SAMPLE OF SUGGESTED LESSON PLAN

TITLE: 8.0 REPRODUCTION IN PLANTS

Prior Knowledge: Students have learnt about parts of a flower, Theme 5: Systems, Unit 2: Shoot Systems of Plants in
Primary 5 “Go with Science” textbook.

Links to: Agriculture & English Language subjects

Keywords
Stamens, petals, anther, ovary, ovule, stigma, sepal, filament, style, carpel.

Misconceptions / Problems Time Allowed: 2 periods

• Students often think that the pollen itself is the male sex cell.
• Students often think that flowers must have petals.

Suggested
Topic / Sub-topic / Suggested Activities Resources /
Objectives Must Do Should Do Could Do Comments

8.1 Floral parts • Students can carry • Students should carry out • Students should carry out • Wksheet
out Practical Practical Activity 8.1 Practical Activity 8.1 • Activity
Students should be Activity 8.1 but the Examining the Parts of a Examining the Parts of a 8.21:
able to: tr. can omit the Flower. Flower. Examining
Qn.1 because pupils • Students should have the • For this activity, choose the Parts of
• identify the main may find drawing diagram of typical floral large flowers in which the a Flower
floral parts of a the whole flower parts to guide them. parts are clearly (provided in
named insect and labelling all the recognisable. the
pollinated flower; floral parts Monocotyledons such as workbook)
difficult. lilies, which do not have
sepals are not suitable.

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 Suggested Activities Suggested
Topic / Sub-topic / Resources
Must Do Should Do Could Do
Objectives
• Tr. can divide • Students are reminded to • Allow
students into groups bring flowers i.e. Peacock, students to
of not more than 4 Cassia, Pea flower or continue
and give more Bauhinia for the dissection their work
attention to this of the floral parts. during the
group by reading the • Do not use hibiscus flower next lesson
instructions together as it does not represent a and for the
with students and typical flower. able
explaining the steps • Teachers to bring extra students
clearly. Interact flowers for students to they can
more with the practise removing the finish it off
students since this floral parts. at home.
will give tr. the • If there is a
opportunity to get to need to
know the readiness continue
level and the next lesson,
interests of tr.& students
students. need to bring
• Tr. can a list of flowers.
keywords so that
students can refer
to them and at the
same time help them
to remember the
spelling.
• Students should
have the diagram of
typical floral parts
to guide them.

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 Suggested Activities Suggested
Topic / Sub-topic / Resources
Objectives Must Do Should Do Could Do

• Students can also do • Activity 8.2:

Activity 8.2 especially for Making a
those students who are paper model
allergic to pollen. of a flower
• The flower model (provided in
reinforces the learning of the
the parts of a flower. worksbook)
• This activity can be done in
school or at home as
homework.
SKILLS
Observing, identifying, recording and manipulative skills.
SAFETY
• Be careful when using scalpels and other dissecting apparatus during dissection.
• Some students may be allergic to pollen. If they are, they should be advised not to
handle flowers.
• Remind students to be careful when using scissors and paper cutters during this
activity.

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 Suggested
Topic / Sub-topic Suggested Activities Resources
/ Objectives
Must Do Should Do Could Do

• state the • Teachers can project on a white screen a large typical structure of flowering plants • OHT 11.1
functions of the showing the main floral parts clearly. Structure of
main floral • This will help pupils to understand the functions better when they can see the parts a Flower
parts; clearly. • OHT 11.1
• Tr. can use simple words to explain the functions of the main floral parts. Overlay
• Tr. can use guided discovery approach by asking students questions to stimulate them (provided in
thinking about the functions. the
• Use simulation video clips (if available) that can depict the functions of floral parts since transparency
this will be very helpful for visual learners. book for Lower
Secondary
Science)
• draw the main • Teacher demonstrates to students how to draw a correct scientific drawing (e.g. using • http://www.
floral parts of a single, sharp line, etc). bbc.co.uk/
named insect • Students then will practice drawing the floral parts with the guidance of the teachers. schools
pollinated flower • Teacher should move around the classroom to interact with students. • www.pbs.or
using scientific • Teacher should highlight to students that scientific drawing is different from artistic g/americanfi
drawing skills; drawing. There should be no colouring and shading in their drawing. eldguide/tea
• Tr. should give more attention to “must do and should do” students by explaining clearly chers/
in simple words the rules of scientific drawing. It would be a good idea to use flexible • www.woodlan
grouping (mixed ability grouping) so that they can learn from each other by looking at ds-
how their peers draw good diagrams. junior.kent.s
ch.uk

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 Suggested
Topic / Sub-topic / Suggested Activities Resources
Objectives
Must Do Should Do Could Do

5
TITLE: 2.0 WATER

Prior Knowledge: Students have learnt about water in the Primary 4 Theme 3: Cycles, Unit 8: Water

Links to
Geography & English.

Keywords
filtration, filtrate, residue, solvent, solute, dissolve, soluble, insoluble, distillation, distillate, pure liquid, chromatography,
chromatogram, dyes.

Misconceptions Time Allowed: 8 periods.

• Students wrongly assume that the filtrate in any filtration process is always water.

Suggested Suggested
Subtopic Learning Outcome Activities Resources

2.2 Separation Students should be able to:

techniques
• use appropriate techniques for • To introduce the concept of Practical
separating constituents of mixtures by filtration, teachers can show an Activity 2.2:
physical means (i.e. filtration, example o a tea or coffee strainer “Filtration and
evaporation, chromatography and and ask the class how it works. Evaporation”
distillation); • Teacher demonstrates to students
how to fold a filter paper correctly.
• Students carry out Practical Activity
2.2. From this activity, they should

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 conclude that filtration can only be
used to separate an insoluble
substance from a solvent.
• The terms ‘filtrate’ and ‘residue’
should be introduced here.
SKILLS : Observing, recording,
Inferring, manipulative skills.
Suggested Suggested
Subtopic Learning Outcome Activities Resources
SAFETY
• It is necessary to wear safety
goggles when heating. Do not
evaporate to dryness at the final
stages. Allow slow evaporation.

• Teacher demonstrates how Practical

distillation is carried out. Activity 2.3:
• Explain the use of boiling chips when “Distillation”
carrying out distillation.
• Describe and use paper • Students do the paper • Practical
chromatography; and chromatography using either dyes or Activity 2.4:
inks with filter paper using ethanol as “Paper
• Interpret chromatograms in terms the solvent. Chromato-
of the number of different SKILLS : Observing, recording, graphy.”
coloured mixtures present. Use inferring and analysing.
only food colourings and ink. SAFETY : Ethanol to be handled with • OHT 2.a and
care because it is flammable. Keep it overlay OHT
away from flame. 2.6b

Extension • Students should be able to separate an • Students take a mixture of sand and Practical
insoluble substance from a solvent. salt and try to separate the two activity:
components. Complete the activity by “How to
obtaining salt at the end of the separate a
practical activity. mixture of salt
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 • Guide students on the different and sand?”
separating techniques (dissolving,
filtration and evaporation) involved
during each stage of the processes.