LESSON PLANNING

General particulars
Day : Thursday
Date : 13th November 2008
Time : 10.30a.m. – 11.30a.m. (1 hour)

School : Sekolah Rendah Bengkurong

Class : 5A
No of pupils : 20 pupils
Absentee/s : None

Theme : 5.0 Systems

Topic : Living Systems of Plants
Sub-topic : Flowers

Previous Knowledge:
Basically, most of the pupils have seen different kinds of flowers because flowers can be
found almost everywhere specifically in the garden. Moreover, from their recent previous
Science lesson which had been held the previous week, pupils have come across the word
‘flower’ through the topic ‘the Shoot System of Plants’.

Materials:
 Realia objects (hibiscus flowers)
 Pictures of hibiscus flower
 Scissors
 Selotape
 Pieces of papers
 Internet games
 Worksheets (Classwork and homework exercises)
Aims:
 To provide pupils with enjoyable science experiences which build on their natural
interest and curiosity in their environment
 To provide pupils with the basic knowledge and understanding of science
concepts to help them understand the environment they live in.

Objectives:
At the end of the lesson, pupils will be able to:
1) Label different parts of flower correctly during group work activities.
2) Examine the parts of real flower when they do the experiment.
3) List down the functions of each part of a flower in their classwork.
4) Appreciate the beauty of nature

Procedure:

Pre-activity Discussion (Set induction) (5 minutes)

• Teacher attracts the pupils’ attention and starts the lesson by standing quietly in front of
the classroom for few seconds.

• Then, the teacher puts up his/her hand and shows the hibiscus flower to the pupils. The
teacher will then ask a few questions regarding the flower such as the size, colour, and
the name of the flower.
For instance:
Have you seen this flower before?
Can anyone tell me the name of the flower?
What colour is it?

• Teacher expects the pupils to answer orally what they can observe on the flower.
Lesson Development (50 minutes)
Stage 1

• First, the teacher puts a big and clear picture of a hibiscus flower on the whiteboard.
Then, the teacher points to the petal on the picture and ask the pupils to name the part of
the flower.
• The pupils are not expected to know the answers. So the teacher will introduce the
name of the flower part for them.
• Right after, the teacher tells the function of the flower part to the pupils for instance:
petals are usually large with bright colours. It is to attract insects.
• Then the teacher repeats the same process of naming the parts of the flower and
explaining to the class about the functions of the parts.
• When doing this, the teacher draws a table to show them the name and the function of
the parts of the flower.

For example:

Part of the flower Function(s)

Petal Usually large with bright colours to attract insects.
 Stamen Consist of anthers and filament.
Anther Produces pollen.
Pistil Consists of stigma, style and ovary.
Stigma Receives pollen grain to reproduce.
Style A long stalk that the stigma ‘sits’ on top of.
Ovary Contains ovule.
Ovule Part of the ovary that becomes the seeds.
Flower stalk Joins the flower to the stem of the plants.
Sepal Protects the flower in the bud stage

Stage 2

After the explanation, the teacher instructs the pupils to divide themselves into groups of 4.
Then the teacher gives each group a real hibiscus flower, scissors, sticky tapes, piece of
papers and worksheets. Before doing the activities, teacher gives the pupils instruction on
how to do the activities.
For instance:

• Firstly, using scissors the pupils have to dissect (cut) each parts of the flower; stamen,
petal, stigma, style, ovary, ovules, sepal and flower stalk.
• Then, teacher instructs each group to attach using the sticky tape on the paper given
by the teacher earlier.
• After that, each group are instructed to name each part that they have dissected and
attached on the paper given.

Stage 3

After the pupils finished doing the activity of dissecting the flower, the teacher then tells the
pupils that they are going to do internet games. Here, pupils are instructed to work in pairs or
groups of three. In this game, the pupils are to do two activities; labelling activities and
multiple choice questions.

In labelling activity, the pupils have to use the mouse of the computer to drag the
name of the parts listed to the correct position of the parts of the flower. Refer to
http://www.bbd.UK/schools/ks2bitesize/science to see the activity
Stage 4

In this stage the teacher will distribute three different exercises in line with the ability of the
children such that; easier class works are for the low ability studentand the more challenging
one are for the fast learner.

• Slow learner

For the low ability student, the teacher will provide an easy task for them. All they have
to do is to match the picture with the parts of the slower. (Refer to appendix A)

• Average learner

As for the average learner, the activity that they do is to match and name the parts of the
flower labelled A, B, C, D, E, F, G, H and I to the following descriptions. (Refer to
appendix B)

• Fast learner

For the high ability students, the children will have to solve the crossword puzzle. Clues
are given in the exercise and the pupils will have to find the answers in the crosswords.
(Refer to appendix C).

If the pupils are not able to complete the exercise, they can bring the exercise home and
complete it. The pupils are to submit the exercise the next time they had science lessons

Closure (5 minutes)
In conclusion, the teacher will wrap up by reviewing the names of the flower parts and
reminds them the functions of the parts. For the closure, the teacher will let the pupils to
watch a video from http://www.youtube.com/watch?v=mVABAoSmVYk&feature=related to
enrich their knowledge. They are not going to watch the full video but the teacher will only
show the key points of the lesson for the day.