

 Teacher will give to students a clay.


 They will do own living and nonliving things.

Mentor School Teacher Signature: …Ms.Vicky…………………….

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