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Grade 1 Teacher’s Guide Chapter 5: Lesson Plans
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Lesson Plans
Chapter 5: Plants
Total number of periods: 17 periods
Overview of Lesson Plans
What Are Plants? (1 period)
Lesson
Specific Instructional Objectives
5.1
Pupils should:
know that plants are living things
What Parts Do Plants Have? (5 periods)
Lesson
Specific Instructional Objectives
5.2
Pupils should:
be able to identify and name the
major parts of a plant, looking at real
plants and models
What Are Some Characteristics of Plants? (5 periods)
Lesson
Specific Instructional Objectives
5.3
Pupils should:
be able to recognise that plants need
light and water to grow
be able to explore how seeds grow
into flowering plants
Cambridge Primary Scientific Enquiry
Skills
Explore and observe in order to collect
evidence to answer questions. (1Eo1)
Cambridge Primary Scientific Enquiry
Skills
Try to answer questions by collecting
evidence through observation. (1Ep1)
Process Skills
Observing
Comparing
Analysing
Process Skills
Observing
Organising
Analysing
Explore and observe in order to collect
evidence (measurements and
observations) to answer questions.
(1Eo1)
Cambridge Primary Scientific Enquiry
Skills
Try to answer questions by collecting
evidence through observation. (1Ep1)
Explore and observe in order to collect
evidence to answer questions. (1Eo1)
Process Skills
Observing
Contrasting
Analysing
Organising
21st Century Skills
Communicate
clearly
21st Century Skills
Be self-directed
learners
Apply technology
effectively
Global awareness
Manage projects
21st Century Skills
Reason effectively
Make judgements
and decisions
Use systems
thinking
Be self-directed
Number of
Periods
1
Number of
Periods
5
Number of
Periods
5
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Grade 1 Teacher’s Guide Chapter 5: Lesson Plans
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learners
Communicate
clearly
How Are Plants and Animals Similar? (1 period)
Lesson
Specific Instructional Objectives
5.4
Pupils should:
be able to recognise the similarities
between animals and plants
be able to name the characteristics
of living things
Cambridge Primary Scientific Enquiry
Skills
Try to answer questions by collecting
evidence through observation. (1Ep1)
Process Skills
Observing
Comparing
Contrasting
21st Century Skills
Solve problems
Make judgements
and decisions
Number of
Periods
1
Decide what to do to try to answer a
science question. (1Ep4)
Explore and observe in order to collect
evidence (measurements and
observations) to answer questions.
(1Eo1)
Make comparisons. (1Eo4)
What Are Some Types of Plants? (5 periods)
Lesson
Specific Instructional Objectives
5.5
Pupils should:
be able to recognise that there is a
variety of plants
Cambridge Primary Scientific Enquiry
Skills
Ask questions and contribute to
discussions about how to seek answers.
(1Ep2)
Explore and observe in order to collect
evidence to answer questions. (1Eo1)
Model and communicate ideas in order
to share, explain and develop them.
(1Eo6)
Process Skills
Organising
Communicating
21st Century Skills
Manage projects
Solve problems
Think creatively
Reason effectively
Communicate
clearly
Collaborate with
others
Apply technology
effectively
Be self- directed
learners
Number of
Periods
5
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Main Lesson Plans
Lesson 5.1
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Lesson Notes
Chapter opener
Teaching Tip: Get pupils to read or act out the comic strip in the chapter opener.
Resources
Textbook page 59
What Will I Learn?
Emphasise to pupils what their learning journey will be like for this chapter.
 Plants have different parts.
 Plants need air, water and food, can reproduce and can grow.
Textbook page 60
What Are Plants?
Get pupils to study the picture of the rainforest Ari is in.
Ask pupils:
 Where are the plants found? (Answer: Up on trees, on the ground, in the pond)
 How are the plants different? (Answer: Where they are found, shape of leaves, thickness of stem, etc.)
Background: Plants may be tall and woody, such as trees. Shrubs are mostly short and woody, with many
thinner branches. Herbaceous plants are non-woody.
Engage:
Pupils learn by
observing real-life
examples
Teaching Tip: Bring pupils to the school garden or around the school compound to observe the plants.
Point out to pupils the different types of plants. Look out for plants growing in unusual places such as
between cracks on the ground or on the wall or roof. Pupils may bring along the Textbook as well as pen
and notepad so that they can identify and record the different plants.
