Topic: Plant diversity – a repetition lesson

Target group

Students of the 5th grade of an elementary school.

Core curriculum

II. Diversity of life.

5. Diversity and unity of plants:

1 ) plant tissues - the pupil observes and recognizes (under a microscope, in the diagram, in the picture or on the basis of the description) plant tissues and indicates their adaptive features to perform specific functions (creative, covering, parenchyma, strengthening, conductive tissue);

3 ) fern, forkwood, horsetail - student:

A) observation of ferns, forks and horsetail representatives (photos, engravings, live specimens) and presents the features of their external construction,

B) identifies an unknown organism as a representative of fern, Lycopodium or Equisetum, based on the presence of characteristic features,

C) explains the importance of fern, fork and creak in nature.

4 ) gymnosperms - student:

A) presents the features of the external structure of gymnosperms on the example of pine,

B) recognizes representatives of native gymnosperm trees,

C) explains the importance of gymnosperms in nature and for man.

5 ) Angiosperms - student:

A) differentiates morphological forms of angiosperms (herbaceous plants, dwarf shrubs, shrubs, trees),

B) observing the flowering plant (photographs, engravings, live specimens); recognizes its organs and determines their functions (root, stem, leaf, flower),

C) describes modifications of roots, stems and leaves as adaptation of angiosperms to life in specific environments,

General aim of education

The student repeats the knowledge and vocabulary in the area of the section: Plant diversity

Key competences

• communication in foreign languages

• digital competence

• learning to learn

Criteria for success
The student will learn:

• to consolidate the material from the lessons: „Flower”, „Angiosperms”, „Conifers”, „Ferns”, „Classification of plant tissues”;

• to ask questions and answer your friends' questions about the habitat of angiosperms,conifers ferns and discuss the basic functions of individual plant tissues

• to consolidate the vocabulary related to the theme of flower, angiosperms, conifers, ferns and classification of plant tissues

Methods/techniques

• problematic: didactic game

• programmed: with computer, with e‑textbook

• practical: exercices concerned

Forms of work

• individual activity

• activity in pairs

• activity in groups

• collective activity

Teaching aids

• e‑textbook

• notebook and crayons/felt‑tip pens

• interactive whiteboard, tablets/computers

Lesson plan overview

Befrore classes

The teacher explains the aim and planned course of the lesson. They explain the success criteria to be achieved by the students

Introduction

• Before the planned repetitive lesson, the teacher asks all students to recall the material of the e‑textbook from the chapter, and the selected ones, to prepare a crossword based on the mechanism of the abstract for colleagues to work during the lesson.

Realization

• Students display interactive crosswords on the interactive board. The task of the others is to guess individual passwords. After each crossword, students assess the questions based on the technique of lights (whether they are clear, logically formulated). The teacher assesses questions in terms of language and provides feedback

• Asking questions. Students use the form to write questions addressed to a colleague in order to check the understanding of the text being heard.

• The teacher or a chosen student plays the recording of the abstract. Every one or two sentences he stops it, asking the chosen colleague to tell in his own words what they have just heard.

• On the interactive board students themselves create a note on the habitat of algae and their characteristics

• The teacher asks students to carry out interactive exercise themselves

• Expanding and enriching English vocabulary in the issues covered in the lesson - students perform language exercises included in the abstract. The teacher makes sure that the tasks have been correctly completed and gives feedback

Summary

• The teacher carries out a summary part of the lesson using the trash and suitcase method. The teacher hands out small pieces of paper in two different colours (e.g. green and yellow). On the green pieces of paper the students write down the useful knowledge and skills they acquired during the class. The yellow pieces of paper are used to write down things the students did not find useful or interesting. The teacher reads students’ reflections

Homework

• Prepare 5 questions about the area that could be found on the test of the lesson