Lesson Plans Merge

LESSON PLAN #1
SCHOOL: Guaico Government Primary School

TEACHER: Ms Ashley Mohammed
DATE: 09th March, 2021.
CLASS: First Year Infants
MINUTES:30-35
TIME: 10:30-11:05 am PERIOD(S):
minutes
UNIT/THEME: Growing foods in my garden Subject: Mathematics
TOPIC: Money
PRE-KNOWLEDGE
Students:
- are familiar with the topic from previous lessons where they learn about the one dollar bills used to
purchase items.
- can distinguish the denomination currency and colour from other money value
- are familiar with working in groups to solve problems.
OBJECTIVES
Pupils will:
Classification:
identify the five dollar bills from other money denomination Cognitive
Choose items being sold for five dollars Affective
Distinguish the equivalence of one dollar bill to five dollars in purchasing Cognitive
items
SET INDUCTION
The teacher will show the students a powtoon video where two children went to the market and they
were having problems to add the money given to buy the item for five dollars. The teacher will then
introduce the topic money and the ways to identify a five dollar bill from other dollar bills
https://www.youtube.com/watch?v=uolAodDoFAo&t=3s
SECTION 1
CONTENT
Teaching points:
Money is used as a way to buy items and pay for services we need.
There are many ways to identify money, such as the number, colour and the country it belong too.
1
B.Ed. Primary (General) Programme
School of Education, The University of the West Indies, St. Augustine
METHOD
Teaching strategy Student Activity Resources
Whiteboard
(1) The teacher will invite students to look (1)Students will identify the Picture of a five
at a picture of a five dollar bill on the features they seen from the five dollar bill
board and identify some of the features dollar bill.
seen on the bill.
(2)The teacher will place students in

groups of two where she will invite (2) Student will be in groups of Whiteboard
students to go shopping at the market stall two .they will choose the Chart
using a picture of vegetables on the vegetables being sold for five Padlet
whiteboard they will choose the vegetables dollars at the vegetable stall and https://padlet.com/
that is sold for five dollars inserting their insert their answers using the mohammedashley2
answers on a padlet as a group. padlet. 010/miypoudkk58m
gbh9
(3)The teacher will ask students to look at

the board again where she will show a (3)Students will listen and observe
chart showing the one dollar bills and the the chart by the teacher and work Whiteboard
amount it is equivalent to a five dollar bill. as a class to solve the problem Chart
She will present a question for the class given by the teacher. Copybook
and ask them to record their answers in pencil
their copy books and then she will guide
them as they solve the question verbally.
Online worksheet
https://docs.google.
(4)The teacher will give an online (4)Student will complete the com/forms/d/1vJrIS
worksheet where she will guide the worksheet send to them online with MX9TGgCq3srmSt
students with the questions as they record the assistant of the teacher guiding 74tT24zRsA6Pqzr_
their answers on the worksheet. them with the questions RyDjuXGA/edit?us
p=sharing
SECTIONAL REVIEW and feedback (formative assessment strategies)

Opportunities for feedback with the formative assessment strategies.
Oral Discussion-Students will spell the words five, dollar and bill to reinforce vocabulary given .
Individual Activity- using padlet they write one symbol they recognise from our country’s national
emblem.
https://padlet.com/mohammedashley2010/miypoudkk58mgbh9
SECTION 2
CONTENT
2
Teaching Points:
METHOD
Teaching strategy Student activity Resources
SECTIONAL REVIEW and feedback (formative assessment
CLOSURE
3
In closing of the lesson for today, the teacher will ask the students “How can we identify the features of
the five dollar bill? The teacher would then engage the students in an online exit ticket which will
enhance the student’s knowledge, ensuring that they have grasped the concept of the lesson taught.
ASSESSMENT
Formative Assessment Strategies- Oral Discussion

Question and answer discussion use verbally by students
Group discussion using padlet
Summative Assessment Strategies- Assessment of the Worksheet

Exit slips
https://docs.google.com/forms/d/1KPMf40SSoWrmTnkUG3mhAnZLsVtsD8OZg9p8qj-
Wsh8/edit?usp=sharing
FOLLOW-UP ACTIVITIES
Students will learn about the places where food is grown and the mode of transport to the
market (Agricultural Science)
Students will learn about protecting ourselves at the garden using safety rules and practicing
safety measures.(Social Studies)
TEACHER’S EVALUATION OF THE LESSON

