Beaconhouse School System

Potohar Campus KG & P

Weekly Planning sheet
Class/Grade V                                       Date/Week: 4    13th- 17th September , 2021
Day Target /SLO Unit/ Activity/Tas   ICT integration (websites, videos, links, Resources to
Topic k software, IT tools) be used
Day 1 Classify plants into two ecosystem Written task in note
(60 min) major groups (dicots and book https://www.youtube.com/watch?v=ap1UB3XUNrY
monocots) and give examples https://www.youtube.com/watch?v=5E1gtU2K3xQ
of each group. (https://www.liveworksheets.com/ud1583536vz)
Compare and contrast the
structure of a dicot and a
monocot plant (with respect
to their seeds, leaves and
flowers).

Day 2 Reinforcement of ecosystem Day to Day

(60 min) classification of living
things
 Name of Teacher Aisha Ilyas Subject Science

Topic Ecosystem Date 13th- 17th September , 2021

Class 5 Duration 60 minutes

Classify plants into two major groups (dicots and monocots) and give examples of each group.
Attainment Target
Compare and contrast the structure of a dicot and a monocot plant (with respect to their seeds, leaves and flowers).

Learning Outcomes  Compare flowering & non-flowering plants.

 Classify the flowering plants into two major groups and give examples of each group
(Knowledge, Skills and  explain how monocotyledonous and dicotyledonous plants can be distinguished by their characteristics.
Attitudes

Content and teacher activity Student activity Time Learning materials Formative assessment
and resources
(Day to day assessment)

How are you explaining and demonstrating the topic? (The What are the students doing to help What resources will How do you plan to assess
teaching strategies/ methodology selected) them understand the topic? you use that will learning as it is happening?
support the teaching
and learning
activities?
Recap: (whole Class) 5 mins
  Recall students’ previous knowledge through questions like:
Students will answer the questions
         ---What do you mean by classification? asked by the teacher and their
         ---Why do we classify animals? feedback will be written on the
        ---Can we classify plants also? board.
        After students’ response announce the today’s topic.

 Compare
flowering & non-
Introduction: flowering plants.
   Classify the
        Show pictures of different plants to students. flowering plants
        Ask students to observe the plants shown in the pictures (on into two major
slide 4)
groups and give
        Students should discuss the visible structure and different parts Students will note down different examples of each
of the plants within the group. characteristics group
        Ask students to share their own knowledge about these plants
They will observe the pictures and
in comment box.
        Ask the students to share the important observations with the identify the flowering and non
whole class. flowering plant according.
        Initiate and guide the class discussion through interactive
questioning:
     --How the plants are different from one another? (Expected
20min
response: They are different in sizes. They are different in
shapes. Some plants have flowers and fruits while some don’t
have.) Resolute
* Ask them on what basis we can classify them.(Expected
response: shape, size and presence of flowers).

https://www.youtube.com/watch?v=ap1UB3XUNrY

* Conclude the activity by explaining the first level of the

classification of plants i. e. flowering and non-flowering plants.

Introduce the idea that flowering plants are further divided into
two major groups according to whether they have one or two
cotyledons. • A cotyledon is a small leaf present inside the seed. •
Those with one cotyledon are called monocot, and those with two
are called dicot. Students will observe the
• Show the flowers of monocot and dicot plants and discuss the pictures of dicot and monocot  explain how
differences between them • Ask students to study the roots of
monocot and dicot plants. • Ask them to identify the different
plants and will going to not 10min monocotyledonous
and dicotyledonous
parts of the seeds. down the similarities and plants can be
differences in their distinguished by their
https://www.youtube.com/watch?v=5E1gtU2K3xQ characteristics.
structure.
(https://www.liveworksheets.com/ud1583536vz)
5min
 Written work: (Individual Task)
1. What is meant by
Flowering Plants
Non-Flowering plants
Give example.
2. Write differences between monocot and dicot
plants. Give 2 examples of each.

How did you make the lesson inclusive?

By showing them videos and taking feedback.

