- Roll
- 38 learners: 19 girls, 19 boys
- Strand
- Living things
- Sub-strand
- Plants
- Learning outcomes
- By the end of the lesson, the learner should be able to:
- identify the main parts of a flower
- draw and label a flower
- enjoy observing plants in the school compound
- Key inquiry question
- Why do many plants have flowers?
- Core competencies
- Communication, critical thinking
- Values
- Respect for the environment
- PCIs
- Environmental conservation
- Resources
- Fresh flowers from the school garden, hand lenses, learner's book
- Introduction 5 min
- Learners share flowers they see on the way to school. Ask: what colours and shapes did you notice?
- Development 25 min
- In groups of four, learners look at a flower with a hand lens and point out petals, sepals and the stalk.
- Learners gently open the flower to find the parts in the centre, and say what they think each part does.
- Each learner draws the flower and labels four parts. Groups compare drawings.
- Conclusion 5 min
- Groups share one new thing they learned. Recap the parts of a flower together.
- Assessment
- Observation checklist while groups work; labelled drawings collected
- Extended activity
- At home, find two different flowers and compare their colours and number of petals
- Reflection
- Written by the teacher after the lesson.