In teaching this lesson, I believe all my objectives were met, students was engrossed with the use of
using technology into group activity and learning resources.
TUTOR’S COMMENTS
4
LESSON PLAN
DATE: 16th March, 2021.
MINUTES:30-35
TIME: 10:30-11:05 am PERIOD(S):
minutes
UNIT/THEME: Growing foods in my garden Subject: Mathematics
TOPIC: Money –problem solving with 10 dollars
PRE-KNOWLEDGE
Students:
- are familiar with the topic from previous lessons where they learn about one and five dollar bills
used to purchase items.
- have experience in visiting the market, grocery store and minimart to buy vegetables.
- are familiar with working in groups to solve problems.
- can identify the other money value by colour and number.
OBJECTIVES
Pupils will:
Classification:
identify the ten dollar bills in Trinidad and Tobago from other bills Cognitive
select items being sold for ten dollars Affective
Distinguish the equivalence of a ten dollar bill in buying items with Cognitive
other bills
SET INDUCTION
The teacher will use a PowerPoint video made by her (upload on UTube), to show students a real life
situation of a girl who visit a vegetable stall and didn’t know the amount of money that is ten dollars.
The teacher will then introduce the topic money- problem solving.
https://www.youtube.com/watch?v=Xxn7x-GfuII
SECTION 1
CONTENT
Teaching points:
Money is a way, we use to buy items .Money can be identify by the colour, the symbols and the country
it belongs.
1
METHOD
(1) The teacher will invite students to get (1)Students will open the zip lock Ziploc bag
their Ziploc bag that contain real life bag receive in their packages. They Whiteboard
pictures of money such as $5,$1. and $10 will identify the ten dollar bill and Picture of a ten
value that they receive in the packages at some of symbols they see such as dollar bill
school. She will use her whiteboard and the colour ,the number and the
show a picture of a ten dollar bill on the country that is written on the bill.
board. She will ask students to open the
zip lock bag and identify the ten dollar
bill. She will use the picture on the board
and ask students to look at the bill they are
holding and identify some symbols they
see, the colour, the number written and the
country written on the bill.
(2)The teacher will present a market bag

showing some vegetables she brought (2) Students will be place in groups
from the market and the price of each she of two, where they will select the A market bag
paid. The teacher will place students to items and place their answers in the Padlet
work in groups of two and they will select padlet.
the vegetables being sold at ten dollars and https://padlet.com/
insert their answer in the chat. mohammedashley2
010/tsm3aimwk0nsj
6e2
(3)The teacher will use a chart to explain (3)Students will listen and observe Whiteboard
the equivalence of ten dollars using the the chart by the teacher and work Chart
five dollars and one dollar bills, teacher as a class to solve and respond to The Vegetables (the
will use the vegetables from previous the questions given, They will do market bag)
instruction to give some questions. Where the online worksheet indicated by Online worksheet
they will respond by giving the the teacher individually. https://docs.google.
equivalence of making ten dollars using com/forms/d/1rMQ
the five and one dollar bills. Teacher will 6D0IO4qvvpeJnYaI
give an online worksheet where students EqDxvTos_x9JgTZ
will insert their answers. This is to be done J16UQX4Cw/edit?
individually. usp=sharing
2
Opportunities for feedback with the formative assessment strategies.
Oral Discussion(Mathematics)
-Students will be given a question to solve. Question-Tim saw cabbage selling for $5.00,how much
cabbage can he get for $10.00?
Oral Discussion(Language Arts)

-Students will make one sentence using the words: money, buying, vegetables.
SECTION 2
CONTENT
Teaching Points:
METHOD
SECTIONAL REVIEW and feedback (formative assessment
3
CLOSURE
In closing of the lesson for today, the teacher will ask the students to name three things they learned in
mathematics today? List two things they want to know about? Ask one question of today’s lesson. In
answering these questions teacher will be able to determine if the concept of the lesson was taught to
meet students learning.
ASSESSMENT
Formative Assessment Strategies- Class discussion

Group discussion
Summative Assessment Strategies- Assessment of the Worksheet

321 Strategy
Social Studies-Healthy foods
TUTOR’S COMMENTS
4
LESSON PLAN
DATE: 8th April,2021

TIME: 10:30-
PERIOD(S): MINUTES: 30-35 minutes
11:05 am
UNIT/THEME: Growing foods in my garden Subject: Language Arts
TOPIC: Creative Writing - Carrots

PRE-KNOWLEDGE
Students:
- are familiar with vegetables from previous lessons

- are familiar with working in groups to get task completed.
- can classify vegetables into the groups they belong.
- can make a complete sentence.
OBJECTIVES
Students will be able to: Classification:
Cognitive
Recall some ideas of carrots at the garden
Psychomotor
Create a sentence from the ideas collected on carrots.
Write two sentences of the carrot at the garden.