Explore:
Pupils describe the
plants they observed
Ask pupils to describe some of the plants they have seen.
Explain:
The variety of plants
Explain that:
 There are many kinds of plants around us.
Textbook page 61
Ask pupils:
 Where can plants be found? (Answer: Plants can grow almost anywhere, e.g. up on trees, in water, on
walls, through cracks in the pavement.)
 How would you describe the plants? (Answer: Tall and woody, short and woody, short and green.
Accept all possible answers.)
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is explained briefly
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Lesson Notes
 Plants can grow almost anywhere, such as on trees, through cracks in pavements, in ponds.
 Some plants are tall and woody, some are short and woody with many branches, while others are short
and green, or long and thin, such as vines or other creepers.
Resources
Point out to pupils that despite the differences, plants are similar in many ways.
Process Skills: Observing, Comparing, Analysing
21st Century Skill: Communicate clearly
Consolidation Worksheet
1
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Lesson 5.2
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Lesson Notes
What Parts Do Plants Have?
Background: Plants have roots, stems and leaves. Flowering plants produce flowers, which, when pollinated,
develop into fruits. Non-flowering plants do not produce flowers at all. The roots of a plant help to hold a plant
firmly in the soil. They absorb water for the plants too. If a plant has a tap root system, it has a main root from
where other thinner roots branch off. If a plant has a fibrous root system, the roots are about the same length
and thickness. Some roots, such as carrots and turnips, serve as storage organs for the plant.
Resources
Textbook page 62
Explain that:
 The parts that make up a plant are the roots, stem and leaves. Some plants have flowers and fruits too.
 Each part helps the plant in one or more ways.
Engage:
Pupils learn by
observing real-life
examples
Field Trip Idea: Bring the pupils to the school garden or a nearby park to observe plants. Pupils may bring along
the Textbook as well as pen and notepad so that they can identify and record different parts of the plants.
Process Skills: Observing, Organising, Analysing
21st Century Skill: Be self-directed learners
Explore:
Pupils use their
senses to explore
new ideas
Involve their senses of sight, smell and touch when exploring the parts of the plant.
Explain:
New concept is
covered
Go through the role of each part of a plant.
Ask pupils:
 What are the parts that make up a plant? (Answer: Roots, stem, leaves, sometimes flowers and fruits.)
Teaching Tip: You can bring a bunch of green spring onions or a blade of grass with roots attached to show
pupils what the roots look like.
Ask pupils:
 What are the functions of the roots of the plant? (Answer: They help to hold the plant firmly in the soil and
take in water for the plant.)
 What if the roots of a plant are removed? (Answer: The plant may not stand firmly in the soil.)
Workbook page 37
Activity 1: Which
Part Is It?
Process Skill: Observing
Common Misconception: Pupils may think that all roots grow in the soil. The roots of some plants can be found
Workbook page 38
Activity 2: What
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Lesson Notes
hanging in the air, such as those of the banyan tree. Some plants have breathing roots which stick out of the
ground, such as those of mangrove plants.
Resources
Parts Do Plants
Have?
Background: The stem contains two types of tubes, the xylem which carries water and the phloem which carries
food throughout the plant.
Textbook page 63
Teaching Tip: Ask pupils to imagine the stem of a plant as a pipe or conveyor belt bringing water and food from
one place to another. The stem carries water from the roots to other parts of the plant. It also carries food from
the leaves to other parts of the plant.
Elaborate:
Concept is covered
further through
demonstration
Activity: Tell pupils that water travels up a stem through tubes that act like pipes. You can do a demonstration
to show this. Immerse a celery stem cut at an angle in coloured water (for at least a few hours) before the
lesson. Bring the celery in the coloured water to class and cut the stem to show the cross-section. Point out how
the tubes in the stem carry the coloured water to the leaves.
Process Skill: Analysing
Background: Leaves contain chlorophyll, a green pigment that traps light which is needed to make food. The
food is then delivered to the other parts of the plant through the phloem tubes. The food is in the form of sugar
which can be stored as starch in the plant when it is not used.
Textbook page 64
Ask pupils:
 Do plants need to find food? (Answer: No)
 Which part of the plant makes food? (Answer: The leaves)
Explain:
Concept is explained
by analogy
Explain:
Exceptions to the
concept are shared
Teaching Tip: Ask pupils if they have ever visited a factory. Tell pupils that a factory is a place where things are
made. Draw the analogy between a leaf and a factory. Tell pupils that a leaf makes plant food, i.e. sugar. The
sugar is then sent to other parts of the plant.
