LESSON PLAN LESSON: 2

Teacher: Sabha Hamad Subject: Science

Grade: Three Unit: Date: October 24, 2019

living
world

SKILLS AND UNDERSTANDING

Students will be able to: conduct the experiment and write their hypothesis.

Link to prior learning: Students will need to be familiar with the following: plant’s needs.

21st Century Skills: Students will be able to enhance the following skills: (1) Critical thinking and
problem solving, (2) Communication and collaboration, (3) Initiative and self-direction, (4)
productivity and accountability.

Key vocabulary: Seed, experiment, sugar with water, Apple juice, pepsi, vinegar, water and
hypothesis.

Common misconceptions for Ways of identifying and addressing these misconceptions:

learners:
 Show them an experiment without soil.
 The student believes that the
seeds need soil to grow up.
UNIT: Living LESSON: What does a seed need to grow?
World

Time & Starter

Resources/equipme
(ENGAGE)
nt needed:
In the beginning, the teacher will check the student’s prior knowledge by
 Smartboard asking them. What is the best liquid to help seed growth?
 Whiteboard
  Pen Marker Tr: will choose the student randomly to get the answer.
 Power point
The teacher will show them different types of liquids like (sugar with water,
 Different
Apple juice, pepsi ,vinegar, and water)
types of
liquids like
Tr: ask the students What kind of liquid does seed need to grow up?
(sugar with
water, Apple
Tr: will give the students 1 minute to turn and talk with a partner then raise
juice, pepsi,
your hand if they know the answer.
water and
vinegar)
Modeling
The teacher will make own experiment in front of the student. The teacher
 Cup
introduces students to the materials required in the experiment (water, cup,
 Seeds
seed, and tissues)
 Tissues
 Worksheet (
 The teacher will start to do experimenting with the students step by
Table)
step.
 pencil
First: fold the tissues to the half.
Second: put the seed in the tissues then fold it the tissues with seed.
Third: put the tissue inside the cup.
Fourth: put the water above the tissue.
Time (30 minutes) Main activities (30 minutes)

Explore

 The teacher will give all students instructions on how to do work the
experiment then the teacher will give each group different liquids.
Such as (sugar with water, orange juice, pepsi and vinegar).

Group 1: First: fold the tissues to the half.

Second: put the seed in the tissues then fold it the tissues with seed.
Third: put the tissue inside the cup.
Fourth: put the sugar water above the tissue.
 Group 2: First: fold the tissues to the half.
Second: put the seed in the tissues then fold it the tissues with seed.
Third: put the tissue inside the cup.
Fourth: put the apple juice above the tissue.

Group 3: First: fold the tissues to the half.

Second: put the seed in the tissues then fold it the tissues with seed.
Third: put the tissue inside the cup.
Fourth: put the pepsi above the tissue.

Group 4: First: fold the tissues to the half.

Second: put the seed in the tissues then fold it the tissues with seed.
Third: put the tissue inside the cup.
Fourth: put the vinegar above the tissue.

Group 5: First: fold the tissues to the half.

Second: put the seed in the tissues then fold it the tissues with seed.
Third: put the tissue inside the cup.
Fourth: put the water above the tissue.

 The teacher will clap her hand and ask the students to clean up their
table.

The teacher will display on the smartboard a picture of a table then explain to
the student what they do? So, we need to record the information for four days.

The teacher will give each group one paper of the table. She will choose one
leader for each group to discuss with the group then record the information in
the table for each day.

Plenary (5 minutes)

Resources
Worksheet to write a The teacher will do a recap for the lesson and ask them what did you learn
hypothesis today?

The teacher will explain to them the meaning of the words “hypothesis” and
show them examples of how to write the hypothesis then the teacher will give
each student paper and write their own hypothesis.

Homework Record the information in the table for each day.

Learning styles catered for in the main activities (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓):

Observation Student self- Oral questioning Peer assessment Turn and

assessment talk (What is the best liquid
to help seed growth? )

Quiz Student presentation Written work Verbal feedback