LESSON PLAN LESSON: 4

Teacher: Sabha Hamad Subject: Science

Grade: Three Unit: Date: November 1, 2019

Living
World

SKILLS AND UNDERSTANDING

Students will be able to: review of a fair test the step of the science method.

Link to prior learning: Students will need to be familiar with the following: plant’s needs.

21st Century Skills: Students will be able to enhance the following skills: (1) Critical thinking and
problem solving, (2) Communication and collaboration, (3) Initiative and self-direction, (4)
productivity and accountability.

Key vocabulary: Seed, Sunlight, Water, Soil and Air, Nutrients, CO2, Hypothesis, sugar with
water, Apple juice, Pepsi, vinegar, water, change, grow, die, stay the same and rustle.

Common misconceptions for Ways of identifying and addressing these misconceptions:

learners:
 A complete review of a lesson.
 They forget some words.
 They forget what are the
important elements of seed
growth.
UNIT: Living World LESSON: What does a seed need to grow?

Time & Starter (10 minutes)

Resources/equipment
(ENGAGE)
needed
 Smartboard In the beginning, the teacher will check the student's prior knowledge by
 PowerPoint ask them what does the seed need to grow?
 Whiteboard
The teacher will give the students 1 minute to turn and talk with a partner
 Pen marker
then raise your hand if they know the answer.
 Cards
 Pencil
Ss: will answer
 Papers

Modeling

Today we are going to do a review of a fair test the steps of the

scientific method for four lessons about What does the seed needs
to grow?
• The teacher will model the lesson by using PowerPoint
slides on the smartboard.

• The first slide will be the topic of the lesson What does the
seed need to grow?

• The second slide will be all the vocabulary such as Seed,

Sunlight, Water, Soil, experiment, and hypothesis. The teacher
will read all vocabulary with the students then explain to the
students meaning each word.

• In the third slide, the teacher will display for them on the
smartboard a pictures of five different experiences and ask them
questions.
• What does a seed need to grow?
• What kind of liquid the seed need to grow up?
• Which one of the between all an experiments the seed will
stay the same?
• Which one of the between all an experiments the seed will
die?
 Ss: will answer

 The last slide will be to write hypotheses with students for

each experiment. For example, if I put the water in my seed,
then the seed will grow up.
Time (30 minutes) Main activities (30 minutes)

Explore

 The teacher will divide the students into three centers.

Center 1: Matching

In this center, the teacher will be putting in the middle of the table a set of
cards include all the vocabularies of the lesson and a set of cards include
pictures. the students must first read the word then try to match it with the
correct picture.

Canter 2: Questions card

In this center, the teacher will be putting in the middle of the table a set of
cards include all the questions of the lesson. each of the students must
first take one card and write their name on the card then start to read the
questions and answer it by writing down on the card.

Canter 3: Writing a hypothesis

In this center, the teacher will be putting a set of cards in the middle of the
table. Each student will work individually in this center by taking one
card and writing his name on the card then the teacher asks the student to
write an own hypothesis.

 The teacher will clap her hand after every 10 minutes and ask the
students to move to another center.
Resources Plenary (5 minutes)

 Exit ticket  Tr: will do a recap for the lesson. She will ask them what did you
learn today?

The teacher will give all students an exit ticket and ask them to answer all
the questions related to the lesson.

Learning styles catered for in the main activities (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓):

Observation Student self- Oral questioning Peer assessment Turn

assessment and talk

Quiz Student presentation Written work Verbal feedback