Universidad de Sta. Isabel de Naga, Inc.

BASIC EDUCATION DEPARTMENT

SY 2022-2023

LEARNING PLAN IN SCIENCE 1

CONTENT STANDARD:

 The learners demonstrate understanding of characteristics of plants.

 The students will know the parts of a plant and their functions.

PERFORMANCE STANDARD:

 The students should be able to identify the parts of the plants and their
functions.

VALUE STANDARD: The students will demonstrate the love and care for the plants.

LEARNING TARGETS:

 I can describe the parts of the plants.

 I can explain the functions of the parts of the plants.

Time Frame TEACHER’S ACTIVITY STUDENT’S ACTIVITY

2 days A. PREPARATORY
ACTIVITY

 Daily Routine

“Good morning, Teacher

 Greetings
Nyca!”
“Good morning class! I am
Teacher Nyca and I will be your
teacher for today.”
The class will stand up
 Prayer
“Okay class, let’s stand up for our
Sign of the cross “In the
morning prayer”
name of the Father, the Son,
Sign of the cross, “In the name of the Father, the Son, and
and the Holy Spirit, Amen….
the Holy Spirit, Amen…

“O Mary, conceived without sin…” “pray for us who have

recourse to thee.”
“Saint Vincent de Paul…

“Pray for us.”

“In the name of the Father, the Son, and the Holy Spirit,

Amen”
“In the name of the Father,
the Son, and the Holy Spirit,
Amen.”
“Okay again, good morning class!”

“How are you feeling today?

“Good morning, Teacher
Nyca”
“Okay, very good!”
“So, before we start our lesson, please kindly read the
“I’m good, teacher!”
learning targets.”
 “Learning targets:

 I can describe the

parts of the
plants.
 I can explain the
B. MOTIVATION: Picture functions of the
Analysis parts of the
plants

“Listen class, so I have here a picture. Are you all familiar

with this picture *referring the plant*?”

“Okay, so what is this?”

Some of the students will
raise their hand to answer,
“Yes, teacher.”

“That is a plant, teacher” or

“A plant, teacher”

“Where do you usually seen this plant?”

“That’s correct.”
Some of the students will
raise their hand to answer,
“At home, teacher.” or “At
school, teacher.”

“As of now, I am going to ask you if you know the different

parts of this plant. Do you understand?”

“What do you think the part of the plant is this? *presenting

the leaf/leaves”

“Yes, teacher.”

“Yes *name.*”

Some of the students will

raise their hand to answer,
“Teacher, I know the
answer.”
“Okay, very good *name*”
 “It is a leaf/leaves, teacher.”
or “I think it is a leaf/leaves,
teacher”
“How about this one? Do you have an idea what part of the
plant is this or what do we call on this one?”

“Okay, so this is a stem.”

The answer might depend

whether the students know
the answer or not.
“What is this again?”

“Very good!"

“Okay, so how about this part. Have any one of you might
know what do we call on this one?”
The students will answer, “A
stem, teacher.”

“Very good, *name*!”

“How about this one class. What do we call to this one?”

Some of the students will
raise their hand to answer, “It
is a root, teacher”

“Okay *name*, what is it called?”

“Okay so how about this one?

Have any one of you have an idea
what do we call to this one,
class?” Some of the students will
raise their hand to answer,
“Me teacher, I want to
answer.”

“Okay class, the words or terms

which are roots, stem, leaves,
flowers and fruits that you
mentioned are parts of the plant.
These parts have a connection to “It is a flower, teacher” or “A
the lesson that I will be discussing flower, teacher”
to you today. I want you to listen
to me carefully while I am The answer might depend
discussing. Are we all clear?” whether the students know
 the answer or not.

“Okay, very good.”

C. Lesson Proper/Discussion
“Yes, teacher”

“So today, I will be discussing

about the parts of a plant and its
function.”

“Since we already know the parts

of the plants. Let us now proceed
to the function of the plant.”

“Okay, so when we say function it

is the purpose, role or the work of
something. For example, our nose.
The function or the role of the
nose is for breathing and smelling.
Another one is the chalk, what do
you think the function of the
chalk? The function of the chalk is
writing utensils/material.”
Some of the students will ask,
“what is function, teacher?”
“Did you all get it?”

“I want you to know that plants

are very similar to humans and
just like humans have different
body parts doing different things,
similarly, plants too have different
parts with different functions.”