Cognitive
SET INDUCTION
The teacher will enter the classroom with a carrot cake and a picture of a carrot asking the class to identify
the vegetable brought for today’s class. The teacher will make the connection to the cake stating the
vegetable we eat can also be incorporated into making desserts such as the one display in front of you
called “carrot cake”. The teacher will then invite students on a virtual field trip
1
to visit the garden and make some observations on carrots, where it grow, the colour and size of it seen at
the garden. https://www.youtube.com/watch?v=bQVwaRsZ7y8
SECTION 1
CONTENT
Teaching points:
Carrots are vegetables and it grows underground. The part eaten is where all the energy is stored.
METHOD

(1)The teacher will invite students to (1)Students will look at the Whiteboard
look at the whiteboard where she will whiteboard teacher will show Concept Map Chart
use concept map of the carrot, She students the concept map
will have a class discussion where she where they will have a class
will ask the students to recall some discussion as teacher inserts
ideas they remember from the garden their ideas on the chart.
and using the concept map using the
student ideas insert it on the concept
map.
(2) Teacher will give student a group (2)Students will complete the Sentence Strips
activity where they will share their activity given by sharing Markers
ideas and pair with a partner to create their ideas and pairing with
a sentence from the concept map using their partner to create their
the ideas given. Teacher will also sentence using the sentence
incorporate the present tense of “They strips and presenting to the
are” for students to use in making the class.
sentence. Student will use sentence
strips to create their sentence using
markers and present it to the class.
(Teacher will guide students who
needs assistance)
(3) The teacher will invite students (3) Students will listen to the Whiteboard
once more to look at the whiteboard, teacher as she explain the Concept map Chart
where she will use the ideas from the chart, students will work Google worksheet
concept chart to explain to students to independently to write two https://docs.google.com/forms/d/
write two sentences on carrots they sentences on carrots using the 1EU1B-
see at the garden starting the sentence worksheet online.. oz4efLdobk96C56_2EQh8ZDNni
with They are as it is the present ufc406_eLKOk/edit?usp=sharing
tense being refered.They are to work
independently as they complete the
activity using the google worksheet
online.
2
SECTIONAL REVIEW and feedback
Opportunities for feedback with the formative assessment strategies
Integrate Agricultural Science

Oral Discussion- Students will be able to classify some vegetables into group they belong such as Lettuce,
Beetroot, Cauliflower and Celery.
Integrate Mathematics-Money (problem solving with $5.00 bills) At the market, one carrot cost $1.00, I
need to buy five carrots, how much money I need to buy the carrots.
SECTION 2
CONTENT
Teaching Points:
METHOD
3
CLOSURE
In closing of the lesson for today, the teacher will ask the students “to recall some of the ideas they gather
from visiting the carrots at the garden. The teacher would then engage the students in an online exit ticket
which will enhance the student’s knowledge, ensuring that they have grasped the concept of the lesson
taught.
ASSESSMENT
Formative Assessment Strategies- Observation- Throughout the activities

Class Discussion- Verbal Discussion
Pair-Share Ideas- using sentence strips
Summative Assessment Strategies- Google worksheet

Exit Slips
https://docs.google.com/forms/d/1z9GQgqLMCYyBG8lVBdl3OiO27hUtv2LKsXUEPmgkbIc/edit?usp=sh
aring
Social Studies- Protecting ourselves at the garden
VAPA- Colours
4
This lesson was successful as the objectives were met; students love the video shown. I can continue to
plan my units as students are excited to learn.
TUTOR’S COMMENTS
5
LESSON PLAN
DATE: 19th March,2021

TIME: 10:30-
11:05 am
UNIT/THEME: Growing foods in my garden Subject: Agricultural Science
TOPIC: The places vegetables can grow on a plant.

PRE-KNOWLEDGE
Students:
- are familiar knowing the different parts of the plant from previous lesson.
- have seen vegetables at the local market, grocery store and minimart where they live.
OBJECTIVES
Identify the different places vegetables grow from part of a plant Cognitive
Classify the vegetables into groups they belong. Cognitive
Describe two acceptable ways for plants to grow. Affective/Psychomotor
SET INDUCTION
The teacher will show the students a video made by her playing the character of a farmer showing
vegetables she collected at her small farm to make a special lunch for my brother. She will give names of
the vegetables she found and state vegetables all comes from different parts of the plant. They are found in
different places such as :the leaves, the stem, the roots and flower but they can be placed into different
groups called root vegetables, stem vegeatbles,leave vegetables and flower vegetables.
Video Link: https://www.youtube.com/watch?v=eL3wW34ZNUw
1
SECTION 1
CONTENT
Teaching points:
Vegetables are part of the plant use as food and eaten by people and animals.
There are different parts of the plant we get vegetables to eat such as the root, the leaves, the stem and the
flower of the plant, they belong to different groups.
METHOD

look at the whiteboard where she will whiteboard while teacher Picture Chart
use pictures of vegetables, She will explain the pictures. Students
explain to the students that vegetables will respond to questions ask
can grow from different parts of the by the teacher.
plant and they are place in groups. She
will have a class discussion where she
will give some example of vegetables
and students will be chosen randomly,
to identify the vegetable and place it
into the correct group.
(2) Teacher will give student a group