Workbook pages
39—40
Activity 3: Leaf
Explorer!
Background: Flowers that attract pollinators, such as bees and birds, to pollinate them are usually big, bright,
colourful or scented. Some flowers depend on the wind instead of pollinators to carry the pollen from flower to
flower. These flowers are usually small and dull.
Textbook page 65
Tell pupils that not all plants have flowers. When a plant has flowers, the flowers are usually the most attractive
part of the plant.
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Lesson Notes
Teaching Tip: Ask pupils to name some of the flowers that they like. Tell pupils that not all flowers smell nice.
There are flowers that stink too. Share about the largest and one of the most stinky flowers — the Rafflesia.
Resources
URL 5.1
Activity: Different flowers and even their colours have different meanings. Get pupils to do an Internet search to
find out what the different colours of different flowers mean.
21st Century Skills: Apply technology effectively; Global awareness
Elaborate:
Pupils contribute in
discussion on variety
of leaves and flowers
Evaluate:
Pupils go through
what they have
learnt in a class
discussion
Discuss the variety of shapes, colours, smells and textures of leaves and flowers.
Teaching Tip: You can ask pupils to collect leaves or flowers and make a leaf press or flower press.
21st Century Skill: Manage projects
Workbook page 41
Activity 4: What Do
I Do?
Activity: Carry out Build Your Skills! with the class.
Textbook page 66
Teaching Tip: Show some photographs of common plants so that pupils can compare the parts of different
plants. Get pupils to point out the parts. Tell pupils that the roots of plants are often found underground to
anchor the plants and are not easily seen.
Tell pupils that they will learn more about the parts of a plant in Grade 3 Chapter 4: Introducing… Roots, Leaves,
Stems and Flowers!
Consolidation
Worksheet 2
Internet link for Lesson 5.2
URL 5.1:
Rafflesia — videos, photos and facts
http://www.arkive.org/rafflesia/rafflesia-spp/
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Lesson 5.3
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Lesson Notes
What Are Some Characteristics of Plants?
Discuss the pairs of pictures in the section opener.
Resources
Textbook page 67
Ask pupils:
 What does the plant on the left have that the plant on the right does not?
Explain:
New concept is
explained
Teaching Tips:
1. Show pupils a picture of the surface of the Moon.
Ask pupils:
 Why are there no plants on the Moon? (Answer: No plants grow on the Moon because there is no air for
them to grow.)
 What are the conditions needed for a plant to stay alive? (Answer: Plants need air, water and food to stay
alive.)
 Do you need to give a plant food? Why? (Answer: No. We do not need to feed a plant because it can make
its own food.)
 Do you need to give a plant water? (Answer: Yes)
Remind pupils that the roots of a plant help to absorb the water that the plant needs.
Ask pupils:
 How does a plant appear when it does not get enough water? (Answer: Droopy, dried up, brown. Accept all
possible answers.)
Explain that:
 Plants need water and sunlight to stay alive.
Engage:
2. Show pupils a picture of a desert with almost no plants.
A situation is
introduced for pupils Ask pupils:
to think about
 Why are there very few plants in the desert? (Answer: The desert is very dry with very little water, hence
not many plants can survive there.)
Ask pupils:
 Why does a plant need light? (Answer: Light enables the plant to make the food it needs.)
 Why do plants reproduce or have young? (Answer: Like animals, plants reproduce to make sure that their
Textbook page 68
Workbook page 42
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Lesson Notes
own kind continues to exist on earth.)
Explore:
Pupils explore what
they have learnt in
an outdoor activity
Activity: Point out to pupils the areas in the school garden where no grasses grow or grasses have died due to
lack of sunlight. Get pupils to water a small patch of grass in a sunny spot and cover the patch of grass with a
pail as instructed in Activity 6 of the Workbook. You may wish to leave a ‘Do not Touch’ sign as the pail may be
removed by others.
Resources
Activity 5: Water
This Plant!
Workbook page 43
Activity 6: Sunlight
for Good Growth!
After one week, bring pupils to the patch of grass where the pail is. Ask pupils to remove the pail and make
comparisons.
Ask pupils:
 How is this patch of grass different from the grass around it?
