1. BASIC PARTS OF THE PLANTS AND ITS USES

2. Unit Summary –Plants are alive, just like people and animals. They grow and die, need energy, nutrients, air, and water, produce young, made up of cells and react to what's around them. This unit will allow our grade II pupil know the importance of plants in our environment. The activities would help them understand more on the subject and would enhance their creativity and skills that would be needed in the class. And also the pupil can easily identify the parts of the plants and its uses.

3. Subject Area: Science and Health Grade Level: Grade II Pupils Approximate time needed: 3 weeks; 3 sessions per week; 40 mins.

4. Targeted Content Standards and Benchmarks 21st Century Skills: –Critical Thinking –Communication and Collaboration –ICT (Information, Communications and Technology) Literacy –Initiative and Self-Direction

5. PELC Learning Competencies: Writing: –Write a reflection paper on how each part of the plant is connected to one another and the importance of the plant in our environment. –Write the basic parts of the plant. Speaking: –Identify the basic parts of the plants. –Interaction through Field trip activities. Creating: –Draw a plant that creatively shows the different parts of the plant and state its uses.

6. Student Objectives/Learning Outcomes Behavioral Objectives: –At the end of the 1 month session, the grade II pupil will be able to identify the different parts of the plant and its uses. Be aware of the importance of the plants in our environment. Present a drawing and coloring that creatively shows the different parts of the plant.

7. Curriculum-Framing Questions Essential Question –What are the important parts of a living thing?

8. Unit Questions –How can you apply the knowledge of the different parts of the plants to the development of the plantation in your community?

9. Content Questions –What are the different parts of the plant and its uses? –How can we make use of our acquired knowledge about the plants in helping our community environment flourish?

10. Assessment Plan Assessment Timeline Before project work begins: - Storytelling - Film showing

11. Students work on projects and complete tasks: - The Area Exposure - Field trips - Drawing - Make a 3-D model of a plant

12. After project work is completed: - Sharing of learning - Journal

13. Assessment Summary The assessments used for this lesson are all chosen to facilitate the process of self-direction, collaboration at the end of the whole experience. This will begin with a Storytelling and Film showing to motivate the pupils. Area exposures and Field trips would help the child expose and explore the beauty of nature wherein the results are to be shared in the classroom. The next activities will be a series of presentations of drawing and coloring that will show their progress in creativity as well as making of a 3-D model of a plant with varying colors that correspond to the plants parts and its uses. Finally, a sharing of learning in the class as well as the writing of journal that will conclude their field learning experiences.

14. Unit Details Prerequisite Skills For this lesson, it is expected that the grade II pupil can: –Identify the basic parts of the plants and its uses. –Draw a plant. –Share what they have observed.

15. Instructional Procedures Week 1 The pupils will have: –An introduction of the lesson. –Lesson proper of the subject. –Story telling. –Film showing about the basic parts of the body and its uses.

16. Week 2 The pupils will have: –An area exposure inside the community. –Field trip. –Drawing a plant by showing the importance of it. –The students are required to do a project that will require them to make and design a 3-D model of a plant with varying colors that signify the different uses of the parts of the plant.

17. Week 3 The pupil will have; –Journal writing base on the experience they have during the area exposure and field trip. –Sharing of learning through their experienced in the area exposure and field trip.

18. Accommodations for Differentiated Instruction Special Needs Students Accommodation for the pupils would be supporting them with the instructional materials that are highly conducive for learning. The use of AVR would help the pupil visualize of the basic parts of the plants and its uses. And they will learn through sharing of learning.

19. Gifted/Talented Students The pupils are required to explore and expose themselves in the area wherein it has plants that would help them visualize the real plant and how the plant lives outside. And through their field trip, they are being introduced to the different types of the plants and how they grow in the field.

20. Materials and Resources Required For Unit Technology – Hardware: DVD Player Projection System Television Internet Connection Technology – Software: Encyclopedia on CD-Rom Multimedia Image processing

21. Printed Materials Textbooks Curriculum Grades Story Books Lab Manuals Reference Materials

22. Supplies - Plants for observation -Coloring Books -Coloring Materials -Drawing Book -Storybook

23. Internet Resources http://www.tooter4kids.com/Plants/p arts_of_plants.htmhttp://www.tooter4kids.com/Plants/p arts_of_plants.htm http://www.essortment.com/all/plant suses_rzov.htmhttp://www.essortment.com/all/plant suses_rzov.htm Encarta 2010 for Kids

24. Other Resources - Tour guides in Field trips - Other students/classrooms - Parents - Experiments