LSK3701 Assignment 2
(COMPLETE
ANSWERS) 2025 - DUE
2025
For assistance contact
Email:
,QUESTION 1: "Plants" in Grade R
1.1. Use the topic “Plants” to show how you would implement each phase of the seven-phase
inquiry-based learning cycle in a Grade R lesson on the parts of a plant and their functions.
Provide steps and examples for each phase.
The seven-phase inquiry-based learning cycle typically includes: Engage, Explore, Explain,
Elaborate, Evaluate, Empower, and Extend/Exchange. Let's adapt this for a Grade R "Plants"
lesson.
Topic: Parts of a Plant and Their Functions (Grade R)
1. Engage (5-10 minutes)
Purpose: To pique curiosity, connect to prior knowledge, and introduce the topic in an
exciting way.
Steps:
o Hook: Start with a question or a surprising object.
o Activate Prior Knowledge: Ask what learners already know.
Examples:
o Show a beautiful, potted flower or a basket of various plant parts (e.g., a carrot
with leaves, a flower, a seed pod).
o Ask: "Look at this amazing flower! What do you notice about it? What parts can
you see?"
o Sing a song about plants or show a short, engaging video clip of a plant growing.
2. Explore (15-20 minutes)
Purpose: To allow learners to directly investigate the concept through hands-on
activities.
Steps:
o Provide Materials: Offer real objects related to the topic.
o Facilitate Investigation: Guide learners to observe and interact.
Examples:
o Provide each small group of learners with different real plants (e.g., a small
potted plant, a celery stalk in coloured water, a piece of fruit like an apple with
seeds, a root vegetable like a carrot).
, o Encourage them to gently touch, look closely, and discuss what they see with
their peers. "What do you see on your plant? Can you find something like what
your friend has?"
o Provide magnify glasses for closer observation of leaves or roots.
3. Explain (10-15 minutes)
Purpose: To help learners make sense of their observations, introduce scientific
vocabulary, and clarify concepts.
Steps:
o Share Observations: Learners share what they found.
o Introduce Vocabulary: Teacher names parts and functions.
o Clarify: Use visuals and simple language.
Examples:
o Gather the learners. Ask groups to share one thing they noticed about their plant.
o Introduce a large, simple poster of a plant with clearly labeled parts (root, stem,
leaf, flower, fruit, seed).
o As you point to each part, use simple language to explain its basic function: "This
is the root, it helps the plant drink water from the ground." "This is the stem, it
helps the plant stand tall and carry water up." "These are leaves, they help the
plant make food from the sun." "This is the flower, it helps make seeds." "This is
the fruit, it holds the seeds."
o Use actions or gestures to represent functions (e.g., wiggling fingers downwards
for roots, stretching arms upwards for stem).
4. Elaborate (10-15 minutes)
Purpose: To extend understanding, apply new knowledge to different contexts, and
deepen conceptual grasp.
Steps:
o Application Activity: Use the new vocabulary/concepts in a different context.
o Connect to Real World: Relate concepts to everyday life.
Examples:
, o Show pictures of various plants (trees, vegetables, flowers) and ask learners to
identify the parts they have learned. "Where is the leaf on this tree? What part of
this carrot do we eat?"
o Bring in different types of fruits/vegetables and discuss which part of the plant
they are (e.g., an apple is a fruit, a potato is a stem, spinach is a leaf, a bean is a
seed).
o "Let's be plants! Show me your roots (wiggle toes), your stem (stand tall), your
leaves (spread arms), your flower (open hands)."
5. Evaluate (Ongoing)
Purpose: To assess understanding throughout the lesson, not just at the end.
Steps:
o Observation: Monitor learner engagement and participation.
o Questioning: Ask open-ended questions.
o Simple Task: Have learners demonstrate understanding.
Examples:
o Observe if learners can correctly point to the parts of a plant on the poster or on a
real plant.
o Ask individual learners: "What does the root do?" "What part of the plant makes
a new baby plant?"
o Provide a simple drawing of a plant and ask them to point to a "leaf" or circle the
"stem" (informal assessment).
6. Empower (Throughout and at the End)
Purpose: To build confidence, encourage self-directed learning, and foster a sense of
agency.
Steps:
o Positive Reinforcement: Celebrate effort and discoveries.
o Choice/Ownership: Offer opportunities for independent exploration.
Examples:
o "Wow, you were amazing plant explorers today!" "I saw you trying so hard to
find the roots!"
