Day 4- Functions of different parts of rose flower
To provide students with basic knowledge as well as understanding the Science concept in relation to different flower parts of a rose and their functions. This would help them to understand the functions of the different parts of a rose flower.
Control on pencil: draw with control on hands
Effect draw: Draw effects on our students to improve and support their skills.
2) A projector
3) A laptop
4) Group work worksheets
5) A poster that indicates different flower parts
6) Class work sheets
Guided and Independent Practice
Students have to practice identifying the different parts of a flower. The teacher has to let students conduct independent practice, especially a student like Matt. He felt better when I was assisting him practice and identifying the different parts of the flower. Students did this activity and worked together with their peers.
Students will present in groups the functions of different parts of a rose flower and the various types of rose flower. Students have to make use of their observation skills to enable them identify the different types of roses.
Matt is one of the students in my class and he has a below IQ than the average of the class; consequently, he has learning disabilities.
The teacher to ask the students to concentrate on the upper flower part, and ask them to examine the flower, especially the pistil as the teacher shows them the composition of the pistil being ovules, stigma, style and ovary. The teacher will then indicate the stamen and comprise of the anther and filament. At the same time, the teacher teaches will teach the students that the ovary is found in the flower. The ovary has ovules so the teacher needs to bisect the flower style to show the flower ovary to the students. The teacher has to guide all the students by ensuring they are asked questions to find out if they can identify the different flower functions. The teacher should ask the students the petal size of the flower with the expected answer from the students to be large. The teacher has to direct questions on the color of the petals and expect answers from the students. The answer, which is expected from the students, should be red, yellow, and white petals in color depending on the type of flower they are holding in their hands. The teacher has to explain to the students that the petals are mostly large with very bright colors to attract insects. I will ask the students the color of the flower they are holding. They will give different answers as they are holding various flower types. The next step is to ask the students to identify the brightest flower parts. The teacher has to ensure the students point the right flower parts and distinguish them. The teacher then has to teach the students the flower brightest parts called the petals. The teacher then needs to ask the students to peel of flower petals. I provided various learning choices by ensuring that students had a chance to choose whether they wanted to work in groups or if they preferred to work as individuals. They were able to choose the games they wanted on flowers with various levels for all students. The activities were easy to make all the students comfortable and enjoy the lesson. The teacher to give Matt a piece of paper, pencils, and crayons to color the different parts of a flower after the end of the lesson. She will color the diagrams and share with his other classmates. At the end of the lesson, the teacher will reshow her the pictures for flowers she has colored and remind her of the unique feature of the different parts of the flowers. Each one of them and ask him to create in sheets of paper provided The white cotton, sand, plastic grass, glue, crayons, and sticker flowers would be used in drawing and painting the different flower parts. The assignment was divided in two pages to make it clear and easier for her, to have extra white page to draw and color with my support successfully.
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