Week: 8th DAILY LESSON PLAN Developed by: Zunaira

Date: 10-14 oct 2022 Taught by: Rizwana ,Sidra

Class: V (A-I) Subject: Science
Period:01 (40 minutes) Topic: Flower and Seeds Sub-topic:structure of a seed & seed germination
SLO (s): Students will be able to:
1. Describe the structure of a seed and demonstrate its germination.
2. Illustrate the conditions necessary for germination.
Skills focused on: Observing, identifying, comparing
Resources: Textbook Pg. SOW 11 of 18, board, marker Chick pea and maize seeds.
Methodologies: Brainstorming, Explanation, Discussion
 Ask students
 What are seeds? Name few seeds you know about?
 What are the different parts of a seed? ( let students guess by looking at the board illustration )
 SLOs of the lesson will be shared with students.
Explanation: Textbook Page # 37

 Explain the structure of the seed by drawing a diagram on board. Label and explain it’s different parts.
 Seed coat , seed leaves( cotyledons) and baby plant.
 Describe the germination of seed by drawing and explaining the stages of germination of seed.
 Discuss conditions needed for germination of seeds like presence of water, air, warmth .

 Share the Success Criteria: A seed has an outer covering called the seed coat and seed leaves or cotyledons
 The process where a seed develops into a young plant or seedling is called germination.
Activity: Soak Some seeds( peas, beans or maize) overnight. The next day carefully remove a seed, identify if its
monocot or dicot. Label the main parts you observed in your drawing.( results cant be observed immediately so
teacher and students will follow up the activity till the seeds grow)seeds will sprout with in 5-10 days.
Assessment Plan: Students will be assessed based on their participation in class discussion and written work.
Questions will be asked from students as a prompt to clarify the understanding of the whole class
Weblinks: -- videos regarding Germination to be shared online in class groups.

C.W: T.B Pg:37 (QD1 D2 D5)

H.W: research four ways that seeds are scattered.

Online Assignment:Conduct an internet research to answer the following questions.
What techniques are being used to achieve better germination of seeds of crop plants?
Are there any chemicals or machines that help achieve better germination? Do pesticides affect germination?

Week: 8th DAILY LESSON PLAN Developed by: Zunaira

Date: 10-14 oct 2022 Taught by: Rizwana ,Sidra
Class: V (A-I) Subject: Science
Period:01 (40 minutes) Topic: Flower and Seeds Sub-topic: maize vs. Chick pea seeds
SLO (s): Students will be able to:
1. Compare and contrast the structure and function of a chick pea and maize seed.
Skills focused on: Observing, identifying, comparing
Resources: Textbook Pg. SOW, board, marker Chick pea and seeds
Methodologies: Brainstorming, Explanation, Discussion
 Ask students about the Parts of a seed.
 What are the conditions necessary for germination.
 In how many ways seeds can be scattered?
 SLOs of the lesson will be shared with students.
Explanation: Textbook Page 38

 Show them chick pea( dicot) and maize( monocot) plant seeds and tell them to compare for the no. Of cotyledons.
 Discuss the differences of both seeds in detail .
 Let students read the table 3.1 carefully.

Work book pg. # 24

 Let students identify the seed A and seed B.
 Write down the points of similarities and differences between the two.

Discuss Learning activity

 Make a list of products ( food items or other useful items).Find out how many of them come from monocot and dicot
plants.

 Share the Success Criteria: Read the difference between chick pea and maize seed carefully.
Activity: chick pea or maize
Compile a Scrap book of the seeds of dicot and monocot plants. Also describe other characteristics that make them
different from each other.
Assessment Plan: Students will be assessed based on their participation in class discussion and written work.
Questions will be asked from students as a prompt to clarify the understanding of the whole class
Weblinks: -- videos regarding

C.W: T.B Pg:38 w. Book pg. 24

H.W: NA
Online Assignment: NIL

Week: 8th DAILY LESSON PLAN Developed by: Zunaira

Date: 10-14 oct 2022 Taught by: Rizwana ,Sidra
Class: V (A-I) Subject: Science
Period:01 (40 minutes) Topic: Flower and Seeds Sub-topic: Structure of flower
SLO (s): Students will be able to:
1. Identify the parts of a flower and use the clues to find the answers in the word puzzle.
2. Choose three flowers of your choice and describe the reasons of choosing these flowers. ( in terms of colour or
fragrances etc.)
3. Drawing their favourite flower.
Skills focused on: Observing, identifying, comparing
Resources: Textbook Pg. SOW, board, marker
Methodologies: Brainstorming, Explanation, Discussion
 Ask students
 Tell the four whorls of flower?
 Use the clues given on w.book pg. # 21 for questioning about the different parts of a flower.
 SLOs of the lesson will be shared with students.
Explanation: Workbook Page 21&22

 Discuss ( via typical flower illustrations on white board), flower parts in parallel to the given clues.
 Let students fill in the answers in the table A. of activity 2 on work book pg. # 22.
 Draw your favorite flower neatly with a sharp pencil nib.
 Teacher may give guidance about how to draw the flower by drawing different flowers on the
board.
 Observe students ‘ seat work.
 Let them do their work in self- dependency.

 Share the Success Criteria: Refer t.book 32 and 33

Activity: Discussion
Assessment Plan: Students will be assessed based on their participation in class discussion and written work.
Questions will be asked from students as a prompt to clarify the understanding of the whole class
Weblinks: -—-

C.W: W.B Pg: 21, 22

H.W: NA ( complete leftover written work in copy if any draw topic relevant diagrams.
Online Assignment: NIL

Week: 8th DAILY LESSON PLAN Developed by: Zunaira

Date: 10-14 oct 2022 Taught by: Rizwana ,Sidra
Class: V (A-I) Subject: Science
Period:01 (40 minutes) Topic: Flower and Seeds Sub-topic: types of pollination/ asexual reproduction
SLO (s): Students will be able to:
1. Write down the important processes regarding pollination.
2. To identify the plant parts and describe how they reproduce asexually.
Skills focused on: Observing, identifying, comparing
Resources: Textbook Pg. SOW 9, 10, 11of 18 board, marker
Methodologies: Brainstorming, Explanation, Discussion
 Ask students to define pollination and its types.
 Discuss agents of Pollination
 Ask about the parts of plants that can reproduce asexually.
 Ask about asexual reproduction.
 SLOs of the lesson will be shared with students.
Explanation: Workbook Page # 23 & 25

 Let students study the flower diagram on w.book pg. # 23

 Let students take turns to answer the questions one by one by raising hands
 Discuss the answers take all the possible feedback.
 Discus and explain ginger stem ( rhizome) potato stem ( tubers) carrot ( underground roots) onion ( underground
buds) and sugarcane stems are vegetative parts of plants.
 Explain when a new plant arises from vegetative parts and not from seeds is called asexual reproduction .
 Let students complete the table .
 Observe seat seat work give on spot guidance.

 Share the Success Criteria: Let students refer t.book pg.# 35 to complete w.booknpg. # 23 and refer
text.book pg. # 36 to complete w.book pg.#25.
Activity: Discussion
Assessment Plan: Students will be assessed based on their participation in class discussion and written work.
Questions will be asked from students as a prompt to clarify the understanding of the whole class
Weblinks: --——-

C.W: W.B Pg: 23. & 25

H.W: NA
Online Assignment: NIL