Sip3005

Teaching and assessment of field work in biology

TITLE
Lesson plan (assignment 2)

Name: VIENISHAA MUNIAND NAIDO

MATRIK NUMBER: SIP180018
SESSION: 2020/2021
LECTURER’S NAME:   Dr Chua Kah Heng

Table of content
1.0 TOPIC

2.0 INTRODUCTION

3.0 CONTENT STANDARD

4.0 LEARNING STANDARD

5.0 DURATION

6.0 TEACHING AIDS

7.0 EDUCATIONAL EMPHASES

8.0 LESSON PLAN

9.0 CLOSURE

1.0 topic
Physiology of Flowering Plants in Field Trip.

2.0 introduction
This educational trip comprised of different activities that can provide a platform for students to
learn more about plants features, characteristics and physiological processes. Students also get
the opportunity to witness the different species of plants in this field trip. It will be a good chance
for students to grab a better understanding about plants from this trip.

3.0 Content standard

 Meristem tissue and Growth

 Structure of leaves
 Structure of flowers
 Formation of Pollen Grains and Embryo
 Plant Adaptation
 Biodiversity
 Communities and Ecosystems
 Maintenance, Conservation and Ecosystem Recovery

4.0 Learning standard

 Describe the type of the growth of plants:

(i) primary growth
(ii) secondary growth
 Compare and contrast between the primary growth and secondary growth of plants and
justify the importance of it.
 Describe the outer structure of leaves:
(i) lamina
(ii) petiole.
 Identify the structure of flowers in the plants.
 Compare and contrast the male structure of flowers with female structure.
 Identify the reproduction organs in plants.
 Describe the formation of pollen grains on anther and the embryo formation in ovule.
 Explain the adaptive features hydrophyte, halophyte and xerophyte in terms of:
(i) water and salt intake mineral
(ii) gas exchange
(iii) support
(iv) photosynthesis.
 Justify the importance of biodiversity against the environment and humans.
 Define:
 (i) species
(ii) population
(iii) community
(iv) habitat
(v) niche
(vi) ecosystem.
 Identify the biotic and abiotic components in ecosystems.
 Define and justify the requirements of:
(i) ecosystem conservation
(ii) ecosystem conservation
(iii) ecosystem recovery

5.0 duration
7 hours (from 9.00 a.m. till 4.00 p.m.)

6.0 Teaching aids

Worksheet that consists of scientific cues for Treasure Hunt Session.

7.0 Educational emphases

 Critical Thinking skills


 Nature Loving
 Communication Skills
 Time Management Skill
 Leadership skills
 Team Building

8.0 LESSON PLAN

ACTIVITIES TEACHING AND NOTES

Treasure Hunt session
LEARNING STRATEGY
Problem based Learning
Students are asked to find the
place according to the
prepared direction and
scientific cues.
 Discussion Inquiry based Learning
Question and Answer session Performance based
Assessment
Portfolio Formative Assessment
Teachers will allow students
to share the knowledge on
how they find the place and
let the students to explain
about what they can see.
Later, teacher will explain the
learning outcomes and
elaborate it.
Teachers will ask questions to
students to evaluate their
quick understanding.
Students are asked to observe,
touch and take picture during
the field trip. Later, they have
to prepare a portfolio
consisting of the drawings of
the flora.

*Time allocated for each activity (Treasure Hunt, Discussion and QnA session) is not included
as the activities will be conducted in groups as cumulative.

9.0 Closure
In conclusion, I hope I can convey all the planned learning outcomes to students by having a
proper lesson plan. This field trip could be an effective learning environment for students which
lead to a betterment of the students in all aspects such as academic progress, skills improvement
and development of sense of community if follows this lesson plan.