 What is the grass not getting with the pail in place?
 Lead pupils to conclude that sunlight is needed for plants to grow and stay alive.
Process Skills: Observing, Contrasting
21st Century Skills: Reason effectively; Make judgements and decisions
Remind pupils that they have learnt in Chapter 4: Animals that animals need air, water and food to stay alive,
and that animals also reproduce.
Background: The seed of a plant germinates if given enough air, water and warmth. Inside every seed is a tiny
plant which grows under the right conditions. The root emerges from the seed, followed by the shoot. When
this happens, we say the seed germinates. A seed does not need light to germinate.
Engage:
An interesting story
is used to introduce
a new concept
Textbook page 69
Teaching Tip: Get pupils to relate back to the cartoon in the chapter opener.
Ask pupils:
 What happened to the seed in the story? (Answer: It grew into a huge plant.)
 Which part of the plant did the seeds come from? (Answer: The seeds came from inside the fruit.)
Use the story of ‘Jack and the Beanstalk’ to illustrate how the seed Jack threw out of the window grew into a
huge plant. Ask pupils where the seeds are likely to come from. Refer them to the last picture of the comic
strip where seeds are seen inside the fruit (seed pod).
Explore:
Activity: Show pupils a variety of seeds. Let pupils use their senses to explore the seeds. Tell pupils that most
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Pupils use their
senses to observe
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Lesson Notes
plants produce seeds which can grow into new plants.
Resources
Teaching Tip: Soak a lima seed one day before the lesson. Open the soaked lima seed in class to show pupils
the tiny plant inside.
Ask pupils:
 What is inside the seed? (Answer: A tiny plant.)
 What will happen to this tiny plant when given the right conditions? (Answer: It will grow into a new plant.)
Process Skills: Observing, Analysing
21st Century Skill: Use systems thinking
Teaching Tip: Show pupils the time-lapse videos of a seed germinating and growing.
Explain:
Concept is further
explained
URLs 5.2, 5.3
Explain that:
 Plants reproduce, just like animals.
 Plants produce seeds. A seed contains a tiny plant. The tiny new plant will remain inside the seed until
conditions are right.
 In the presence of air, water and warmth, the tiny plant will grow into a young plant, and then become an
adult plant.
Point out to pupils that only adult plants produce flowers. Flowers may grow into fruits.
Teaching Tip: Show samples of both edible and inedible fruits (e.g. fruits of the balsam plant, angsana tree or
saga tree). Open the fruit to display the seeds inside which can potentially grow into new plants.
Elaborate:
Pupils’
understanding is
enhanced by an
activity
Background: When pollen of a flower lands on the stigma of another flower of the same species, a pollen tube
grows from it into the style, carrying the male reproductive cell with it. When the male reproductive cell meets
the female reproductive cell in the ovule, they fuse. Fertilisation takes place. The ovule will grow into a seed
while the ovary will develop into a fruit.
Textbook page 70
Activity: Grow a plant from the seed stage so that pupils can see the changes that take place. Point out to
pupils at every developmental stage where:
 A root appears.
 A shoot appears.
 Leaves appear.
Workbook pages
45—46
Activity 7: Grow a
Bean!
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Lesson Notes
Tell pupils that a seed which has a root, a shoot and some leaves is known as a seedling.
Resources
Ask pupils:
 How can you tell that a plant is growing? (Answer: The plant develops more parts; it gets bigger and
heavier.)
Teaching Tip: Show pupils the video of the life cycle of a cherry tomato plant.
Elaborate:
Pupils actively look
for new concept
applied in stories
Project Idea: Get pupils to look for books with a story of a seed growing into an adult plant. They can then
share the story with the class. An example is The Tiny Seed by Eric Carle.
Evaluate:
Pupils’
understanding is
assessed through
activity
Activity: Get pupils to map out the life cycle of a plant. An example of how the map can look like:
URL 5.4
21st Century Skills: Be self-directed learners; Communicate clearly
seed
seedling
young plant
fruit
flower
adult plant
Reinforce the concept of how a seed can grow into a young plant, then into an adult plant. It can then
reproduce with the help of flowers, which can make seeds. The seeds can then grow into new plants.
