Science - Plant - 3.2
On this page, you can see the lesson plan, a reflection, and photos.
Grade Level:
KG2E
Learning Outcome (ADEC code and words):
(KES3)
* Identify natural resources in their (school, home, park and community) environment through investigation.
Theme: My Natural Environment
Subject:
Science
Professional Development Plan
(What do YOU need to work on in order to grow professionally?)
Resources (what materials/equipment will you and the students use? Be specific)
Power point, math resources, clay, board, marker
Card, plants, dice, gloves, paper, trowel, water, pot, soil, seeds.
Preparation (what do you need to make or check before class?)
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Key vocabulary
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Seed, root, stem, leaf, flower
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grow, water, air, soil, sun
This is a math lesson "Plant" which I taught at AL Taqwa Kindergarten for KG 2 students. The important thing that I learned from my mistake is how to manage misbehave students
 Flower |  Seed |  Activity modeling |
|---|---|---|
 Zayed work |  Activity modelling for art center |  Blocks center |
 Students built their own garden |  Students draw the own garden |  Farming in the class |
 KWL |  KWL |  Art center |
 Students farm a seed |  Whole focus I used this powerpointo |
1- Choose and describe an aspect from a teaching competency that you need to work on (Goal)
- Planning for learning – focus in differentiation centres, lesson introduction, active engagement.
- Language delivery.
2- Describe what you will do to help achieve your goal (Strategies Used)
- Discuss with my MST to choose the right activities that linked with the outcome for the lesson, share ideas for activities.
- Language delivery, Practice before hands on. The vocabulary, pronunciation.
3- Describe how you can tell if you’re achieving your goal (Evidence)
- Planning for learning _ notes from planning meeting with MST/MCT.
- Get feedback from MCT / MST language delivery and pronouns.
Lesson Plan
Reflection
Whole focus Introduction (warmer activity + teacher active engagement)
- KLTC1: Following steps without help. KLTC4: Understands classroom routines. KLTC8: Uses English when performing plays and reciting poems.
- Students will write their name in Arabic and English in their book.
- Review the rules (eyes are watching – ears are listening - brine on - sitting propels)
- Introduce the theme ‘My Natural Environment.’
- Teacher ask: what is environment mean? Students respond Human, animals, jungle, desert, ocean, palm tree.
- Today we will learn about (Part of plant and what plant needs to grow)
* Teacher will: Show the students a plant and ask a question.
1- Is the plant living or non-living? This question is review for (living and non-living)
2- How do you know the plant is living?
3- Can you name the parts of plants?
4- What does the plant need to survive?
5- How many needs for the plant?
6- where is the stem?
Active Engagement
- The teacher will: Show students parts of the plant in power point and give them real parts of the plant to touch, smell, test and see.
- The teacher will: Sing a song about (I am seed) with action, students will sing and copy the teacher action.
The teacher will ask: why we are working in groups? Students review the group’s rule (thinking, communicating, collaborative, do our
best.)
- Work in groups to plant their seed by using (bags, cotton, water, seed) teacher assess them if they are sharing, communicating.
Independent Experience(small group activity 2)
The Master students abele to design and create a project that’s related to the lesson, write words and sentences and answering the teacher’s questions.
Assessment: Solving problem skills, creativity, collaboration, self/peer checking. Formative (comments and check list)
The teacher will ask students:
What is this called? / What is plant needs to grow? / How do you know the plant is living?
This is a {Roots, stem, leaves, flower, seed, soil, water and identify the first sound of words.
Students will
Answer the teacher questions and design the flower garden for future? Day 1
Build the flower garden with lots of resources in the class with construction and others. Day 2
Feedback and self/peer checking. Formative
4- Next step what they need to add.
Independent Experience(small group activity
- KWWP2: Share their writing with teacher and peer
Sequence/order the steps of how a seed/ plant grows, number, label, draw and write the labels
The teacher will review the parts of the plant and what plant needs to grow.
Each Students level (E, M, D) have a different focus.
The Emerging student’s abele to draw, color and number the parts of the plant on A2 paper.
Assessment: pencil grip, product, copying, and drawing.
Steps:
1- Teacher will give them pictures of plant and sing with them the poem. (I am seed)
2- Students will link the poem to the plant parts, memorize by doing the action according to the poem’s step. (Teacher Guide)
3- Students will copy and draw a plant from a picture.
The Developing student’s abele to: Draw parts of plants and label by using the visual card. (Teacher guide them step by step)
Assessment: copying a drawing and letters, pencil grip, ordering the step correctly.
Students will:
Draw a plant.
Write just parts of the plan.
Color the plant.
Corners
Independent Experience(small group activity 3)
Developing students - Play dough corner
Materials: A3 paper parts of plants steps, visual card, marker, clay, paints, brash, color, marker and A3
paper to work on.
Students will follow the steps to paint and make plant by using materials. This activity develops their fine motor
skills.
Developing students, they can write better with a marker and felt difficult to write with a pencil.
Assessment: pencil grip, product, copying, and drawing.
Independent Experience(small group activity 3)
Emerging students
Construction Corner - Building plant
Materials: A3 paper parts of plants steps, blocks, cube from wood, label cards, numbers.
Students will follow the steps to build a plant, number the steps and label the parts of
plants through a hand-on activity they will learn better.
Extension activity: Draw what they did in this activity
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Assessment: product, copying, and drawing.
Assessment: product, copying, and drawing.
Independent Experience (small group activity) free choice
Second step for E, D students identify the plant need through hands on activity
Drama corner - Farmer
Materials: gloves, paper, trowel, water, pot, soil, leaves, stem, flower, and seeds.
Students will: Pretend to be a Farmer; they are going to planting a plant through hands on activity they will learn better then.
Teacher will ask them:
What is this called?
What plant needs to grow?
Assessment: product, identify words.
Closing
Reflection time after clean up time.
Students will share their work on the project and other students will ask them
What do they learn today?
For example, Mohammed work in this activity, he will sit on the chair in front of students and he will hold a mic.
Students will try to Mohammed H O Q of bloom’s question. (Three Questions)
What did you learn today?
Which center do you work in?
Students assess each other, thumbs up if they did right and thumbs down if not.
Students thanks, Mohammed and praise hem by saying “Up, up very good”
Plant, Observation Reflection, Rose – 21th, November 2017 (Year, 3.2)
Select
My event is how to assessment students and keep students in a challenge to develop their levels.
When my MST was observing me for the second time in (KG 2 – E) at “AL Taqwa Kindergarten”
Outcome:
(KES3) , Identify natural resources in their environment through investigation.
Theme: My Natural Environment
Describe
I chose this event because I do not have enough strategies to assess students during the lesson. I thought as a teacher we should use just a checklist as I saw my MST used if for every day. so nice to learn from our mistake.
I really did a great job in this lesson, Why? Because I prepare the whole lesson by myself and I explain it just in English. And students engaged and follow my instructor. I will use more strategies to assessment students to check if all students understand.
Analyze
I think this problem happen because I did not have enough knowledge about formative and summative as you know I still students and I need to learn more about assessment.
Appraise
I learned from my event for next time, not things is difficult in the life. As a KG teacher, I should ask my teachers to know more about assessment.
How: For example, find and do some research about differents strategies for assessment.
Why: To make sure that all students understand.
Transform
In my next teaching, make sure to use different strategies to assess students and know what their levels and their knowledge. Also, I ask Miss Rose some question before she observes me because I learned from my mistake.
