Name: Alyaa Naser Grade Level: KG1 Date: 7\3\2018

Subject: Science Number of Students: 25 MCT: Ms Caroline

CCSS Standards:
Plants are living sustaining resources for living things

Main Lesson Aims (Concepts, Procedures, & Processes): By

the end of the Lesson the Student will be able to:
1. Identify the parts of a plant.
2. Describe what are the needs that the plants need to grow.

Materials:

Teacher books

Student book(s)

Worksheets/ papers Blank papers for painting, papers have flower, papers have the
words of parts of flower(matching).
Teacher materials Teacher`s board

Student materials/ Zip lock bags, colors, scissors, glues, beans\seeds, wet tissue, cups
Manipulatives ,tweezers

Technology Data show

Other

Key vocabulary with definitions (and pictures if appropriate):

Word glossary definition Image

 Plant an herb or other small vegetable growth, i
n contrast with a tree or ashrub.

Flower the blossom of a plant.

Petals one of the often colored segments of the

corolla of a flower.

one of the expanded, usually green

Leaves organs borne by the stem of a plant.

Roots a part of the body of a plant that develop

s, typically, from the radicleand grows do
wnward into the soil, anchoring the plant
and absorbingnutriment and moisture.

Stem is one of two main structural axes of

a vascular plant

Living things Any organism or a living form that possesses or

shows the characteristics of life or being alive
Students’ Prior Knowledge (What do the students already know that enables them to
understand the lesson?):
Most of the students can identify some parts of flower\ plant
Minority of students know what living and non-living things.

Possible Problems and Misconceptions (What are some problems that students will face
because it is assumed that they have the previous knowledge?):
1- If some students misbehave during the lesson.
2- If a student has a struggle with identify the parts of flower/ plant.

Solutions (How/ What can be done to resolve the problems/misconceptions?):

1- I will remember them about the good and bad choices by asking him\her is that a bad or
good choice?
2- I will use the real flower to explain what is the difference between the parts and what are
they called.
 Lesson Schedule
Targeted teacher language (What will the teacher say throughout the lesson?):

Plant \flower
Roots
Seeds
Leaves
Is the plant \flower living or non-living things?
Why are the flowers\ plants living things?
What is this part of flower called?
What is the letter for petals\roots\leaves\stem?
What does the flower\plant needs to grow?
Can tell me how the flower\plant drinks?
What the flower \ plant need to grow?
Why we wet the tissue?
What do you think will happen to the seeds?
Why we should put our zip lock bags in the window?

Student language (What language will the students use throughout the lesson?):
Plant/Roots/seeds/petals/flower

Engage (warm up, review prior knowledge): time:

The student teacher will remember the students about the classroom rules. It is about 5
the good and the bad choices they can make in the classroom. She will remind them minutes
about the badges they will get if they behaved well in the class. This strategy helps the
students to make their own right decisions and keep them engaged to answer the
questions after deep thinking.
Core (introduce and practice new concepts & procedures): 35
minutes
The student teacher will review what the students have learned which is about parts
of flower\plant. She will ask the students different questions to let them:
-identify the components of flowers.
She will remember the students about the first letter of each part and how can we
write it using teacher's board.
She will tell that we are going to learn what the flower \plant needs to grow. She will
ask them to describe how the flower \plant grow and what are the needs?

After that, she will bring a plastic flower and ask the students, is this flower living or
non-living thing and why. She will give the students some seconds to let them think
and tell what are the reasons.
She will explain the centers and ask some students to go to specific centers to observe
and scaffold them.
- Painting center: the students will paint\ draw different flowers to mimic the real
flower.

- Planting center: the student teacher will demonstrate and model how we plant
a bean seeds using wet tissue inside a zip lock bag. She will ask the students
some questions to lead them learn how the seeds grow and what a plant needs
to grow. She will let them share with her to put the bean seeds in the wet tissue
and ask them what they think will happen after a week and why.

- Parts of flower center: there will be papers have sun flower and papers have
words of parts of flower (petals, roots, leaves, stem) , the students will cut and
stick the words in the sun flower paper. The student teacher will ask the
emerging students who are in fine motor skills according cutting activity
observation. That to improve and develop their fine motor skills through cutting
and sticking the parts of flower in the sun flower paper.

- Provocation for math: the Ss will count the seeds depending on the written
number on the cups.

- Provocation for unit of inquiry: seeds, soil, plants (the students will observe and
explore things by using sensory skills.

- Healthy eating café (it is related to literacy): the student will write in the menu
what are and how many fruits they want to buy (they will look at the wall which
are the words of fruits there and write).
 5
minutes
Close (wrap up, discussion, brief review activity or assessment):

The student teacher will ask the students multiple choice questions which
will be on the data show and let them think in pairs to answer. She will use
this strategy "Think, pair, share to allows students to share ideas with
someone and improve their creative thinking. Also, to assess who can
identify the parts of a plant and describe what are the growing needs for
the plants.