Lesson Plans - Alston Publishing House · Web viewOverview of Lesson Plans. ... e.g. hydrilla, ... Read the new words out loud and have pupils repeat each word after you so they

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 1 Chapter 5 Lesson Plans

Lesson Plans

Chapter 5: PlantsTotal number of periods: 17 periods

Overview of Lesson Plans

What Are Plants? (1 period)Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry

SkillsProcess Skills 21st Century Skills Number of

Periods

5.1 Pupils should:- know that plants are living things

Explore and observe in order to collect evidence to answer questions. (1Eo1)

ObservingComparingAnalysing

Communicate clearly

1

What Parts Do Plants Have? (5 periods)Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry


Periods

5.2 Pupils should:- be able to identify and name the

major parts of a plant, looking at real plants and models

Try to answer questions by collecting evidence through observation. (1Ep1)

Explore and observe in order to collect evidence (measurements and observations) to answer questions. (1Eo1)

ObservingOrganisingAnalysing

Be self-directed learnersApply technology effectivelyGlobal awarenessManage projects

5

What Are Some Characteristics of Plants? (5 periods)Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry


Periods

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



ObservingContrastingAnalysingOrganising

Reason effectivelyMake judgements and decisionsUse systems thinkingBe self-directed learners

5

Page 1 of 17


Communicate clearly

How Are Plants and Animals Similar? (1 period)Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry


Periods

5.4 Pupils should:- be able to recognise the similarities

between animals and plants- be able to name the characteristics

of living things


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)

ObservingComparingContrasting

Solve problemsMake judgements and decisions

1

What Are Some Types of Plants? (5 periods)Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry


Periods

5.5 Pupils should:- be able to recognise that there is a

variety of plants

Ask questions and contribute to discussions about how to seek answers. (1Ep2)


Model and communicate ideas in order to share, explain and develop them. (1Eo6)

OrganisingCommunicating

Manage projectsSolve problemsThink creativelyReason effectivelyCommunicate clearlyCollaborate with othersApply technology effectivelyBe self- directed learners

5

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Main Lesson Plans

Lesson 5.1

BSCS 5E Lesson Notes ResourcesChapter openerTeaching Tip: Get pupils to read or act out the comic strip in the chapter opener.

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.

Textbook page 61

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.

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.)

Explain:The variety of plants

Explain that: There are many kinds of plants around us.

Page 3 of 17


BSCS 5E Lesson Notes Resourcesis explained briefly 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.

Point out to pupils that despite the differences, plants are similar in many ways.

Process Skills: Observing, Comparing, Analysing

21st Century Skill: Communicate clearlyConsolidation Worksheet 1

Page 4 of 17


Lesson 5.2BSCS 5E Lesson Notes Resources

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.

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.

Ask pupils: What are the parts that make up a plant? (Answer: Roots, stem, leaves, sometimes flowers and fruits.)

Explain:New concept is covered

Go through the role of each part of a plant.

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.)

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 37Activity 1: Which Part Is It?

Workbook page 38Activity 2: What

Page 5 of 17


BSCS 5E Lesson Notes Resourceshanging 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.

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

Explain:Concept is explained by analogy

Ask pupils: Do plants need to find food? (Answer: No) Which part of the plant makes food? (Answer: The leaves)

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—40Activity 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

Explain:Exceptions to the concept are shared

Tell pupils that not all plants have flowers. When a plant has flowers, the flowers are usually the most attractive part of the plant.

Page 6 of 17


BSCS 5E Lesson Notes ResourcesTeaching 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.

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

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 41Activity 4: What Do I Do?

Activity: Carry out Build Your Skills! with the class. Textbook page 66

Evaluate:Pupils go through what they have learnt in a class discussion

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 factshttp://www.arkive.org/rafflesia/rafflesia-spp/

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http://www.arkive.org/rafflesia/rafflesia-spp/



What Are Some Characteristics of Plants?Discuss the pairs of pictures in the section opener.