activity where they will work in pairs; (2)Students will complete the Pictures
she will use some pictures of activity given by working in Padlet Link
vegetables for students to classify pairs to complete the task https://padlet.com/mohammedash
them into the groups they belong. using padlet to submit ley2010/zam7k8ykbt1co8cf
Each group will receive different answers
picture to complete the task. Student
will use padlet to submit their
answers.(Teacher will guide students
if they are unable to use the padlet
link)
(3) The teacher will invite students

once more to look at the whiteboard,
where she will use a chart showing (3) Students will listen to the
pictures; She will explain using the teacher as she explain the Whiteboard
chart some responsible ways to take chart showing the responsible Chart
care of plants for it to grow. She will ways to take care of plants to Google worksheet
ask students to work independently to grow, students will work https://docs.google.com/forms/d/
describe two responsible ways to care independently to write the 1CBGSWCPVzqeDAWPTQvzys
2
for plants to grow using the google responsible ways to care for HMo1LxTEjyxz_Khrs4qPt0/edit?
worksheet online. the plants using the google usp=sharing
worksheet.

Oral Discussion- Students will be able to name parts of a plant from previous lesson which are: roots, stem,
leaves and flower.
Integrate Language Arts- Make one sentence with the words: roots stems, leaves and flower.
SECTION 2
CONTENT
Teaching Points:
METHOD
3
CLOSURE
In closing of the lesson for today, the teacher will ask the students “Identify the different places vegetables
grow from part of the plant” .The teacher would then engage the students in an online game of Kahoot
which will enhance student’s knowledge, ensuring that they have grasped the concept of the lesson taught.
ASSESSMENT

Group Discussion- Using padlet

Game of Kahoot
Language Arts -Literacy Appreciation(Story telling )
VCCE- Responsibility
4
The lesson was successful as students enjoy the creativity of video being done by teacher. Other lessons
can be planned as students learning is progressing.
TUTOR’S COMMENTS
5
LESSON PLAN

TIME: 10:30-
11:05 am
UNIT/THEME: Growing foods in my garden Subject: Agricultural Science
TOPIC: Meals at different meal time

PRE-KNOWLEDGE
Students:
- can make a sentence.
- can classify vegetables into groups they belong
- can identify vegetables in real life.
OBJECTIVES
Identify the foods that is eaten at different meal time.

Cognitive
Discuss some activities that needs to be done before eating a meal and
Cognitive
after eating a meal.
Affective/Psychomotor
Create a drawing of a meal eaten in the morning time of the day.
SET INDUCTION
The teacher will invite students to look at a UTube video where animated characters display some
vegetables as a healthy meal. Teacher will ask students “what they think the lesson is for today’s class”.
Teacher will listen to responses by students and introduce the lesson.
https://www.youtube.com/watch?v=YZ11C-U7S8I
1
SECTION 1
CONTENT
Teaching points:
A meal is the portions of food we eat at a frequent time in a day. We have meals three times a day and we
can eat it anywhere.
METHOD

look at the whiteboard where she will whiteboard while teacher Picture Chart
use pictures of food She will explain explain the pictures of food
to the students that foods we eat have eaten at different times of a
different time and specify the names day. Students will respond to
of the meal in a day. She will have a questions ask by the teacher.
class discussion students will be
chosen randomly, to identify the foods
eaten at different meal time.
(2) Teacher will use whiteboard using (2)Students will complete the Pictures Chart
a chart to explain activities that are activity given by working in Padlet Link
done before preparing a meal and after groups of four to complete https://padlet.com/mohammedash
eating a meal. Teacher will place the activity using padlet to ley2021/Bookmarks
students in groups of four where they submit answers
will complete a group activity using
the padlet. Teacher will give each
groups pictures of activities done
before a meal and after a meal
(3) The teacher will invite students to (3) Students will access the Google Jam board
google jam board, where each student google jam board where https://jamboard.google.com/d/1
will create a drawing of foods eaten each, where each student will Rr_jALKRt2rrglsCwXuAugRV0
at the morning time of a day. create a drawing of foods 1zVR6y4q4UQRTfVJtE/edit?usp
eaten at the morning time of =sharing
a day.

Integrate Social Studies
Oral Discussion- Students will name some healthy foods and unhealthy foods.

2
Oral Discussion- Spell the words ;breakfast, lunch, dinner and meal
SECTION 2
CONTENT
Teaching Points:
METHOD
CLOSURE
3
In closing of the lesson for today, the teacher will ask the students “name three things they have learnt, two
things they want to know more about and one thing they have learnt”. This will help teacher for planning
other lesson for student learning needs.
ASSESSMENT

Group Discussion- Using padlet
Google Jam board
Summative Assessment Strategies- 321 strategy
VAPA-Colours
VCCE- Responsibility
TUTOR’S COMMENTS
4
5
LESSON PLAN

TIME: 10:30-
11:05 am
UNIT/THEME: Growing foods in my garden Subject: Social Studies
TOPIC: Protecting ourselves at the garden

PRE-KNOWLEDGE
Students:
- can name vegetables that grow in the garden.

