Grade: 1

Topic: Plants and seeds

Research:

 Why do we need plants ?

1. Plants provide food.
• From roots, we get potatoes, radish, beetroot, carrot, etc.

• Seeds of some plants provide us with almonds, groundnut, rice, wheat,

etc.

• From leaves and stem, we get silverbeet, lettuce, etc.

• Fruits like Mango, apple, grapes, etc.

2. Plants provide shelter and shade.

• humans and animals use plants like trees as shade when the sun is hot.

• tall and short trees provide shelter to animals like leopards and birds and
monkeys as well. Birds build nests on trees whereas monkeys and leopards often
sit on the trees.

 What plants look like and what are the differences and similarities?
1. Plants have different root systems that help them absorb water to grow.

2. Plants have stems that are strong o weak depending on the type of plants. The
stems supports the plant so it doesn’t fall.

3. Plants have different leaves that help them produce food. Some plants have big
leaves while others have small leaves.

4. Plants have different flowers. Some plants have bright colored flowers while
others have less bright colors. Some plants do not have leaves.

5. Some plants produce food while others cannot.

Sourcesa

 Rainbow Workbook Grade 1 Life Skills

Author: Rainbow Workbooks, Dept. Of Basic Education 2012
 Https://oxford.com/plants-and-biodiversity/ by Oxford learn UK 2011
 https://www.google.com/url?sa=t&source=web&rct=j&url=https://
www.woodlandtrust.org.uk/blog/2018/04/why-plants-are-important/%23:~:text%3DPlants
%2520are%2520an%2520essential%2520resource,habitat%252C%2520our%2520climate
%2520and
%2520more.&ved=2ahUKEwjrmuPGtLz6AhWSDewKHReuCUYQFnoECA4QBQ&usg=AOvVaw
0VBt4Cg3uLAbaDLqMRJy_w/ by Woodlandtrust Org published 2018

Interactive lesson
Strategy: interactive Discussion subtopic: Different plants – similarities and differences
Using Green(yes)/pink(no)/yellow(I’m not sure) cards to answer the teacher’s question is a
great way to encourage my learners to participate without using their hands which can
sometimes be hefty. This method encourages maximum participation, it is more fun and
learners are actively listening to the teacher and the reasons they present to each other
after each question is heard clearly.
PLANNING
Before the lesson
 The learners and I will
have an interactive
Discussion. I will
present a set of
questions about plants
and seeds that I am
going to ask learners
about.
 I will give the learners
colored cards with
green/pink/yellow
which represent
yes/no/not sure
respectively. I will ask
questions and learners
will use these cards to
tell me if they know or
not . I will use the
constructivist
approach by
scaffolding the
learners so that I can
check how far they are
with their knowledge
and and how far they
need to go.
Resources
 4 different plant species
 Questions
 Colored cards
 Papers and pencils
During the lesson After the lesson
 I will bring a set of  I will give the learners
different plants that an activity where they
have differences and have to label parts of a
similarities between plant in order to assess
each other. I will teach their new knowledge
the learners the parts and check if all the
of a plant. learners fully
 The learners will form understood the lesson.
ground of 5 and each
group will observe the
plants.
 The learners will then
observe the plants and
then tell me what is
different between
them and what is the
same between them.
 I will then tell the
learners the
differences and
similarities between
the plants to re-assure
their predictions.
Evidence of interactive lesson
Creative Arts medium: Visual Art

Preparation:
I will prepare resources by using the labeling worksheet that I used in the interactive lesson as
visual art for the learners to color in. I will also prepare a bot if crayons so that every learner has
access to crayons when we start the activity.
I will prepare the learners by aligning their seat arrangement according to the groups their
were in during the interactive lesson.
We will use the classroom as our space.

Resources

 Plant picture worksheets

 Crayons and pencils
Reflection
1. The practical activity took too long because we did not have enough resources. There
was limited access to crayons and not all learners had crayons per desk. Hence it took
longer because the learners had to borrow crayons from others to color in.

We also had few plants to work with because the school did not have many trees that
were planted. Hence there was less diversity between the plants and the opportunities
for the learners to notice differences between plants were narrow.

2. I addressed the challenges by going to locker to get more crayons so that every desk had
a full pack of crayons.
I addressed the other challenge by using weed plants on the school ground to introduce
variety for better understanding .

3. It was easy to link the content to the activities because the learners had tangible prior
knowledge about plants since the majority had families who are farmers.

4. The learners responded quite well to the lesson and practical activity. The majority of
the class was actively participating in the lesson and they were actively involved. The
learners were able to label the plant parts with ease which showed excellent
assimilation of knowledge.

5. I learnt that most learners need visual representation of a new concept in order to
understand the concept more easily. Learners learn better if they have a visual picture
of what is happening. What I would do better next is to plan all my resources before
hand and ensure that everything we will need during the lesson is available so that I do
not waste time trying to fill in gaps I could of avoided.