Ask pupils: What does the plant on the left have that the plant on the right does not?

Textbook page 67

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:A situation is introduced for pupils to think about

2. Show pupils a picture of a desert with almost no plants.

Ask pupils: 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

Textbook page 68

Workbook page 42

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BSCS 5E Lesson Notes Resources

Explore:Pupils explore what they have learnt in an outdoor activity

their own kind continues to exist on earth.)

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.

Activity 5: Water This Plant!

Workbook page 43Activity 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.

Textbook page 69

Engage:An interesting story is used to introduce a new concept

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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BSCS 5E Lesson Notes ResourcesPupils use their senses to observe

plants produce seeds which can grow into new plants.

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. URLs 5.2, 5.3

Explain:Concept is further explained

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.

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

Elaborate:Pupils’ understanding is enhanced by an activity

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—46Activity 7: Grow a Bean!

Page 10 of 17


BSCS 5E Lesson Notes ResourcesTell pupils that a seed which has a root, a shoot and some leaves is known as a seedling.

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. URL 5.4

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.

21st Century Skills: Be self-directed learners; Communicate clearly

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:

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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seed seedling young plant

fruit flower adult plant

http://www.teachersdomain.org/asset/tdc02_vid_plantsgrow/

http://www.youtube.com/watch?v=TJQyL-7KRmw&feature=related


URL 5.4: Life cycle of a cherry tomato planthttp://www.ket.org/education/video/kevsc/kevsc_000003.htm

Page 12 of 17

http://www.ket.org/education/video/kevsc/kevsc_000003.htm



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.

Textbook page 70

Engage:A question is asked to introduce the section

Teaching Tip: Bring a plastic plant to class. Let pupils examine the plastic plant.

Ask pupils: Is this plastic plant a living thing? (Answer: No, the plastic plant is not a living thing.)

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.)

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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BSCS 5E Lesson Notes Resourcesdifferences are pointed out

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.)

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.

Process Skills: Observing, Comparing, Contrasting

21st Century Skill: Make judgements and decisions

URL 5.5

Teaching Tip: Show pupils these videos to help them to understand the characteristics of living things.

Reinforce the fact that animals and plants are living things, therefore they have the characteristics special to living things.

URLs 5.6, 5.7



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 Thingshttp://www.youtube.com/watch?v=tYa3m_SXoAk&feature=related

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http://www.youtube.com/watch?v=tYa3m_SXoAk&feature=related

http://www.youtube.com/watch?v=8r3jAZRk1CQ&feature=related

http://www.teachersdomain.org/asset/tdc02_vid_alive/



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.

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.)

Textbook page 73

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.

Workbook page 47Activity 8: Where Can You Find Me?

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

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BSCS 5E Lesson Notes Resources

Explore:Pupils explore the variety of plants

Activity: Bring a spread of vegetables to class.

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.)

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.

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.

Teaching Tip: Get pupils in groups to brainstorm how they can help to protect plants.

21st Century Skill: Solve problems

Textbook page 75

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.

21st Century Skills: Think creatively; Reason effectively; Communicate clearly; Collaborate with others

URL 5.8

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.

Textbook page 76

Evaluate:Pupils apply what they have learnt

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.

Page 16 of 17


BSCS 5E Lesson Notes Resourcesabout the variety of living things and their conservation

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!

21st Century Skills: Apply technology effectively; Be self-directed learners

Textbook page 77URL 5.9


Wrap up the chapter with the following:

Talk It OutTeaching 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 OutTeaching 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 @ WorkTeaching 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


URL 5.8: Paper Recycling for Kidshttp://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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http://www.biguniverse.com/createkidsbooks/read/846/the-uses-of-plants

http://greenliving.nationalgeographic.com/paper-recycling-kids-3213.html

Documents

Lesson Plans - Alston Publishing House · Web viewOverview of Lesson Plans. ... e.g. hydrilla, ... Read the new words out loud and have pupils repeat each word after you so they