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Group 4 - Micro Teaching

This document outlines a lesson plan for Grade 3 on the topic of how plants make food through photosynthesis. It includes objectives, materials needed, and detailed procedures for engaging students, explaining key concepts, exploring through experiments, elaborating on real-life applications, and evaluating understanding. Links to resources such as textbooks, presentations, worksheets, and videos are also provided.

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Yến Nhi
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24 views12 pages

Group 4 - Micro Teaching

This document outlines a lesson plan for Grade 3 on the topic of how plants make food through photosynthesis. It includes objectives, materials needed, and detailed procedures for engaging students, explaining key concepts, exploring through experiments, elaborating on real-life applications, and evaluating understanding. Links to resources such as textbooks, presentations, worksheets, and videos are also provided.

Uploaded by

Yến Nhi
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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1.

Link sách giáo khoa: I - Learn Smart Science, Student’s Book 3, page 40

2. Link canva bài giảng:


https://www.canva.com/design/DAGdvGEdrNI/O_CMwzNUddgU1wezFj4U7g
/edit?
utm_content=DAGdvGEdrNI&utm_campaign=designshare&utm_medium=link
2&utm_source=sharebutton

3. Link phiếu học tập:


a. Explore:
- Task sheet:
https://www.canva.com/design/DAGeHtVlYJk/c3A1k92d_5jsxVG5lijwMg/
edit?
utm_content=DAGeHtVlYJk&utm_campaign=designshare&utm_medium=l
ink2&utm_source=sharebutton
- Report paper:
https://www.canva.com/design/DAGeHn0vU_I/J79j9KrIMhXKZasa9Nybbg
/edit?
utm_content=DAGeHn0vU_I&utm_campaign=designshare&utm_medium=
link2&utm_source=sharebutton
b. Evaluate:
https://www.canva.com/design/DAGeCqqtMYc/BQtCeOqEQ_1mAAkr7
JXeZg/edit?
utm_content=DAGeCqqtMYc&utm_campaign=designshare&utm_mediu
m=link2&utm_source=sharebutton

4. Link video thí nghiệm:


https://drive.google.com/drive/folders/17vPb588fhCFBhwdXB6Mjb42yUdp0U
aZX?usp=drive_link
LESSON PLAN - UNIT 6: PLANTS
Grade: 3
Lesson 2: How do plants make food?
(I - Learn Smart Science, Student’s Book 3, page 40)

1. Objectives

By the end of the lesson, students will be able to:


- Identify the essential factors for plant growth (sunlight, air, water,
minerals, soil).
- Understand and use key vocabulary related to photosynthesis (absorb,
substances, photosynthesis).
- Explain the process of photosynthesis and the role of roots and leaves in
absorbing water and minerals.
- Apply their knowledge about photosynthesis to solve a real-life situation.

2. Language focus: sunlight, air, water, minerals, soil, substances, absorb,


photosynthesis

3. Materials

- Teacher:
+ PowerPoint presentation
+ A4 paper for each group, markers/pens
+ Experimental materials: video for observing the experiment, task sheet,
report sheet
+ Exit Tickets

- Students:
+ School supplies (pencils, crayons, glue, rulers,...)
+ Science Notebooks

4. Procedures

ENGAGE (5’)

- Objective:
+ Engage prior knowledge about plant growth and express understanding
of what plants need to grow, in preparation for the concept of
photosynthesis.
+ Capture students' attention, spark interest in the new lesson, and
encourage brainstorming before the lesson begins.

- Materials: A4 paper for each group, markers/pens

Teacher’s activities Students’ activities

- T asks a question: "What do you - Ss observe the image and discuss in


think are the necessary factors for a small groups (3-4 Ss) what they think
plant to grow?” the plant needs to grow.
- T instructs Ss to discuss what they - Each group will write down their
think the plant needs to grow in small answers on A4 paper.
groups.
- T randomly calls on 1-2 groups to - Share the group’s answers when
share their answers with the class. called upon and/or provide feedback
or comments if necessary.
- T shows an image of a plant and
points to each factor: Plants need - Students observe and listen.
water, mineral salts in the soil, air,
and sunlight to live.
EXPLAIN (5’)

- Objectives: Students understand key vocabulary related to photosynthesis

- Materials: Pictures describing new words

Teacher’s activities Student;’s activities

- Introduces key vocabulary: sunlight, - Listen to the teacher, and repeat


air, water, minerals, soil, substances, each word in a loud and clear voice.
absorb, photosynthesis, and asks
students to repeat the words together
(while introducing, the teacher points
to the picture and illustrates the
difficult word)
Sunlight