- have seen where vegetables grow in the garden.
- have seen vegetables sold at the grocery store, on the streets and market in their community.
- are familiar with group work activities.
OBJECTIVES
Cognitive
List some safety tips we can follow when we are in the garden.
Affective
Discuss ideas to protect ourselves at the garden.
Cognitive/Psychomotor
Create two sentences on practising safety at the garden.
SET INDUCTION
The teacher introduces the lesson by showing a YouTube video on garden safety practises. After the video
finished, the teacher will ask the class if they have any ideas of the topic for today’s lesson. She will then
state the topic and the lesson will begin. https://www.youtube.com/watch?v=s_RgQb5Z-U4
1
SECTION 1
CONTENT
Teaching points: When we visit the garden, we must protect ourselves from the sun by wearing loose
clothing and keeping hydrated. We must also protect our skin from chemicals used to spray plants.
METHOD

(1)The teacher will invite students to (1)Students will be invited to Digital Short Story Video
listen to a short story on protecting listen to a story where a class https://www.youtube.com/watch?
self at the garden. A class discussion discussion will follow where v=wehqMDj1fLA&t=3s
will follow where the teacher will ask they will answer questions
students, from the story just read, to from the story to list some
list some safety tips to follow when safety tips to follow when we
we are in the garden. are in the garden.
(2)Teacher will invite students to look (2)Students will look at the

at the whiteboard where she will show whiteboard and listen to
a chart on some ideas to protect teacher, and then they will Computer to access a Padlet link
ourselves at the garden. Teacher will form groups of two, where https://padlet.com/mohammedash
place students in group of two where they will discuss their ideas ley2010/ec4k2ucddzqd4cm6
they will discuss their ideas of of protecting self in the
protecting self in the garden and using garden and using the padlet
the padlet they will share their ideas they will share their ideas
with class.(Teacher will guide with class.
students who needs assistance)
(3) Students will listen to the

(3) The teacher will invite students teacher as she explains the
once more to look at the whiteboard, chart; students will work Whiteboard
where she will use a chart on some independently to create two Chart
safe practices use at the garden. She sentences on safe practises Google worksheet
will give student an individual used at the garden, using the https://docs.google.com/forms/d/
activity where they use the google worksheet online. 1IpJooNLXlcxJbeiCCkC1bOrW
worksheet and create two sentences NdvShmhbhyoHau8tbNE/edit?us
on practising safety at the garden. p=sharing
Teacher will guide students who
needs assistance)
2
Integrate Language Arts

Oral Discussion- make a sentence using the word garden, vegetables and carrots.

Oral Discussion- give one way to protect ourselves at the garden
SECTION 2
CONTENT
Teaching Points:
METHOD
3
CLOSURE
In closing of the lesson for today, the teacher will ask students to remember “some safety tips we can
follow in the garden” The teacher will share a link to an exit slip where students will fill out and submit to
teacher. This will help to ensure that the concept of the lesson being taught was grasped by students.
ASSESSMENT

Pair-Share Ideas- using padlet

Exit Slips
https://docs.google.com/forms/d/17qj-
Z49gfOgvCV44Qc6zfMq2Gm09rbm06T5EMsHUzmQ/edit?usp=sharing
Social Studies- Healthy Foods

V.C.C.E- Responsibility
The lesson was successful in meeting the objectives; however I would like to improve in using real life
pictures to my lesson. This will help learners to visualise and gain creative skills.
TUTOR’S COMMENTS
4
5
LESSON PLAN
DATE: 16th March,2021

TIME: 10:30-
11:05 am
UNIT/THEME: Growing foods in my garden Subject: Social Studies
TOPIC: Eating healthy foods from the garden.

PRE-KNOWLEDGE
Students:
- have experience visiting the garden on virtual field trip to see vegetables.
- can classify vegetables into the groups they belong.
OBJECTIVES

Determine the foods that are healthy from unhealthy foods.
Cognitive
Discuss some safe methods when preparing foods pick from the Affective
garden.
Psychomotor
Choose foods that are healthy from unhealthy foods.
SET INDUCTION
The teacher will invite students to look at a UTube video on healthy and unhealthy foods. The teacher will
introduced the topic after the video has played and the lesson will begin
.
https://www.youtube.com/watch?v=fE8lezHs19s
1
SECTION 1
CONTENT
Teaching points: Healthy foods are food we eat that provides us with nutrients. We need to eat healthy so
we can have energy to do our daily activities.
METHOD

