The teacher, together with the resource teacher, prepare a box in advance, in which they fold the printed pictograms from Appendix 4 – pictograms for the Living Plant game. The game begins with the teacher choosing one student to play the role of a 'living plant'.

 The teacher gives an instruction:

- I will point a student who will come out in front of the class and will  draw a piece of paper from the box. When he/she sees what is on it, they have to name the corresponding part of the plant. The piece will be attached with the help of the teacher to our living plant (the student playing this role). Thus our living plant will be created.

 The game starts with an instruction:

- ............... stand in front, please (names a student from class). Draw out a piece of paper."

After drawing out the piece of paper, the student says which part of the plant is shown in the pictogram and with the help of double-sided tape attaches it to the appropriate places on the "living plant" - on the feet/shoes the symbol for roots, on the feet - the symbol for stem, on the hands - for the leaves, on the fingers - for the blossom and fruit.

 When the "living tree" is completed with all parts after the students have drawn and attached the symbols on the "Living Plant", everyone sings a song with the key words from the lesson (plant, stem, leaf, blossom, fruit) to the Frere Jacques tune/ Are You Sleeping? as to the beat of the melody the students bow to their feet when they sing 'root', point to their feet when they sing 'stem', shake their hands when they sing 'leaf', and their fingers for blossom and fruit.     

Time - 5 minutes

I love nature

The teacher gives instruction to the students to close their eyes and while listening to the music try to imagine that they are walking in nature. Teacher asks them to remember what plants there are. Listening to the music lasts about 1 minute. The teacher then gives the floor to a few students to tell what plants they imagined, what they looked like, how big they were, did they have blossoms or were they just leaves.

Time – 5 minutes

Students:

- know the parts of plants - root, stem, leaf, blossom, fruit;

- know what the functions of the separate parts of plants are;

- can indicate the parts of plants by diagram - root, stem, leaf, blossom, fruit;

- develop their social skills for working in a team, taking turns with a partner, waiting for a turn, checking their own individual work, independent learning.

- develop their communication skills - expression of opinion, communication.

Teacher tells students:

In nature, we meet a variety of plants. They are all around us and they are very wholesome. That’s why they are called the green wealth of the Earth. They also give us joy with their beauty and diversity. They have their similarities and differences. In this lesson, we will learn about the parts of plants, what each one does, and how it helps them grow big and beautiful.

Brainstorming

Presentation

Working examples

Group work

Learning through discussion

A role-playing game

Co-teaching - complementary teaching - a resource teacher works in the group where the SEN student/s are placed.

Fine art

Native language

Technology and entrepreneurship

Physical education

The resource teacher, together with the general education teacher, jointly discuss or adapt the presentation, worksheets, tasks and steps in the lesson, as well as the way of including the SEN students in the lesson.

The resource teacher supports the student and the group in which the SEN student/students work and, if necessary, develops an adapted version of the worksheets and supports the completion of the tasks of the student/students.

root, stem, leaf, blossom, fruit

1. Update of basic knowledge and introduction of the topic:

Appendix 1 - table for sorting plants by type and pictograms to be clipped

Appendix 1.1 – images for detection of common parts

The teacher says:

We will start the lesson with a game. We will divide the class into 3 groups. Each group will receive a worksheet and an envelope with pictograms. The task is to arrange each of the plants in the correct column by sorting them into the corresponding columns of flowers, bushes, trees. After each group has completed their work, choose a student to present the group's work and tell the class what they know about flowers, bushes and trees.

Each group is given the first page of the resource as a worksheet, together with an envelope in which the teacher, together with the resource teacher, has previously cut out the pictograms from the second page of the resource.

Eliciting the topic by asking the class:

– You did great! Now look at the board. You see the pictograms of a flower, a bush and a tree (Appendix 1.1). What can we find in common in the three images?

Today we will learn a little more about how plants grow by getting to know their parts and what each of them is responsible for.

Time – 5 minutes

3. MP4 Presentation - Appendix 4 - presentation

The teacher says:

- After we recalled what we know about the plants, what types we know and after we have pointed out some similarities and differences between them, today we will get to know the parts of plants. Let's see what they are and learn what they are for.

 The teacher gives a presentation and at the same time tells what parts of the plants are and what each of them stands for. The text from the slides is used.

Time – 5 minutes

4. Interactive exercise "Parts of plants"

 The teacher has a choice of two interactive games, according to the specifics of their students.

The teacher says:

- After learning about the parts of plants, now we will play a game on the board, checking if you have remembered the name of each part of the plant and where it stays.

Time – 10 minutes

5. Independent work

Appendix 3 - Worksheet for independent work

The teacher says:

- Now each of you will get a worksheet and you will have to work individually. Colour the plant and its parts and write the name of each part in the notes fields.

For SEN students, the task might be colouring and naming the parts of plants. If there are non-verbal students, the task can be transformed and facilitated by the teacher or resource teacher naming the relevant part of the plant and the SEN student pointing it out on the worksheet.

Time -  5 minutes

5. Energizing exercise

Time  - 5 minutes

6. Reflection

Time - 4 minutes

7. Homework

Appendix 6 - Homework

The teacher hands out the first page of the worksheet, specifying that students will receive the second page after returning the completed task - to check their answers.

Time – 1 minute

Appendix 5 - Reflection

The teacher says:

- To see what we learned today, we will do one exercise. We will see a plant on the board. I will ask you riddles and you will try to guess them. You will write the answers in the notebooks numbered 1 to 5.

 After students complete the exercise, the teacher opens a second page of the resource to check the answers.

Time – 4 minutes