Task 5

Choose ONE lesson that you will teach and show how you developed it as an INQUIRY based lesson
that uses the 5E cycle. You should teach this lesson, get feedback, and do the usual reflection that is
required for all lessons (see Task 3) (CLOs 1-6).
Lesson Title Growing in the garden (Planting Seeds)
Level of Inquiry KG 2
A brief description of the Students will look carefully at different types of seeds. They
lesson begin to understand the importance of seeds in the life cycle of
plants and recognized what seeds need to grow up and be a
beautiful plant.
The Problem or Issue The farmer try to grow seeds to obtain beautiful flower has
been unsuccessful due to the lack of the most important plant
needs for growth, such as water and sunlight.
Essential Question how can you help the farmer to have a big and live sunflower?
Guiding Questions o Do you know what the seed is?
o Who will tell me what is the plant?
o Do you have any plants on your home?
o There is any plant on the class? Where?
o What the colour of this plant?
o What's your favourite colours for flower?
o Do you know what plant need to grow up is?
o Why the plants need sun?
o Why the plants need water?
Learning Outcomes (LOs) o Conclude that plants need water and light to live and
By the end of the lesson’s grow.
students will be able to: o Participate in guided investigations and record
collected data about objects, organisms and phenomena
in the surrounding environment.
Hypothesis Students will discover the seeds by seeing and touching them, and
the teacher will provide all what the student needs to grow the plant,
such as fertilizer, seeds, and tools of use such as the cup to grow the
plant in it.
Prediction o Students will anticipate the tools they will get and need
to do agriculture.
o They will expect if they will get successful and vivid
planting.
The outcome or product Use the available tools of a cup of cotton water cup to get a
of the students’ plant.
investigation (i.e. what
will the students be
expected to produce at
the end of their
investigation)
 Stage
Engagement
● Access prior learning
● Engage students in
new concept.
● Elicit curiosity
● Act as a bridge
between past and
present learning
experiences
● Expose prior
conceptions.
● Organise students
thinking towards the
LOs
Exploration
● According to the level of
inquiry, students are given
opportunity to design
and/or conduct a
What Experiences will students
participate in?
These must also include:
● Differentiated Activities and
● formative evaluation, including what
will students produce by the end of
this section.
First I will welcome students and then
I will start to bring a closed box
containing the tools that they will use
today for the plant and an example of
a living plant. The idea is that I to have
students' attention to focus with me
so I will ask them to anticipate what is
inside the box? After listening to them
I will open the box and start taking out
the tools, and in the end I ask them if
what we will learn today? Finally I will
model to them how to plant a seed.
Students will discover parts of the
plant using the magnifying glass, and
then draw one selection from the
existing plants and draw them on the
white paper.
Questioning Map
What are some questions that I
will ask students during each ‘E’ ( &
at what level of Bloom’s is each of
these questions?)?
Before opining the box
What do you see here?
What do you think is inside the
box?
After opening the box
Who knows what this thing is? (
Seeds)
Why do we use it?
What kind of flower do you
see?
Do you know all part of this
plant?
Process skills
What process skills will I create
experiences for students to use at
each ‘E’
(name, how, and where)
All students will go to the
garden outside the classroom
where there are plants they will
look at and discuss their
varieties with their peers.
After that they will start
discover the plants and draw a
picture of it when they finish.
Literacy skills
Which literacy skills will I create
experiences for students to use
at each ‘E’ that students will
use at this stage
(name, and say how and where)
Students will look at the
types of plants and flowers,
if any, and share the
discussion with their peers
about the plant parts.
Students will talk to each
other about the plants that
they have and give their
opinion of it, for instance
 preliminary investigation.
The investigation allows
learners to use their prior
conceptualisations to
explore questions and
possibilities surrounding
the LOs, and to generate
new thinking about the
LOs.
Explanation
● Teachers provide
opportunities for learners
to engage in the
conceptual probing and
development needed to
explain the science (or a
focus area of it) that
supports the exploration,
and its outcomes.
The teacher will give students a
detailed explanation of plant life cycle
grow by stating the steps from start to
finish.
Who can draw a plant like this?
Ask the students if they knows
the plant life cycle or what they
need to have a plant.
There will be a drawing of the
plant life cycle and the student
must write the parts of the
plant on it with colouring.
choose their favourite one of
them and what cooler they
like.
After they finish discovering
and drawing they should
write the word (plant) by
have help from the teacher
writing on the board.
In this activity the students
will be able to write and read
the words of plant, seed,
seeding and flower. Also
they should present their
work with their friends.
Elaboration
● Teacher provides students
with experiences which
help to deepen and
broaden students’
conceptual skills and
knowledge around the LOs.
The elaboration, extension,
and application of the LOs
to real life phenomena is
welcomed at this stage
The teacher will take the students to
the garden and show the materials
that they need to use it. Then she will
do example with them to make sure
they understand.
What you will put first?
Where you will pit the cup after
you done?
Why you should put the cup
near the window?
The children will use the
materials to plant. They should
write their name on the cup of
plant and they will draw eyes,
mouth and nose to stick on the
cup.
The students will use literacy
skills by work on group and
share the materials so for
sure they will speak with
each other. Also they will
write their name on the cup
after they finish.
Evaluation (Summative)
● Evaluation with the 5E
learning cycle occurs at
every other ‘E’ formatively;
and at the end of the
lesson summative.
I will use formative assessment which
is use flash card of planting seeds on
order by put the number on each one
on one side and on the side they will
be a photo of the steps. I will show
them the number side and ask them a
questions.
I will show them the number All students interact with the The students will have the
side and ask them what we teacher and give different cards and read the words
should doing first? I will listen answers. with partner.
to their answer and I will show
them the other side of the flash
card to see if they are given the
right answer.