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Lesson 10: Importance of Plantsسبق 10:

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Daily Lesson Plan — Unit 10

Importance of Plants

Subject: English | Class: 3 | Series: Leeds (SNC 2020)

Overview

This unit teaches the importance of plants to humans and the planet. Plants provide food (fruits, vegetables, pulses, grains), wood, paper, seeds, cotton, oils, spices, rubber, and medicines. Plants give oxygen, act as air purifiers, cool the environment, and bind soil with their roots. The unit teaches conservation: do not cut trees, promote afforestation, ban deforestation, protect forests from fires. Language skills include vocabulary (important, necessities, purifier), rhythm/stress/intonation, anagrams, homophones, three tenses (simple present, present continuous, simple past), story elements (characters, setting, beginning, middle, ending), and non-verbal communication cues.

Learning Objectives

After completing this unit, students will be able to:

  • Use pre-reading strategies to predict text content from pictures/title
  • Apply critical thinking to interact with text using intensive reading strategies
  • Read/scan specific factual information to answer short questions
  • Describe the importance of plants to humans
  • Reproduce appropriate patterns of rhythm, stress, and intonation of English
  • Make anagrams from simple one-syllable words
  • Locate, identify, differentiate, and use simple pairs of homophones
  • Recognise that action takes place in time (present, past, or future) — tense indicates time
  • Identify and use Simple Present Tense for habitual actions and universal facts
  • Identify and use Present Continuous Tense for actions happening now
  • Identify and use Simple Past Tense for completed actions
  • Identify basic elements of a story: characters, setting, beginning, middle, ending
  • Identify and use appropriate tone and non-verbal cues for communicative functions

Day 1: Pre-Reading and Reading (40 minutes)

Materials

  • Textbook pages 58-59
  • Pictures of plants, trees, and forests
  • Board and markers

Warm-Up (10 minutes)

  1. Pre-reading: "Read the title and guess four words related to it." "Should we plant trees?"
  2. Show pictures of different plants and trees.
  3. Discuss: "What do plants give us?"

Reading Activity (25 minutes)

  1. Read the passage aloud:
    • Plants play an important role in our life. They make us feel good and are useful in many ways.
    • Plants are important for the planet and all living things.
    • Food: Plants provide us food — fruits, vegetables, pulses, and grains.
    • Materials: We get wood, paper, seeds, cotton, oils, spices, and rubber from plants.
    • Medicine: Some plants like tulsi, neem, ginger, and garlic are used to make medicines.
    • Oxygen: Plants give us oxygen gas — the gas all living things need for breathing. Plants give out oxygen all day, helping increase oxygen and purify air. Plants act as air purifiers.
    • Environment: Plants cool the environment by absorbing sun heat through their leaves. They bind the soil with their roots.
    • Conservation:
      • Do not cut trees. Use only fallen branches and leaves.
      • Promote afforestation (planting new plants/saplings in schools and neighbourhoods).
      • Save forests. Ban deforestation. Protect forests against fires.
    • In a nutshell, plants are a gift of Allah on Earth. We must take care of plants. Our existence on Earth is only due to plants.
  2. While-reading: "What do plants absorb?"
  3. Post-reading: "Do you have plants in your school?" "Name the tallest tree of the world."

Wrap-Up (5 minutes)

  1. Students name 5 things we get from plants.
  2. Discuss: Why should we not cut trees?

Differentiation

  • Support: Create a mind map: Plants → Food, Materials, Medicine, Oxygen, Environment.
  • Extension: Students list 5 products they use daily that come from plants.

Day 2: Comprehension, Vocabulary, and Phonics (40 minutes)

Materials

  • Textbook pages 60-61
  • Notebooks

Warm-Up (5 minutes)

  1. Quick quiz: "What gas do plants give us?" "Name one plant used for medicine."

Words Treasure (5 minutes)

  1. Teach vocabulary:
    • important — valuable
    • necessities — basic needs
    • purifier — something which helps in removing impurities

Comprehension (10 minutes)

  1. Answer questions:
    • In which forms do we get food from plants? (Fruits, vegetables, pulses, grains)
    • How do plants help the soil? (They bind the soil with their roots)
    • How do plants act as air purifiers? (They give out oxygen and purify air)
    • What is afforestation? (Planting new plants)
    • What is deforestation? (Cutting down trees/forests)

Rhythm, Stress, and Intonation (10 minutes)

  1. Explain:
    • Rhythm — the repeated pattern of sounds and movements
    • Stress — the force used to pronounce words or syllables
    • Intonation — the rise and fall of the voice while speaking
  2. Read the poem "Twinkle, Twinkle, Little Star" to practise rhythm, stress, and intonation.
  3. Students recite together with proper rhythm and intonation.