Lesson Evaluation:
Strengths Areas for improvement

Identify a way forward to improve this lesson

Name of Teacher Aisha Ilyas Subject Science

Topic Ecosystem Date 13th- 17th September , 2021

Class 5 Duration 60 minutes

Attainment Target • Describe classification of living organisms and its importance

 Student would have:
Learning Outcomes
● Classified living things in different groups
(Knowledge, Skills and
Attitudes ● Identified the importance of classification

Content and teacher activity Student activity Time Learning materials Formative assessment
and resources
(Day to day assessment)

How are you explaining and demonstrating the What are the students doing to help them What resources will How do you plan to assess
topic? (The teaching strategies/ methodology understand the topic? you use that will learning as it is happening?
selected) support the teaching
and learning
activities?
Introduction: 5mins
Recall students’ previous knowledge through
questions like: Students will answer the questions.
         ---What do you mean by classification? Take feedback.
         ---Why do we classify animals?
        ---Can we classify plants also?
        After students’ response announce the today’s
topic.
Analytical
Thumbs up and down
Introduction: after the introductory
https://www.youtube.com/watch? activity.
Show students pictures of different animals
v=jsU0TZgv_hc&ab_channel=TariqKha
and ask them to describe the characteristics https://www.youtube.com/watch? 40
of these animals and further on those v=vqxomJIBGcY&ab_channel=MarkDrollinger
mins ● Classified living
characteristic categorise them in different
animal groups like vertebrates and non- ask students to take notes. things in
vertebrates. different groups
Development: through watching
Show the following pictures of different plants (as shown Students will write an interesting point on
video
below) and ask them to classify on the basis of their chit pad and they will paste it on board.
size e. g. big plants or small plants. Few will be asked to read aloud and share
with fellows as well
 https://www.youtube.com/watch?
v=4oiEVAH6wN0&ab_channel=Tech
%C2%B7WHYS
https://www.youtube.com/watch?
v=dh0Al_HTop4&ab_channel=IkenEdu
Ask students to take notes and take
feedback 25
mins

10
mins
● Identified the
importance of
        Initiate and guide the class discussion through classification
questions: Students will write the answers in
through written
        What did you do? (Expected response: Arranged the notebook individually
plants in groups according to their size) task
        Tell the students that grouping of things on the basis
of any characteristic is called classification.
        Ask the students to classify the things present in their
bags and then ask the following questions:
How did you arrange the materials present in your
bag?   (Expected responses: Like things     were put into
one group, unlike things were placed into different
groups).
                    Is there any benefit of this grouping/
arrangement? (Expected responses: things appear in
an    
                    Orderly manner, counting becomes easy and
items of one group are similar).
                    Studying organisms become easier, systematic
and organized.
                    We can find out the basic characteristics of all
members of a group by examining only one
                    member.
    Activity 3
        Ask the students that make different groups of living
things on the basis of their same characteristics.
      Sum up / Conclusion Wrap up:
        Classification means grouping of things on the basis
of same characteristics. Exit ticket: give them a
        Classification is done on the basis of observable chit pad and ask them to
similarities and differences. write 2 star and a wish

Inquisitive

Written work:
Do the following questions in note book:

1. To which kingdom of living things does a

hummingbird belong?

2. To which kingdom of living things does

seaweed belong?

3. Which of these animals are vertebrates

(have a backbone) and which are
invertebrates (don’t have a backbone)?
moth worm dog spider shark

4. Mammals are a group of vertebrates with

lungs that breathe in oxygen, and give birth to
live babies (not eggs). Which of these animals
are mammals?

tortoise human monkey parrot

dolphin

5. Frances finds an invertebrate on her way to

school. It has eight legs and two body parts.
What kind of invertebrate is it – an insect, an
arachnid or mollusks

KWL chart will be made on pamphlets and

 ask students to fill L part independently.
Wrap up:
Exit ticket: give them a chit pad and ask them
to write 2 star and a wish

How did you make the lesson inclusive?

By asking different questions related to the topic from the students.

Watching videos to investigate about different types of leaves and the process of photosynthesis.

Lesson Evaluation:
Strengths Areas for improvement

Identify a way forward to improve this lesson