(1)The teacher will invite students to a (1)Students will be invited to UTube Video
UTube video on healthy and unhealthy view a video on healthy and https://www.youtube.com/watch?
foods. She will have a class discussion unhealthy foods where they v=UVnAdfGjCFM&t=3s
with students, from the video to will have a class discussion
determine healthy and unhealthy with teacher.
foods.
(2)Teacher will invite students to look (2)Students will look at the

at a PowerPoint document where she whiteboard and listen to
will highlight some pictures on teacher, they will form PowerPoint Document
preparing foods using some safe groups of two, where they Padlet link
methods, she will explain each will discuss some safe https://padlet.com/mohammedash
picture.. Teacher will place students in methods when preparing ley2021/8q9w5yxtbs2pwh40
group of two where they will discuss food pick from the garden
some safe methods when handling using the padlet they will
food pick from the garden using the share their ideas with class.
padlet they will share their ideas with
class.(Teacher will guide students
who needs assistance)
(3) The teacher will give students (3) Students will listen to
instruction to complete an online instruction given by teacher, Google Worksheet
worksheet choosing healthy foods. they will complete the https://docs.google.com/forms/d/
They are to work independently to worksheet on choosing 145hVLgCYYOPuTeb28FODQl-
finish the task. healthy foods individually. Qg-
plSWWE9aRP3Q73_L0/edit?usp
=sharing
2
Integrate VAPA
Oral Discussion- Name some colours of vegetables.
Oral Discussion- Recall some healthy foods and unhealthy foods.
SECTION 2
CONTENT
Teaching Points:
METHOD
3
CLOSURE
In closing of the lesson for today, the teacher will ask the students to name three things you learn from the
lesson . List two things you want to know more about? Ask a question of today’s lesson. In answering
these questions teacher will be able to determine if the concept of the lesson was taught to meet student’s
needs.
ASSESSMENT

Group Work-Using padlet

321 Strategy
Agricultural Science-
TUTOR’S COMMENTS
4
LESSON PLAN

TIME: 10:30-
11:05 am
UNIT/THEME: Growing foods in my garden Subject: Visual and Performing Arts
TOPIC: Colours of vegetables in the garden.

PRE-KNOWLEDGE
Students:
- Have seen vegetables at the grocery stores, mini mart and market
- Have eaten vegetables cooked at home
- Can identify the parts of the plant vegetables grow
can classify vegetables into groups they belong
- Are familiar with group work.
OBJECTIVES
Identify colour to vegetables that grow in the garden. Cognitive
Describe the colour of a vegetable. Cognitive/Affective
Create a drawing of a vegetable and colour it. Psychomotor
SET INDUCTION
The teacher will begin the lesson by inviting students to watch a UTube video on c Psychomotor colours of
vegetables. She will asked students of their idea of today’s lesson. After comments of students she will
introduce the lesson for today which is Colours of vegetables in the garden.
https://www.youtube.com/watch?v=c6Pusffuwis
1
SECTION 1
CONTENT
Teaching points: Colours help to remember patterns and memory. It helps to recollect information,
METHOD

(1)The teacher will invite students to (1)Students will be invited to Digital Short Story
listen to a short story as she reads. listen to a story where a class https://www.storyjumper.com/bo
After reading the story she will have a discussion will follow where ok/read/105648196
class discussion where the teacher will they will answer questions
ask students, from the story just read, from the story to list some
to list some colours of vegetables that colours of vegetables that
grows in the garden. grow in the garden.
(2)Teacher will invite students to look (2)Students will look at the Whiteboard
at the whiteboard where she will use a whiteboard with the chart and Chart
picture chart of vegetables She will answer the questions using Google worksheet
ask the class to name the vegetables the pronoun I. They will https://docs.google.com/forms/d/
that is presented. She will ask students complete the worksheet 1HsQjoUt1VGWeOtKcRgiMJo8
to describe the colour of a vegetable individually that is given to eYvGu0IFQwx51ZSCcRXI/edit?
using the pronoun I. She will give a them to describe the usp=sharing
worksheet where they will complete vegetables.
their answers to the questions
describing the vegetables. The
worksheet is an individual
assignment.(Teacher will guide
students who needs assistance)
(3) The teacher will invite students to (3) Students will create the Google Jam board
create a drawing of a vegetable and drawing of the vegetable and
colour it using the google jam boards. colour it using the google https://jamboard.google.com/d/1g
This is to be done individually. Jam boards individually. 4w8iMr3HO9DynGCTiT9PyM-
Teacher will guide students who TNWCHd4QQqfCAAj3JhA/edit?
needs assistance) usp=sharing
2
Integrate VAPA
Oral Discussion
Can you name the vegetable and the colour you learn in today’s lesson

