ACADEMIC ONLINE WEEKLY LESSON PLAN 2020 – 2021

Natural N° WEEK:
SUBJECT: TEACHER: Jenny Martínez Grade (Class): 4th B
Science Fourth Week
UNIT DATE: QUIMESTER:
PARTIAL N.- 1 1 21- 25 September 2020
NUMBER (Beginning/End): FIRST
OBJECTIVE (What? How? What for?):
UNIT TITLE: Plants
To predict the stages of the life cycle of plants, its changes and responses to stimuli by observing the seed germination
process. To acknowledge the importance of pollination.

METHODOLOGICAL STRATEGY TIME

CLASS DATE TOPICS AND RESOURCES EVALUATION
(ACTIVITIES) (minutes)
SUBTOPICS
Anticipation: Zoom platform Evaluation techniques and
Computer instruments:
 Remind students about the life cycle of a plant, ask one 5 min Smartphone  Evaluation- test
student to draw it on the board. Ask other student to tell
the main parts of the plant. Speakers/ earphones
 Develop critical thinking by asking how do you think plants
reproduce?

Construction:
Tuesday 22
September The stages of  Read out loud and explain, “The life cycle of flowering plants”
the life cycle of in the student book, page 20. Go out to the garden with the
2020 plants students and have them observe a flower and its parts.
Encourage them to predict what parts of the flower are involve
in the process of reproduction. 20 min
 Recognize the life cycle of a flowering plant by filling out the
exercise 1 in the “Let´s practice” section of the student book,
page 21. Analyze the importance of seeds in the life cycle of a
plant and explain that some plants don’t have seed by reading
the “Fun fact” part of the student book, page 21.
 Remind students of plant needs (water, light, air). Infer about
the results of the experiment of the “Let´s connect” section in
 the student book, page 22 and ask students to complete
exercise 1. Define the meaning of germination by reading the
explanation in the student book, page 22.
 Analyze the results on the experiment of the “Let´s practice”
section in the student book, page 23. And ask students to
answer the questions related to the experiment. Take into
consideration the advice given on the “Possible Difficulties”
section of the Teacher’s guide, page 27.
 Show students the following video to introduce the concept of
pollination.
https://www.youtube.com/watch?v=8tcmBCiomfI&pbjreload=10
Conduct the experiment and ask the student to answer the
question of the “Let´s connect” section in the student book,
page 24.
 Interpret the stages of pollination by analyzing the “let´s
practice” section in the student book, page 25. Then ask
students to complete the exercise 2 in the same section. Take
into consideration the explanation given on the “Clarifying
concepts”.

Consolidation:

 Discuss with all the students the importance of caring for and
respecting all plants. Divide the class in groups and ask them
to illustrate on white cardboard size A3, What can they do to 15 min
protect plants and their parts. Encourage them to share it with
the class.
 Assess comprehension by completing the “Language
extension” section in the teachers guide, page 29.
 Anticipation: Zoom platform Technique:
Computer Observation
 Bring to class a set of pictures of the pollination process. Ask 5 min Smartphone
some students to come to the front to put in order the pictures
of the pollination process. Speakers/ earphones Instrument:
 Develop critical thinking by asking how do flowers turn into Markers/pencil Checklist
fruits? All plants have flowers?
crayons
Pencil
Construction:
Erase
 Discover fruit formation by reading the “Let´s connect” section Internet
of the student book, page 26. In order to reinforce knowledge Student book
follow the instructions of the “Challenge” section in the student
book, page 26.
 Differentiate the stages of fruit formation by completing the
Thursday The importance exercise 1 of the “Let´s practice” section in the student book,
20 min
24 of pollination page 27. Take into consideration the advice given in the
“Possible difficulties” part in the teacher’s guide, page 31. Ask
September and seed students to predict what happens after the flower turns into the
2020 dispersal fruit? Or, how the process for the formation of a new plant
continues?
 Ask all the students to bring a fruit from home, identify the
seeds on the fruit and later the students can share and make a
fruit salad.
 Evaluate knowledge by asking students to complete the “Quiz
Yourself” section of the student book, page 28.
 Apply knowledge by carrying out the activity described in the
“Language Extension” section of the Teacher’s guide, page 31.
Have students write their answer in their notebook.

Consolidation:

 Assess comprehension by completing the “Let’s Check!”

15 min
section in the student book, page 28 and 29.
 AUTONOMOUS WORKING

TOPIC TASK TO DEVELOP DELIVERY FORMAT DUE DATE

There´s no autonomous working

Richmond (2019), Pathway to Science level 3. Oxford: Santillana https://www.youtube.com/watch?v=D1Ymc311XS8

BIBLIOGRAPHY SUPPORT: MEDIA RESOURCES:
Ecuador.

Developed by: Revised by: Approved by:

Lcda. Jenny Martínez Lic. Cristian Muela M.Sc. Stephanie Gaybor