Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Science

Pre-service teachers: Topic or Theme: Parts of a plant

Class: Grade 1-G Date & Duration: 29-9-2022

8:00-8:50

Pre-service teachers Personal Goals

I am working on:

Students achievements

Identifying and labelling

Lesson Focus

The lesson focuses on the students ability to identify, label and draw the parts of a plant.

Lesson Outcomes

Students will be able to:

Identify
Label the parts of a plant
Write a sentence using sight words
Links to Prior Learning

21st Century Skills

collaboration
communication
critical thinking
creative

Key vocabulary

Stem

Flower
roots

Leaves

Possible problems for learners Solutions to possible problems

Students will not be able to write the They will be guided by repeating a sentence after the
whole sentence independently. teacher then attempting to write it.

Show them a PowerPoint

The lower achievers will practice their letter formation

by copying the sentences from the white board.

Resources/equipment needed

colors

glue

scissors

fresh flower with their parts

finger print colors

soil

water

seeds

TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will: Teacher will:
Share their ideas Showing them a PowerPoint about the parts of
flower and start using inquiry based learning
Talk to their partner
- Who can tell me where can we see
Answer the teacher flowers?
- What does the flower need to grow?
Write on their white boards - Is flower living or non-living?
Investigate using hand lenses - What you can see in front of you?
- Now you will use the tools you have in
front of you and start investigating the
flower you have and draw it in your
 white board and label it, you will use
the hand lenses in a turn
- You got 5 minutes to investigate, and
talking to a partner

Resources
Main activities
& Time
Students will: Teacher will:

Explain for them what each group what will do

L1= they will have puzzle pieces laminated
of the parts of the plant and they will have
to arrange it with their labels. After solving
the puzzle, they will have a plain paper to
draw on it what they did and copy it.
and be sure they understand
L1 = be around them to know that they are
doing the correct work, help them using the
white board

The CA will take them outside to be with To check their answer, they will have a self
them and be sure they are doing the work check, they will have the keywords and the
puzzle sheet solved back the board they will
. check by their self
L2= students will have finger point colors
L2= check around that the students are not
and brush’s and they will have to draw the
playing with the colors and doing the work
flower, stem, leaves and roots using the
colors, after that they will lable it

L3= students will have fresh flower parts

cutted and they will start doing the flower
parts after they finish they will label, they
will all write a sentence using sight words
of each part.
L3= move around the check if they are
following the instruction and be sure that they
not throwing and making mess
They will have the keywords and the paper
with the flower parts in the corner and check
their answers by their self

Differentiation activities (Support)

They will have differentiation in the writing

Differentiation activities (Stretch)

They will have extra activity to plant their own flower

Resources
& Time Plenary/Conclusion

Students will Teacher will

Students will have sticky notes
and they will have to draw the
main part in the flower
 Homework

Assessment Formative assessment

Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback

Reflection:

In this lesson which I implement on 29-9-2022, on Thursday in class grade 1-G, the day before I prepared
everything so the class be organized and clean. In the teaching day I was very sick and nervous so when I
started to teach the lesson I forget most of the things and got confused but I tried my best to manage it.
I had fun during my teaching, the students had fun while they are doing the activities and they were well
presented and collaborate with me. I had some students don’t understand English very well so I had to
talk in Arabic then translate it to English it which I know that will affect and he will get used to it where
he will be saying all the time its fine the teacher will say it in Arabic, next time I will use TPR ( Total
Physical Response) which is also body language, I will use the body language which it will help me and
help the student to not talk in Arabic and he will understand what I mean. I had two boys where they
were playing around and doing things out of the work so I used the behaviour chart to make them quite,
I give them a talk warning when they stopped listening to me I put their names in red, so they stopped
playing around and talking , and start doing their work. Otherwise everything was good and well-
prepared for it. The thing I enjoyed doing and seeing when I let them do investigation, their face
expression was so adorable when they start using the hand lenses to see the parts of the flower closer
they were surprised. I did good in this lesson. m