Air

Water

Soil
Minerals: very small things in the soil
that help plants grow

Substances: things (like air, water,


and minerals) that help plants live

Absorb: take in
Photosynthesis: how plants make - Write the vocabulary words into the
food notebook.
- Tells students to write down the
words in their notebooks and draw - Students listen and answer the
small pictures next to each word question: “Where do you think plants
- Ask follow-up questions: “Plants absorb water and minerals?” → Plants
make food from water and minerals. absorb water and minerals from the
So look at the picture, where do you
soil.
think plants absorb water and
minerals? - Students listen
- The teacher asks guiding questions
for the Explore section: “Very good!
Plants absorb water and minerals
from the soil. But how do plants
absorb water and minerals? Where
do the water and minerals then go?
Are there other factors needed for
plants to live? To answer these
questions, we will observe the
following 3 experiments.”

EXPLORE (15’)

- Objectives:

+ Students understand the process of how plants make their food through
photosynthesis.
+ Students can explain the role of roots and leaves in photosynthesis

- Materials: video, task sheet, and report sheet for each group
Teacher’s activities Students’ activities

- Teacher divides the class into - Students listen to the teacher and
groups. (4 students/group) regroup.
-The teacher hands out task sheets - The groups receive the task sheets
and report sheets to the groups and and report sheets. Students explore
gives them 2 minutes to discuss the the tasks, divide the work, and review
tasks they need to complete and the the questions they need to answer.
questions they need to answer.
- After 2 minutes, the teacher gives - The students watch the video and
each group a laptop to watch the discuss in groups to answer the
experiment video. questions on the report sheet.
- The teacher walks around the class,
supporting the groups that are facing
difficulties.
- After watching the videos, the - The students complete the questions
teacher gives the students 2 minutes on the report sheet.
to complete their answers on the
report sheet.
- The groups report the results of their
- The teacher calls on the groups to report sheets. The other groups give
report. feedback
- The students listen attentively.
- The teacher wraps up the process of
photosynthesis in plants (using the
diagram in the report sheet).
+ Roots absorb water and
minerals from the soil.
+ Then, the water and minerals
go to the stem, and then to the
leaves.
+ Plants make food in their
leaves from water and
minerals. To make food, they
use sunlight and substances in
the air.

ELABORATE (5’)

- Objectives: Students apply knowledge to brainstorm ideas to solve the


hypothetical situation.
- Materials: Paper, Crayons, Picture/Powerpoint

Teacher’s activities Students’ activities


- Present the situation with the - Listen carefully to the teacher’s
picture: “Your family is going on a 3 explanation of the situation.
- 5 day trip. What should you do to
take care of your plants on the
balcony?”

- Think about the key needs of plants


- Instruct them to brainstorm and how these can be addressed while
solutions and illustrate their ideas on they are away. Then answer the
questions.
paper by eliciting questions. For eg:
+ What do the plants need to stay
alive/survive?
+ What do the plants need to make
food?
+ How do you ensure that plants
have these factors while your family
- Work individually to illustrate their
is away?
solutions on paper using crayons or
- Instruct students to brainstorm markers.
solutions and illustrate their ideas on
paper.
- Move around the class to support - Share their drawing with the class
and guide as needed. and explain the proposed solution.
- Invite 2 - 3 students to present their - Use appropriate terms and answer
any follow-up questions from peers or
drawings and explain their solutions the teacher.
to the class. (encourage them to use
key terms and concepts learned
previously)
EVALUATE (5’)

- Objectives:

+ Students will demonstrate their understanding of the essential factors


for plant growth by completing an Exit Ticket.
+ Students will extend their learning by answering questions about where
different plants store food.

- Materials: Exit Ticket for each student

Teacher’s activities Students’ activities

- T asks students to individually - Ss write their responses based on


complete an Exit Ticket (except their understanding of the lesson.
Challenge Questions) in 5 minutes.

Link: How do plants make food?


- Ss listen to peer responses and
reflect on their answers.

- T collects some responses, reads - Ss listen carefully and follow the


selected answers aloud, and provides instructions.
feedback.

- T gives Ss instructions: complete


the activity at home if not finished,
review the lesson, and prepare for the
next one.

REFLECTION:

……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

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