Name: Alyaa Naser Grade Level: KG1 Date: 4\3\2018

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

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 the function of stem.

Materials:

Teacher books

Student book(s)

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

Student materials/ Small jars of glass, colors, 4 white flowers, food coloring, papers
Manipulatives made by cotton, straws, scissors, glues, 4 distilleries, 4 cups with
some water
Technology

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 of petals\roots\leaves\stem?
What does the flower\plant needs to grow?
Describe how the flower\plant drinks? \ Can you tell me how the water goes into the flower to
the roots?
How will the flower \pant suck up the water?
Why do you think the flower changed into different color?

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 do 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.
Core (introduce and practice new concepts & procedures): 35
minutes
The student teacher will introduce the lesson using flowers without roots to do an
experiment called color changing flowers. Before that she will tell them that we will
learn about parts of flower and how it drinks? She will ask the students different
questions to let them:
-identify the components of flowers.
- Exploring the missing part of the flowers that she brought.\ What will happen if we
cut the roots?
- describing how the flower \plant grow and what are the needs?
She will remember the students about the first letter of each part and how can we
write it using teacher's board.
After that, she will wear the gloves to avoid any dirty colors in her hands. She will
demonstrate the experiment which is adding water in a cup and add some coloring
food, then put the white flower. She will ask them to guess what will happen to the
flower and why it will happen? Then, she will ask why do they think the flower has
changed to different color? She will give the students some seconds to let them think
and describe what is happened in the flower.
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.

- Stem center: They will do an experiment to observe how the stem works in
flower\ how the flower suck up or drink the water\ rain. They will work in pairs
and discuss what is happened and describe how the roots suck up the water.
The experiment contains a cup with papers made of cotton in the bottom and a
straw. The students will use the straw like the stem and the papers made of
cotton like the roots, they will put some drops of water and observe how it goes
down and what will happen to the papers made of cotton.
Parts of flower center: The students will match the words (petals, leaves, roots,
stem) to the flower picture. They will cut and stick the words.

- Provocation for math: the Ss will count the seeds depending on the written
number on the cups. They will their fine motor skills in this center which
- Provocation for unit of inquiry: seeds, soil, plants (the students will observe and
explore things.
- Fruit and vegetables shop: the student will count the vegetables they have and
write the number in a piece of paper and give to another student to put in
casher.
- 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 provide papers have flower and ask them to
describe the parts of flower \ plant, and how it drinks\ suck up the water.
They will think and discuss in pairs about the parts of flower and the
function of stem. 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 think and describe the parts of flower and the
function of stem.