(COMPLETE
ANSWERS) 2025 - DUE
2025
For assistance contact
Email:
,QUESTION 1: "Plants" in Grade R
1.1. Use the topic “Plants” to show how you would implement each phase of the seven-phase
inquiry-based learning cycle in a Grade R lesson on the parts of a plant and their functions.
Provide steps and examples for each phase.
The seven-phase inquiry-based learning cycle typically includes: Engage, Explore, Explain,
Elaborate, Evaluate, Empower, and Extend/Exchange. Let's adapt this for a Grade R "Plants"
lesson.
Topic: Parts of a Plant and Their Functions (Grade R)
1. Engage (5-10 minutes)
Purpose: To pique curiosity, connect to prior knowledge, and introduce the topic in an
exciting way.
Steps:
o Hook: Start with a question or a surprising object.
o Activate Prior Knowledge: Ask what learners already know.
Examples:
o Show a beautiful, potted flower or a basket of various plant parts (e.g., a carrot
with leaves, a flower, a seed pod).
o Ask: "Look at this amazing flower! What do you notice about it? What parts can
you see?"
o Sing a song about plants or show a short, engaging video clip of a plant growing.
2. Explore (15-20 minutes)
Purpose: To allow learners to directly investigate the concept through hands-on
activities.
Steps:
o Provide Materials: Offer real objects related to the topic.
o Facilitate Investigation: Guide learners to observe and interact.
Examples:
o Provide each small group of learners with different real plants (e.g., a small
potted plant, a celery stalk in coloured water, a piece of fruit like an apple with
seeds, a root vegetable like a carrot).
, o Encourage them to gently touch, look closely, and discuss what they see with
their peers. "What do you see on your plant? Can you find something like what
your friend has?"
o Provide magnify glasses for closer observation of leaves or roots.
3. Explain (10-15 minutes)
Purpose: To help learners make sense of their observations, introduce scientific
vocabulary, and clarify concepts.
Steps:
o Share Observations: Learners share what they found.
o Introduce Vocabulary: Teacher names parts and functions.
o Clarify: Use visuals and simple language.
Examples:
o Gather the learners. Ask groups to share one thing they noticed about their plant.
o Introduce a large, simple poster of a plant with clearly labeled parts (root, stem,
leaf, flower, fruit, seed).
o As you point to each part, use simple language to explain its basic function: "This
is the root, it helps the plant drink water from the ground." "This is the stem, it
helps the plant stand tall and carry water up." "These are leaves, they help the
plant make food from the sun." "This is the flower, it helps make seeds." "This is
the fruit, it holds the seeds."
o Use actions or gestures to represent functions (e.g., wiggling fingers downwards
for roots, stretching arms upwards for stem).
4. Elaborate (10-15 minutes)
Purpose: To extend understanding, apply new knowledge to different contexts, and
deepen conceptual grasp.
Steps:
o Application Activity: Use the new vocabulary/concepts in a different context.
o Connect to Real World: Relate concepts to everyday life.
Examples:
, o Show pictures of various plants (trees, vegetables, flowers) and ask learners to
identify the parts they have learned. "Where is the leaf on this tree? What part of
this carrot do we eat?"
o Bring in different types of fruits/vegetables and discuss which part of the plant
they are (e.g., an apple is a fruit, a potato is a stem, spinach is a leaf, a bean is a
seed).
o "Let's be plants! Show me your roots (wiggle toes), your stem (stand tall), your
leaves (spread arms), your flower (open hands)."
5. Evaluate (Ongoing)
Purpose: To assess understanding throughout the lesson, not just at the end.
Steps:
o Observation: Monitor learner engagement and participation.
o Questioning: Ask open-ended questions.
o Simple Task: Have learners demonstrate understanding.
Examples:
o Observe if learners can correctly point to the parts of a plant on the poster or on a
real plant.
o Ask individual learners: "What does the root do?" "What part of the plant makes
a new baby plant?"
o Provide a simple drawing of a plant and ask them to point to a "leaf" or circle the
"stem" (informal assessment).
6. Empower (Throughout and at the End)
Purpose: To build confidence, encourage self-directed learning, and foster a sense of
agency.
Steps:
o Positive Reinforcement: Celebrate effort and discoveries.
o Choice/Ownership: Offer opportunities for independent exploration.
Examples:
o "Wow, you were amazing plant explorers today!" "I saw you trying so hard to
find the roots!"
