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LESSON PLAN 3.2 Parts of Plant We Eat

This lesson plan aims to teach students in grade 1 about the parts of plants that humans eat. The lesson will begin with a review of the parts of a plant, and then focus on identifying which parts are commonly eaten as food, such as roots, stems, leaves, flowers, and fruits. Examples that will be shown and discussed include carrots, broccoli, apples, and more. Students will participate in activities that match foods to their plant parts of origin through games, sorting, and worksheets. The lesson will conclude with an assessment to check students' understanding of which plant parts are used for various vegetables.

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Maitha A
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621 views7 pages

LESSON PLAN 3.2 Parts of Plant We Eat

This lesson plan aims to teach students in grade 1 about the parts of plants that humans eat. The lesson will begin with a review of the parts of a plant, and then focus on identifying which parts are commonly eaten as food, such as roots, stems, leaves, flowers, and fruits. Examples that will be shown and discussed include carrots, broccoli, apples, and more. Students will participate in activities that match foods to their plant parts of origin through games, sorting, and worksheets. The lesson will conclude with an assessment to check students' understanding of which plant parts are used for various vegetables.

Uploaded by

Maitha A
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN LESSON: What parts of plant do we eat

Teacher: Maitha Subject: Science

Grade: 1 Unit:2 Date:

SKILLS AND UNDERSTANDING

Students will be able to:

 Students will be able to describe and identify the parts of plant do we eat

Link to prior learning: before we learned about what each part of plant do, today we will learn
about what parts of plant do we eat?

21st Century Skills: Students will be able to enhance the following skills :
(1) Critical thinking and problem solving: identify which parts of plant we eat
(2) Communication and collaboration: work with the group
(3) Initiative and self-direction
(4) productivity and accountability.
 Key vocabulary: roots-stem-leaves-flower-fruit -seeds-potato -carrot- lettuce – broccoli –
apple- orange-beans.
Common misconceptions for Ways of identifying and addressing these misconceptions:
learners:

 students will find difficulties  Teacher will show students different part of plants food
to understand how roots are in real.
food because they might
didn’t see any food comes
from underground in real.
Resources/equipment needed:

 PowerPoint
 Real plant

 Carrot-brocoli-apple,,etc
 Whiteboard
 Extra Worksheet
 Marker
 Homework
UNIT: LESSON: TASKS/ACTIVITIES

Resources & Time Starter (15 minutes)

Teacher Will: Students Will:

 Good Morning 1A  Good Morning Ms. Maitha


 I will choose each leader of
each group (red-pink-
yellow-blue-green-orange)

 Tr: before we learned about


Student possible answer:
what each part of plant do,
 yes
today we will learn about
 no
what parts of plant do we eat
 fruit
 Tr will show the st this slide  plant
and will ask the st
 Can you think of food that
comes from these?


 Tr will ask st several
question about plants we eat
 Tr will show st PowerPoint
Plants we eat of different
type of food that comes from
roots-stem-leaves-flower-
fruit

 Who can tell me what food


do we get from roots?
 Tr will open ClassDojo and
choose randomly Student possible answer:
 Good job  Carrot

Tr will sing the song head shoulder


knees and toes but in different way St will sing the song (flower stem leaves
that will be connected to the lesson and roots song).
and refer to the first lesson of Parts of St will point to the part of the plant
the plant depends on the song and what
(flower stem leaves and roots song) instruction tr said.
Tr: flower stem leaves and roots
leaves and roots
Tr while she is singing will point to the
head when she say flower, will point
to the neck when she say stem, wave
her hands when she say leaves and
will point to her foot when she say
roots
St are making the right
So the point from this song that tr will movement and enjoying this
use foods and ask the st game
Tr will show the st a carrot
Tr: I will tell you what you should do
If the food is from flower they have to
point to their head
If the food is from stem they have to
point to their neck
If the food is from leaves they have to
wave their hands
If the food is from roots they have to
point to their foot

Tr: this time I will help you


Tr will raise the carrot and point to her
foot

Tr will show st a variety of food such


as:
 leaves and stems – celery,
lettuce,
 roots – potatoes, carrots,
 seeds – wheat, rice, legumes
 flower – broccoli

Resources & Time Main activities (15minutes)


Teacher Will: Students Will:

(Match food and part of the plant)


Emergent group will go around the
class and look for food and match
it to the plant part so if they took a
carrot they have to take the roots
part of the plant.

(sort food and part of the plant)


Developed group will sort the food
into the part of the plant and write
the name of the part of the plant

(Plant we eat)
Master group will sort the food
into the part of the plant and write
the name of the part of the plant
and food
Extra worksheet:
cut and paste the pictures of food
in the right part of the plant
Resources Plenary (15 minutes)

Teacher Will: Students Will:


Recap what the lesson is about:
Today we learned about what food Student possible answer:
we can eat from the plant  Fruit
 Tr will bring some different  Flower
food like carrot-brocoli-  Roots
apple,,etc
 Tr: from which part of the
plant is the apple?
 Tr: from which part of the
plant is the brocoli? St will use the whiteboard and marker to
 Tr: from which part of the answer the teacher by drawing and
plant is the carrot? writing.

 Tr will continue asking the


students randomly about
parts of plant that we eat
providing a whiteboard and
marker so everyone will be
participated

Exit ticket :

students will learn about the parts of a


plant and must circle the correct part of
This is the summative assessment of the plant that we eat as vegetables.
what plant part do we eat.
Each student will have their own plant
lapbook, which will help the student
revise and understand what they took
for the future.

Teacher has examined each student


in the class in these 4 lessons, and
let the child create their plant book
that has everything they took and the
student work inside, student will
present and talk about overall what
they took in this unit.
Homework

Learning styles catered for (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓):

Observation Student self- Oral questioning Peer assessment


assessment
Quiz Student presentation Written work and Verbal feedback
feedback

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