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    Table 9 TP

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    The document summarizes a typical primary school science lesson on plant needs. It describes the teacher greeting students, revising the previous lesson by asking students to provide examples of living and non-living things. The teacher then focuses on the key content of plant needs by having students repeatedly state what plants need. The teacher shows a video and demonstration on how to plant seeds. Students then practice planting their own seeds. Throughout, the teacher monitors students, supports learning, and assesses understanding. At the end, students are asked to draw in their science journals how plants grow when their needs are met before concluding for the day.

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    Table 9 TP

    Uploaded by

    api-225846876
    38 views4 pages
    The document summarizes a typical primary school science lesson on plant needs. It describes the teacher greeting students, revising the previous lesson by asking students to provide examples of living and non-living things. The teacher then focuses on the key content of plant needs by having students repeatedly state what plants need. The teacher shows a video and demonstration on how to plant seeds. Students then practice planting their own seeds. Throughout, the teacher monitors students, supports learning, and assesses understanding. At the end, students are asked to draw in their science journals how plants grow when their needs are met before concluding for the day.

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    table 9 tp

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    The document summarizes a typical primary school science lesson on plant needs. It describes the teacher greeting students, revising the previous lesson by asking students to provide examples of living and non-living things. The teacher then focuses on the key content of plant needs by having students repeatedly state what plants need. The teacher shows a video and demonstration on how to plant seeds. Students then practice planting their own seeds. Throughout, the teacher monitors students, supports learning, and assesses understanding. At the end, students are asked to draw in their science journals how plants grow when their needs are met before concluding for the day.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    38 views4 pages

    Table 9 TP

    Uploaded by

    api-225846876
    The document summarizes a typical primary school science lesson on plant needs. It describes the teacher greeting students, revising the previous lesson by asking students to provide examples of living and non-living things. The teacher then focuses on the key content of plant needs by having students repeatedly state what plants need. The teacher shows a video and demonstration on how to plant seeds. Students then practice planting their own seeds. Throughout, the teacher monitors students, supports learning, and assesses understanding. At the end, students are asked to draw in their science journals how plants grow when their needs are met before concluding for the day.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Table 9: The Structure of a typical Primary School Science Lesson.

    Comment on:

    Greetings

    What the Science


    Teacher does.
    (include a photo of each
    stage)

    What the
    Students do.
    (include a photo of
    each stage)

    Good afternoon grade one


    B

    Good afternoon
    miss hawa

    How are you?

    Fine thank you,


    how are you miss
    hawa

    Who is the smarts and


    exlante student that
    remember what we take in
    previous lesson?

    Raising their hands


    and
    Haya: living and
    non-living things.

    Comments
    Document what you found
    interesting; any issues that
    arose and how they were
    resolved; Would you have
    taught any part of this lesson
    differently?

    All the student understand


    the previous as I see all of
    them want to answer.

    The teacher chooses one of


    the students ( yes haya )?
    Introduction to Exlante haya
    Answer: ( tiger,
    LOs/SOs/
    flower, spider, cat,
    revision of
    Who will give me example
    plant)
    prior learning
    of living things? (choosing
    different students )
    Answer: (book,
    Example of non-living
    table, door, car)
    things?
    (choosing different
    students)
    ( plant needs, soil, water,
    air sun)
    The engagement part wasnt
    clear as the teacher was
    focusing on the students prior
    learning.

    Focus on a
    specific
    Yesterday we talk about the
    content/Key
    terms/ process need of the plant do you
    remember what the need of
    plant?
    Methods of
    teaching and
    I want all of you to repate
    engagement
    with me the need of plant is
    (sun, air, soil, water) the
    teacher writes them on the
    board.
    The teacher rebate it many
    time to make sure the get
    it.

    The students still confuse


    about the need of plant
    Students start to
    give different
    answer some of
    them wrong and
    some of them right.
    The students
    rebate with the
    teacher.

    First the teacher shows the


    students a video about how
    to plant a seed and how it
    will look like after days.

    See the video.

    Then the teacher asks all


    the students to come in to
    one table to show them how
    to plant a seed.

    All the students


    come to the table
    that the teacher
    stand behind it

    I found this experiment really


    interested as I see all of the
    student were paying
    attention and waiting to do
    their own plant seeds

    Exploratory
    Activities

    ( now am going to show you


    how to plant a seed then I
    will let each of you to plant
    Pay attention and
    their own seed and we will
    Listen to the
    observe it every day by
    teacher.
    giving it water and put it
    behind the sun to see what
    will happen, it will grow or
    not)
    She put all the materials on
    the table.

    first she intrudes the


    materials they need to plant
    a seed ( seeds, water, soil,

    Answer: outside
    behind the sun
    plastic cup)
    The teacher holds the cup
    and put the soil inside it and
    she shows the students the
    first step.
    Step 2 the teacher takes
    some seeds 1 or 2 seeds
    Yes
    and cover it with soil.
    Step 3 put enough of water
    inside the cup.
    After she finish she ask the
    students where should I put
    it now.
    Im going to put it behind
    the windows so it can get
    the sun light from there.
    Teacher asks the students if
    they understand the
    instruction.

    Teacher let the students


    back to their desk.

    All the students


    back to their disk.

    She gives each student the


    material they need to plant
    a seed.

    All the students


    wait until the
    teacher give them
    the material.

    Monitoring,
    supporting
    and assessing
    learning

    After they finish she tell all


    the students to put their
    plant seed behind the

    window.
    The teacher asks the
    students why we put it
    behind the window.
    (choose one student)

    Group by group go
    to put their plant
    behind the window.

    Because the plant


    needs sun light.

    Teacher will ask the


    students to draw how a
    plant will grow when its
    needs for soil, water and
    light are met. In their
    science journal.

    Each students took


    out his science
    journal book and
    open new page and
    start drawing

    The time of the science


    class is finish if you didnt
    finish your drawing you can
    do it as homework.

    All the students


    close their book

    Finishing off
    Review /
    Recap

    Goodbyes and
    transitions to
    the next
    lesson

    Clean your disk and see you


    next lesson.

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