Process Skill: Organising
21st Century Skills: Use systems thinking; Communicate clearly
Internet links for Lesson 5.3
URL 5.2:
Green bean germination
http://www.youtube.com/watch?v=TJQyL-7KRmw&feature=related
URL 5.3:
From seed to flower
http://www.teachersdomain.org/asset/tdc02_vid_plantsgrow/
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URL 5.4:
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Life cycle of a cherry tomato plant
http://www.ket.org/education/video/kevsc/kevsc_000003.htm
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Lesson 5.4
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Lesson Notes
How Are Plants and Animals Similar?
Background: Living things have common characteristics:
 They need air, water and food.
 They reproduce.
 They grow.
 They respond to changes in their environment.
 They move by themselves.
 They die.
Engage:
A question is asked to
introduce the section
Teaching Tip: Bring a plastic plant to class. Let pupils examine the plastic plant.
Explore:
Pupils make
suggestions to
confirm an answer
Ask pupils to suggest how they will go about finding out whether the plant is a living thing. (Answer: Do not
give the plant air, water and sunlight and see if the plant withers. Accept all possible answers.)
Resources
Textbook page 70
Ask pupils:
 Is this plastic plant a living thing? (Answer: No, the plastic plant is not a living thing.)
Teaching Strategy: Generating possibilities
21st Century Skill: Solve problems
Elaborate:
New concept is
reinforced with
explanation
Compare how animals and plants get their nutrition.
Explain that:
 While animals must find their food, plants can make their own with the help of light.
 Since plants need light to make food, absence of light means that a plant cannot make food. This will cause
it to die.
Write out the conditions for survival of animals and plants on the board.
 For animals, the conditions are: air, water and food.
 For plants, the conditions are: air, water and light.
Remind pupils what they have learnt in Chapter 4: Animals, that humans and animals are living things too.
Explain:
Similarities and
Explain that plants are like animals in that they are living things.
Textbook page 71
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differences are
pointed out
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Lesson Notes
Ask pupils:
 What are the similarities in characteristics between animals and plants? (Answer: Animals and plants both
need air, water and food. They both reproduce. They both grow.)
Resources
Teaching Tip: Point out to pupils that these common characteristics between animals and plants, such as the
need for air, water and food, growth and reproduction, are also characteristics of living things.
Outline the key difference between animals and plants: Animals find food but plants make their own food.
Evaluate:
Pupils’ understanding
is assessed through an
activity
Activity: Show pupils the video from this website. Get pupils to identify the things in the video that are living
things.
URL 5.5
Process Skills: Observing, Comparing, Contrasting
21st Century Skill: Make judgements and decisions
Teaching Tip: Show pupils these videos to help them to understand the characteristics of living things.
URLs 5.6, 5.7
Reinforce the fact that animals and plants are living things, therefore they have the characteristics special to
living things.
Consolidation Worksheet 3
Internet links for Lesson 5.4
URL 5.5:
Teacher’s Domain: Is It Alive?
http://www.teachersdomain.org/asset/tdc02_vid_alive/
URL 5.6:
Sesame Street — Is it alive?
http://www.youtube.com/watch?v=8r3jAZRk1CQ&feature=related
URL 5.7:
Std 3 Science — Living And Non-living Things
http://www.youtube.com/watch?v=tYa3m_SXoAk&feature=related
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Lesson 5.5
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Lesson Notes
What Are Some Types of Plants?
Background: Plants that grow on land can be found on trees or other structures such as walls and fences.
Plants that grow in water can be floating, partially submerged or fully submerged. Plants can be flowering or
non-flowering. Non-flowering plants do not produce flowers at all.
Resources
Textbook page 72
Teaching Tip: Introduce the variety of plants to pupils by showing some pictures of plants. Then, get pupils to
identify common plants around the school or their neighbourhood.
Engage:
Pupils learn about
variety by doing a
project
Project Idea: Get pupils to make a scrapbook of interesting plants. They can decorate the front cover of their
scrapbooks creatively, e.g. with leaf prints or a variety of seeds arranged in patterns.
Process Skill: Organising
21st Century Skill: Manage projects
Explore:
Pupils are exposed to
the variety of plants
Teaching Tips:
1. Show pupils examples of plants that grow on land. Point out to pupils that, just like animals, plants can
live on trees too. Show other examples of plants growing on fences, creeping on walls, etc.