The class will response,

“Yes, teacher.”

“The first part of the plant is the

root. So what is the root or do you
have an idea class of what is the
function of the root?”
“Very good! Also, this is the part
of the plant that anchor it to the
soil. It also absorbs nutrients and
the water needed by the plant
to grow.

Some of the students will answer, “the roots are the

one who hold the plant in the ground”

“How about this one. What part of

the plant is this again?”

“Okay *name*, what is this

again?”

Some of the students will

raise their hands, “Teacher,
me. I know the answer.”
“Very good *name*.”

“It is a stem, teacher”

“Do you know class the function

of this stem in plant? What do you
think the purpose of the stem in a
plant?”

“No one?” The answer might depend

whether the students know
the answer or not.
“Okay, the stem supports the
upper parts of plants. The upper
parts of the plants are?

“and the stem supports the upper The students will answer,
part of the plant. It acts as the
“The leaves, fruits and
root's transport to distribute
flowers.”
nutrients and water to the rest of
the plant. Do you understand?”

“Yes, teacher”
“Now let us move to the next part.
What do you we call this part of
the plant again?”
 Some of the students will
raise their hand.
“Yes *name*? What do you call
this one?”

“Very good *name*”

“That are leaves, teacher.”

“Now, what do you think the

function or the purpose of this
leaves to the entire plant? What do
you notice in this plant?”
Some of the students will
answer, “It grows from the
stem, teacher.”
“Very good”

“Leaves are typically green that

grow from the stem. This is where
the plant makes its foods or
fruits.”

“The next one is, what part of the

plant is this?”
The students will answer
“That is a flower, teacher.” or
“A beautiful flower teacher.”

“That’s right.”

The answer might depend

“What do you think is the function whether the students know
of this flower?”
the answer or not.

“Okay, so the flower is brightly

colored which the seed and the
fruits developed”

“How about the last part? What is

the name of the part of the plant is
this?”
That one student will answer,
“That is a fruit, teacher.”

The teacher will call one student

to answer.

One student could possibly

answer, “So teacher, the fruit
of the plant are the one we
are eating?

“And what do you think the

function of the fruit?”

“Okay, very good!”

“The function of the fruit is a part

of a plant that has a seed in it. For
example, the fruit of the plants is
what we are eating, just like a
mango. A mango is a fruit of a
plant of mango tree. Another
example is, apple. The apple is the
fruit to its tree.”

“Fruits are the product of the

flowering part of a plant. The fruit
is the part of a plant that humans
and animals usually eat. Most of
the time, the fruit of a plant
contains its seeds just like the
mango.”
The students will answer,
“No, teacher. That is why we
need seed to give plants a
mean to make a new plant.”

The other one could possibly

answer, “without them, there
would be no plant.”
“The last part of the plant is a
seed. What do you think the
function of the seed to the plant?
Do you think there’s a plant if
there’s no seed?

“Very good, class. Also, a seed

contains plant material that can
develop into another plant. This is
called an embryo, which can
develop into a fully grown plant.
The outer shell of a seed, called a
seed coat, protects the embryo.”
“Yes, teacher.”

“But we need to remember that

seeds could be differ in color and
sizes. It could be black, brown and
yellow. The sizes could be big and
small. And some seeds can be
eaten and some cannot be eaten.”

“Do you understand class?”

“So if you really understand our

discussion. We may now proceed
on activity that you will be doing
or performing.”

D. Application

 Provide a printed picture of

a plant and ask them to
color each part with the
given colors:
 1. Fruit- yellow
2. Leaves- green
3. Flower- red
4. Stem- brown
5. Roots- black

 Ask the students to label its

part of the plant.

E. Synthesis

“Okay kids, I want you to

remember that Plants are the main
food source for living things,
including humans. Plants provide
us with many vitamins to keep us
healthy. Green plants are the only
living things that can make their
own food. Plants harness the
energy that shines down on the
Earth each day as light and use it
to make their own food.”

IV. EVALUATION

Direction: Read each statement below and write the words given in the box to fill in the blanks
in the sentences below.

Fruits Flower
Stem Root Leaves

1. Holds the seeds

2. Holds the plant in place

3. Makes the food of the plant

4. Produces the seeds and becomes fruits

5. Brings the water and nutrients from the roots to the leaves.

PRESENTED BY:
NYCA P. POSTRADO
BEED4 – STUDENT TEACHER