Example Lesson Plan 1 (Kyla)

Question 1

Subject

Answer 1

Science

Question 2

Topic

Answer 2

Classifying Living Things

Question 3

Grade

Answer 3

3-4

Question 4

Learning Outcomes

Answer 4

a. collected and displayed real items (grouping living things)
b. used model building (different plants and animals)

Question 5

Activity 1

Answer 5

1. Collecting evidence of life around us
2. Whole class

Question 6

Materials and Notes 1

Answer 6

Give pupils several days to bring in things for display.

Question 7

Collecting evidence of life around us

Answer 7

1. Developing display to show living and nonliving things around them
2. They should hunt for clues and evidence of any living thing-e.g. feathers, droppings, leaves and seeds.

Question 8

Seven Characteristics of living things

Answer 8

1. Nutrition
2. Reproduction
3. Growth
4. Respiration
5. Sensitivity
6. Movement
7. Excretion

Question 9

Choose six things from the display - three LT and three NLT and display it in another table. Ask the students questions after.

Question 10

Categorise the living things into further sub groups: animals, plants, and so on. Ask them to think what defines each group and where each item sits in the display.

Question 11

Activity 2

Answer 11

1. Building models of plants
2. Small groups according to grade or ability level

Question 12

Materials and Notes 2

Answer 12

Before this activity, ask your students to bring in scrap materials and collect some yourself. Scrap materials might include: tin, cardboard, string, tape, straws, plastic bottles, fabric, paper, netting, wire.

Question 13

Building models of plants

Answer 13

Organize the scrap materials so that each group has a selection to use. Write the following instructions on the chalkboard:
1. Talk about what a plant looks like
2. Then make models of plants from the scrap materials.

Question 14

Scientists group things by similarities and differences in the basic patterns of their structure or form.

Question 15

One way to find out what your pupils observe about patterns in plants is by asking them to make models.

Question 16

If higher grades or more able students finish first, work with them to develop?

Answer 16

Lexicon (small dictionary) to show which words the students knew to describe the parts of plants that they were familiar with.
1. Put these words around your classroom
2. Encourage students to use them when talking about their models.