Professional Documents
Culture Documents
Essentials Course
Unit Author
First and Last Name Rosalinda O. Dejan
Ana Lorraine Idong
Subject Area
Science- science in everyday use
Grade Level
Grade four
Approximate Time Needed
60 minutes/ day, 3 weeks
Unit Foundation
Targeted Content Standards and Benchmarks
1. Relate the growing plants from seeds with sexual reproduction in plants.
1.1 identify the important parts of flower needed for the development of seeds
1.2 explain the role of pollination in sexual reproduction
1.3 describe the process of fertilization in flowers leading to the development of seeds
1.4 identify the parts of the flower that develops into fruits and seeds
2. Describe the changes in germinating seed
2.1 identify the parts of a seed
2.2 observe the changes in a germinating seed
2.3 explain the function of each part of the seed by observing a germinating seed
3. Identify the factors needed in seed germination
Curriculum-Framing Questions
Essential
How do we interact with each other?
Question
How plants grow and multiply?
Unit What are the factors in seed germination?
Questions What are the contributions of plant to our environment and to us?
What are the parts of a flower that are involve in the production of seeds?
What is pollination?
What are the two kinds of pollination?
What is fertilization?
Content
What is the role of fertilization in the production of seeds?
What are the parts of the seed?
Questions
What are the classifications of seed?
How seed germinate?
How leaf form?
What are the contribution of plants into our environment?
Assessment Plan
Assessment Timeline
Assessment Summary
Before the project begins, the teacher will discuss through powerpoint presentation to give
students an idea about the discovering plants. Conduct the oral presentation before the group
project the students look for the references (books and websites). At the end of topic discussion,
teacher show a powerpoint presentation to the students to make it sure that students will
understand their topic. After that, the teacher group their students then they will have an
experiment the plants based on what the teacher show through powerpoint. Teacher also ask
question to the students on how to develop plants and students answer based on what they have
learned. To make it sure that students understand, the teacher told their students to practice first
before they will start the experiment Ask students to find a group for the brief discussion and
share it in front of their classmates to give the feedback form or peer evaluation about their
sharing discussion. Students also use the checklist to help them prepare for a successful
project. Teacher conducts teacher’s conference after each activity the students have. This is to
assess students understanding, critical thinking, collaboration, and the research process.
Conferences allow time for feedback, clarifying misunderstandings, or providing additional
lessons as necessary. As they go over with their project, teacher shows the rubric to remind
students of what they need to include in their discussion while they are working their project. The
students use the checklist for them to know if their projects are doing well. When the checklist is
completed and shared, learners write reflection in which they can relate it in the real situation or
real world.Teacher induces students to reflect on how to make a project and it will also help them
understand in the society.
Unit Details
Prerequisite Skills
Before students go over with the entire unit, they must possess all the
following skills;
Basic macro-skills
Books and websites
Higher order thinking skills (HOTS)
Interpersonal skills(Reflection)
Internet Searching
Instructional Procedures
Introduction of the Unit
Prepare for a PowerPoint presentation that will give an overview about the
topic if what is it all about and what are the things to discover as they go through
the topic. How important really it is in our environment. Encourage them to share
ideas about what they’ve seen and understand from the PowerPoint. Subsequently,
introduce and discuss the Essential Question that will be used throughout the unit,
‘How do plants help in our environment? Entail students to think individually about
the question and talk about their ideas to each other. Ask one of them to share
ideas within the whole class.
Introduce the unit question, ‘How does plants grow and multiply? Explain
to students that they will be exploring this question throughout the discussion
and project.
Week 1 to 3
Week 1:
Day 2- Divide the class into two groups and divide the topics.
Week 2:
Day 1 – Give feedback about the progress of their output. Remind them also a rubric.
Week 3:
Anecdotal Record
Prior to discussion the teacher will group the class into two groups. The teacher
will discuss about the topic. After the discussion, the teacher will let the students
make a PowerPoint presentation. Show them a scoring guide for them to know what
to follow before they present their PowerPoint presentation. Allow the student ask
question for more clarification.
After discussing the student what to do, allow the student practice. Then the teacher
will observe and give them feedback. Present them checklist to follow the targeted
competencies. Rate them based on the rubric given.
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