2. Show pupils examples of plants that grow in water. Tell pupils that plants can grow:
 On the surface of the water, e.g. algae, duckweed, water lettuce and water hyacinth
 Partially underwater (the roots are embedded in the soil at the bottom while the stem and the leaves are
above the water surface), e.g. cattail, water lily, water lotus, pondweed and arrowhead
 Fully submerged in water, e.g. hydrilla, elodea and cabomba
(Note: Pupils do not have to know the names of the plants at this point.)
3. Show pupils examples of plants that produce flowers. Point out to pupils that not all plants produce
flowers. Give examples of plants that do not produce flowers at all. Ferns and mosses reproduce by
spores whereas conifers such as pine reproduce by seeds contained in seed cones.
Textbook page 73
Background: Some plants store food in the roots, stem, flowers, fruits, seeds or leaves. Some of these
storage parts can be eaten.
 Examples of edible roots include carrot, beetroot, turnip and radish.
 Examples of edible stems include celery and asparagus.
 Examples of edible flowers include broccoli and cauliflower.
 Examples of edible fruits include tomato, pumpkin, cucumber, papaya and banana.
 Examples of edible seeds are sunflower seeds, pumpkin seeds and peas.
 Examples of edible leaves include cabbage, lettuce and spinach.
Textbook page 74
Workbook page 47
Activity 8: Where Can You
Find Me?
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Lesson Notes
Explore:
Pupils explore the
variety of plants
Activity: Bring a spread of vegetables to class.
Explain:
The ideas of
poisonous plants and
plants that are good
for health are
explained
Emphasise to pupils that not all plants are edible. Some of them may be poisonous. Those that we find on our
dining tables are good to eat and keep us healthy.
Resources
Ask pupils:
 Which of these are from plants? (Answer: All of them are from plants.)
 Which parts of plants are they from? (Answer: Answers depend on the vegetables brought to class.)
Tell pupils to recall what they have learnt about eating fruits and vegetables in Chapter 3: Healthy Eating.
Then, get pupils to create a salad using vegetables that can be eaten raw (e.g. lettuce, celery, carrot, seeds,
fruits, nuts), that is good to eat and is healthy. The vegetables can be cut into smaller pieces to make the
salad.
Safety Note: Be careful when using the knife to cut the vegetables. Alternatively, you can prepare the cut
vegetables before getting pupils to make the salad.
Tell pupils that plants are living things which have an important role to play. If all plants die, no other living
things would be able to survive on Earth.
Textbook page 75
Teaching Tip: Get pupils in groups to brainstorm how they can help to protect plants.
21st Century Skill: Solve problems
Elaborate:
Pupils do a project on
protecting plants
Project Idea: Get pupils to do a campaign to reduce the use of paper in school and at home. You can also
teach them how to make recycled paper.
URL 5.8
21st Century Skills: Think creatively; Reason effectively; Communicate clearly; Collaborate with others
Activity: Get pupils to collect pictures of various plants and animals. Then, place some vanguard sheets on the
notice board so pupils can stick their pictures on the vanguard sheets to form a collage.
Evaluate:
Pupils apply what
they have learnt
Textbook page 76
Project Idea: Get pupils into groups to design a poster that promotes protection and conservation of plants
and animals. Then, ask each group to present their poster to the class.
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about the variety of
living things and their
conservation
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Lesson Notes
Resources
Process Skills: Organising, Communicating
21st Century Skills: Manage projects; Think creatively; Solve problems; Communicate clearly; Collaborate with
others
Activity: Pupils can find out more about how plants are useful to us by accessing the website suggested in
Discover More!
Textbook page 77
URL 5.9
21st Century Skills: Apply technology effectively; Be self-directed learners
Consolidation Worksheet
4
Wrap up the chapter with the following:
Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to
pronounce the words correctly. Then, have pupils pair up to test each other on the meaning of the words.
Map It Out
Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map
by reading out loud. You may wish to draw the map as you speak.
 Plants have parts, namely stem, roots, leaves, flowers and fruits.
 Plants make their own food.
 Plants need air, water and food, can reproduce and can grow.
 These characteristics make up the characteristics of living things.
Science @ Work
Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage,
e.g. each pupil could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
Textbook page 78
Fun and Games
Internet links for Lesson 5.5
URL 5.8:
Paper Recycling for Kids
http://greenliving.nationalgeographic.com/paper-recycling-kids-3213.html
URL 5.9:
The uses of plants (corresponds with Internet Link 5.1 in Textbook)
http://www.biguniverse.com/createkidsbooks/read/846/the-uses-of-plants
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