Oral Discussion- Give some safety tips we can take when we are at the garden.
SECTION 2
CONTENT
Teaching Points:
METHOD
3
CLOSURE
In closing of the lesson for today, the teacher will ask the students to name three things they learned in
Visual Performing Arts. List two things they want to know about? Ask one question of today’s lesson. In
answering these questions teacher will be able to determine if the concept of the lesson was taught to meet
students learning.
ASSESSMENT
Formative Assessment Strategies- Class Discussion- Verbal Discussion

Google Jam Board

321 Strategy
VAPA-Texture
TUTOR’S COMMENTS
4
LESSON PLAN

TIME: 10:30-
11:05 am
UNIT/THEME: Growing foods in my garden Subject: Visual and Performing Arts
TOPIC: Texture
PRE-KNOWLEDGE
Students:
- are familiar with vegetables as numerous lessons it was incorporated in teaching.

- have seen vegetables at the market, community and grocery store.
- have eaten vegetables at home.
- Can identify the name and the colour of vegetable.
OBJECTIVES
Recall the texture seen in vegetables. Cognitive
Compare vegetables that are smooth to rough textures. Cognitive/Affective
Make drawings of smooth or rough vegetables. Psychomotor
SET INDUCTION
The teacher will present a pre-recorded video for today’s class on vegetables and the texture it has on the
surface area.
https://www.youtube.com/user/ash251025102510/videos?view=0&sort=dd&shelf_id=0
SECTION 1
CONTENT
1
Teaching points: texture is the way an object feels or looks, it can be describe as rough, smooth, shiny or
silky.
METHOD

(1)The teacher will invite students to (1)Students will be invited to Online Whiteboard
look at the whiteboard where she will look at the whiteboard, where Table Chart
display a table chart on Microsoft they will respond to the
word. Teacher will have a class question given by the
discussion where she will ask the teacher.
students to recall from the video, the
vegetables that are smooth or rough,
She will record their answers using the
table chart on the live session.
(2)Teacher will invite students to look (2)Students will look at the Whiteboard
at the whiteboard once more where whiteboard with the picture Chart
she will use pictures of vegetables, chart, they will distinguish Padlet Link:
She will explain smooth texture and the vegetables that are https://padlet.com/mohammedash
rough texture. Using the picture chart smooth from rough, using the ley2021/puekcf6zyj8mxlcu
students will be instructed to padlet link to insert their
distinguish the smooth vegetable from answers individually
the rough texture on the vegetables.
They will use the padlet link to submit
answers individually. (Teacher will
guide students who needs
assistance)
(3) The teacher will invite students to (3) Students will make the Google Jam board
make drawings of both smooth and drawings of both smooth https://jamboard.google.com/d/1y
rough vegetables using the google and rough vegetables using Dp0LUWXjVd5M2JjlyUaMcj0b
jam board. This is to be done the google jam board XsHP-B-
individually. working individually. TAig24v_8FQ/edit?usp=sharing
Teacher will guide students who
needs assistance)

2
Integrate VAPA
Oral Discussion-From the story from last lesson, what colour is the carrots, beetroots, broccoli and corn.
Integrate Language Arts

Oral Discussion-make a sentence with the words:smooth,rough and texture
SECTION 2
CONTENT
Teaching Points:
METHOD
CLOSURE
In closing of the lesson for today, the teacher will ask engage students in a game of Kahoot. This will help
teacher in planning her lessons in the future to improve student learning.
3
ASSESSMENT

Padlet
Google Jam Board
Summative Assessment Strategies- Kahoot

Social Studies-
TUTOR’S COMMENTS
4
LESSON PLAN

TIME: 10:30-
11:05 am
UNIT/THEME: Responsibility Subject: VCCE
TOPIC: VCCE
PRE-KNOWLEDGE
Students:
- can identify vegetables in the market, in the grocery stores and the streets.
- can name the parts of the plant vegetables are grown.
- can make a complete sentence
- have seen vegetables on a virtual field trip
- are familiar with working in groups.
OBJECTIVES
Cognitive
Recall responsible ways to care for plants in the garden.

Cognitive
Determine responsible ways from irresponsible ways in the garden
Make a sentence on responsibility in the garden.

