Ms Excel

We were asked to draw using excel during lab class with Dr Leong (PS0270). This was what I ended up with.

Science and ICT

Class: Primary 1

Topic of lesson: Looking at parts of a plant

Objectives:

At the end of the lesson pupils:

(1) should be able to describe a plant

(2) should be able to distinguish the various parts of a plant

(3) should be able to relate plants with food

Contents:

Vocabulary : leaf, root, stem, fruit, flower

A potted flowering plant and a fruit-bearing plant

Computers with internet connection

Website: http://www.hhmi.org/coolscience/forkids/vegquiz/plantparts.html

Introduction -

Teacher shows the class two large pot plants with an obvious stem and many green leaves bearing flower and fuit. This is used as a focus to ask the class about plants.

Q What is this? Can you describe it?(pointing to the whole plant )- Establish that it is a plant as a whole and not a flower, which is a part of a plant

Q What is this part? Can you describe it? (pointing to a leaf )

Q What is this part? Can you describe it? (pointing to the stem )

Q What else can you see? - The plant may have flowers or fruits

Q Does the plant have any parts that you cannot see ? - Pupils may know that

plants have other structures at other times that are not present on the specimen

shown as well as knowing that plants have roots in the soil.Teacher should now remove the plant from the pot to reveal the roots.

Q What is this part? Can you describe it? (pointing to the roots)

Q Can you use the words stem, leaf, root, flower and fruit to describe this plant? - Teacher solicit several descriptions and encourage pupils to incorporate quantitative and qualitative factors, such as estimates of number and size of leaves, flowers and fruits, height of stem, colour of stem, leaves, flowers and fruits and shape of leaves

Keys words such as stem, leaf, root, fruit and flower should be repeated, as should important aspects of pupils' descriptions. This could be supported by a simple diagram.

Main Activity -

Understanding plants

Pupils should work in groups of about two or three per computer.

• Teacher will explain how some part of a plant can be eaten, depending on the plant itself.

• Teacher will further explain that vegetables are plants and the various types of vegetables are one part of a plant.

• Teacher will briefly give one example of a vegetable for each part of a plant.

• Teacher will then show the exercise that the pupils will carry out by themselves on the Activboard or Smartboard.

• Teacher will then ask pupils to carry out the exercise shown by themselves. (The website will be pre-opened by the teacher so that pupils can straight away do the exercise given)

• Teacher will go round the class to supervise the pupils' ability to navigate around the exercise.

Teacher bring the activity to an end by asking pupils to differentiate the differences of the part of the plant that they encountered in the exercise with the plant that the teacher showed earlier.

Assessment:

Students will be mainly assessed based on the exercise given under closure I.e. homework and revision. Extra marks will be given if pupils show team work in completing the on-line exercise provided.

Closure:

In the final section of the lesson teacher give each student a handout notes and labelling parts of a plant exercise which they will do as homework.

As revision, pupils will be asked to do a drawing or painting based on a plant and to give the name of the plant that they have drawn or painted. They could also do tracings of leaves or make leaf prints and also to give the name from which plant the leaf or leaves came from . Pupils will be given a week to complete their revision exercise.

Consolidation

Other tasks

Assignments

Curriculum Focal Points

Grade 1

The following curriculum focal points and related connections are the recommended content emphases for mathematics in grade 1. It is essential that these focal points be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.

Grade 1 Curriculum Focal Points

Number and Operations and Algebra: Developing understandings of addition and subtraction and strategies for basic addition facts and related subtraction facts.

Children develop strategies for adding and subtracting whole numbers on the basis of their earlier work with small numbers. They use a variety of models, including discrete objects, length-based models (e.g. length of connecting cubes), and number lines, to model “part-whole”, “adding to”, “taking away from”, and “comparing” situations to develop an understanding of the meanings of addition and subtraction and strategies to solve such arithmetic problems. Children understand the connections between counting and the operations of addition and subtraction (e.g., adding two is the same as “counting on” two). They use properties of addition (commutativity and associativity) to add whole numbers, and they create and use increasingly sophisticated strategies based on these properties e.g., “making tens”) to solve addition and subtraction problems involving basic facts. By comparing a variety of solution strategies, children relate addition and subtraction as inverse operations.

Activities:

Can be viewed at my colleague's blog at http://teachernormas.blogspot.com/

Number and Operations: Developing an understanding of whole number relationships, including grouping in tens and ones

Children compare and order whole numbers (at least to 100) to develop an understanding of and solve problems involving the relative size of these numbers. They think of whole numbers between 10 and 100 in terms of groups of tens and ones (especially recognizing the numbers 11 to 19 as 1 group of ten and particular numbers of ones). They understand the sequential order of the counting numbers and their relative magnitudes and represent numbers on a number line.

Activities:

1. Compare and order whole numbers (at least to 100)

(a)


(b)


(c)


2. Think of whole numbers between 10 – 100 in terms of groups of tens and ones.

(a)

(b)
3. Sequential order of the counting numbers.

(a)


(b)

(c)