Psychomotor
SET INDUCTION
Teacher will introduce a UTube video showing a girl explaining responsibility and the positive results
when displaying responsible ways, after the video she will ask them if know what the topic they will be
learning for today’s lesson. After listening to student’s response, she will introduce the topic responsibility
and the lesson will begin.
https://www.youtube.com/watch?v=3hMTmS4Jt_Q
1
SECTION 1
CONTENT
Teaching points:
Responsibity is a duty taken by a person to take care of something or someone. When you take a
responsibility you are accountable for the actions taking place.
METHOD

(1)The teacher will invite students to (1)Students will look at the PowerPoint Document
look at a PowerPoint document where pictures on the PowerPoint
she will explain using pictures of document presented by the https://drive.google.com/file/d/1Y
responsible ways to care for plants in teacher on responsible ways oSkfQ0wBl_aEYZT4e4sI87ZsOy
the garden. She will have a class to care for plants in the lzaV4/view?usp=sharing
discussion where students will list garden; the students will have
responsible ways to take care for plant a class discussion to recall
in the garden some responsible ways they
remember from the
PowerPoint by the teacher.
(2) Teacher will invite students to (2)Students will complete the

look at a chart, she will explain to activity given determine
students, responsible and irresponsible responsible and irresponsible
ways. She will give an activity for ways using the worksheet.
students to determine the responsible They will complete the Whiteboard
ways and irresponsible ways using the activity individually. Google worksheet
worksheet. Each student will complete https://docs.google.com/forms/d/
this activity individually.(Teacher 15VnjRfteMUleSJNjWyp3c_p48
will guide students who needs rAX3ZZJGS6tfq94MEA/edit?usp
assistance) =sharing
(3) The teacher will inform students to (3) Students will use the
get the strips sent in the package; sentence strip and make a
teacher will instruct students to make sentence on responsibility in
a sentence on responsibility in the the garden.
garden using the sentence strip. Sentence Strip
2

Oral Discussion- Students will identify the parts of the plant vegetables grow.
Integrate Social Studies- Give one way to protect yourself in the garden.
SECTION 2
CONTENT
Teaching Points:
METHOD
3
CLOSURE
In closing of the lesson for today, the teacher will ask the students “to recall some responsible ways to care
for plants in the garden”. The teacher would then engage the students in an online exit ticket which will
enhance the student’s knowledge, ensuring that they have grasped the concept of the lesson taught.
ASSESSMENT

Sentence Strip

Exit Slips
https://docs.google.com/forms/d/1y7K97FwRufnVF0hx3wGf5u24EDVQ6SZA6tZBwjptQu4/edit?usp=sha
ring
VAPA- Colours
4
TUTOR’S COMMENTS
5

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LESSON PLAN #1

SCHOOL: Guaico Government Primary School

Choose items being sold for five dollars Affective

(2)The teacher will place students in

(3)The teacher will ask students to look at

SECTIONAL REVIEW and feedback (formative assessment strategies)

SECTIONAL REVIEW and feedback (formative assessment

Formative Assessment Strategies- Oral Discussion

Summative Assessment Strategies- Assessment of the Worksheet

TEACHER’S EVALUATION OF THE LESSON

select items being sold for ten dollars Affective

(2)The teacher will present a market bag

SECTIONAL REVIEW and feedback (formative assessment strategies)

Oral Discussion(Language Arts)

SECTIONAL REVIEW and feedback (formative assessment

meet students learning.

Formative Assessment Strategies- Class discussion

Summative Assessment Strategies- Assessment of the Worksheet

Social Studies-Healthy foods

TEACHER’S EVALUATION OF THE LESSON

TEACHER: Ms Ashley Mohammed

DATE: 8th April,2021

CLASS: First Year Infants

TOPIC: Creative Writing - Carrots

- are familiar with vegetables from previous lessons

Students will be able to: Classification:

Write two sentences of the carrot at the garden.

Teaching strategy Student Activity Resources

Integrate Agricultural Science

Teaching strategy Student activity Resources

SECTIONAL REVIEW and feedback (formative assessment strategies)

Formative Assessment Strategies- Observation- Throughout the activities

Summative Assessment Strategies- Google worksheet

Social Studies- Protecting ourselves at the garden

TEACHER: Ms Ashley Mohammed

DATE: 19th March,2021

CLASS: First Year Infants

TOPIC: The places vegetables can grow on a plant.

Students will be able to: Classification:

Classify the vegetables into groups they belong. Cognitive

Describe two acceptable ways for plants to grow. Affective/Psychomotor

Teaching strategy Student Activity Resources

(2) Teacher will give student a group

(3) The teacher will invite students

Integrate Agricultural Science

Teaching strategy Student activity Resources

SECTIONAL REVIEW and feedback (formative assessment strategies)

Formative Assessment Strategies- Observation- Throughout the activities

Summative Assessment Strategies- Google worksheet

Language Arts -Literacy Appreciation(Story telling )

TEACHER: Ms Ashley Mohammed

DATE: 16th April,2021

CLASS: First Year Infants

TOPIC: Meals at different meal time

Students will be able to: Classification:

Identify the foods that is eaten at different meal time.

Teaching strategy Student Activity Resources

SECTIONAL REVIEW and feedback

Integrate Agricultural Science

Teaching strategy Student activity Resources

SECTIONAL REVIEW and feedback (formative assessment strategies)

other lesson for student learning needs.