Anagrams and Homophones (10 minutes)

  1. Anagrams: A word formed by rearranging the letters of another word.
    • heart → earth
    • Example exercise: solar → ?, team → ?, act → ?, ten → ?, race → ?, eat → ?
    • (solar → orals, team → meat/mate, act → cat, ten → net, race → care/acre, eat → ate/tea)
  2. Homophones: Words that sound the same but have different spellings and meanings.
    • whale / wail
    • cell / sell, incite / insight, brake / break, born / borne, foul / fowl
  3. Students match homophone pairs.

Differentiation

  • Support: Provide picture clues for homophones.
  • Extension: Students write sentences using both words in a homophone pair.

Day 3: Tenses (40 minutes)

Materials

  • Textbook page 62
  • Notebooks

Warm-Up (5 minutes)

  1. Write three sentences: "I eat." "I am eating." "I ate." Ask: "What is different?"
  2. Introduce: Tense shows when an action happens.

Simple Present Tense (10 minutes)

  1. Used for regular actions in present time, or universal facts.
  2. Structure:
    • Affirmative: Subject + -s/-es + base form of verb + object
    • Negative: Subject + do/does not + base form of verb + object
    • Interrogative: Do/Does + subject + base form of verb + object?
  3. Examples: "The sun rises in the east." "The children go to school daily."

Present Continuous Tense (10 minutes)

  1. Used to describe actions happening right now (at the time of speaking).
  2. Structure:
    • Affirmative: Subject + is/am/are + 1st form of verb + ing + object
    • Negative: Subject + is/am/are + not + 1st form of verb + ing + object
    • Interrogative: Is/Am/Are + subject + 1st form of verb + ing + object?
  3. Examples: "The ducks are floating in the pond." "The aeroplane is flying over the city."

Simple Past Tense (10 minutes)

  1. Used for completed actions in the past.
  2. Structure:
    • Affirmative: Subject + 2nd form of verb + object
    • Negative: Subject + did not + 1st form of verb + object
    • Interrogative: Did + subject + 1st form of verb + object?
  3. Examples: "They went to Karachi last year."

Practice (5 minutes)

  1. Use the correct form of verbs:
    • The sun _____ (rise) in the east. → rises
    • The children _____ (go) to school daily. → go
    • The ducks are _____ (float) in the pond. → floating
    • They _____ (go) to Karachi last year. → went
    • The aeroplane is _____ (fly) over the city. → flying

Differentiation

  • Support: Provide a tense chart with formulas and examples.
  • Extension: Students write 3 sentences in each tense about plants.

Day 4: Story Elements and Creative Writing (40 minutes)

Materials

  • Textbook page 63
  • Notebooks

Warm-Up (5 minutes)

  1. Ask: "What makes a good story?"

Elements of a Story (15 minutes)

  1. Teach five elements:
    • Characters — people or animals in the story
    • Setting — where the story takes place
    • Beginning — main characters are introduced and setting is described
    • Middle — the problem is introduced
    • Ending — how the problem is solved
  2. Review a story from earlier units (e.g., Nicky & Ducky) and identify each element.

Story Writing (20 minutes)

  1. Students think of a story of their own and write it following the five elements.
  2. Guide them:
    • Who are the characters?
    • Where does the story happen?
    • What is the beginning?
    • What is the problem in the middle?
    • How is the problem solved at the end?
  3. Remind about capitalization, punctuation, and spelling.

Differentiation

  • Support: Provide a story planning template with blanks for each element.
  • Extension: Students add dialogue between characters in their story.

Day 5: Oral Communication and Unit Review (40 minutes)

Materials

  • Textbook page 63
  • Review materials

Non-Verbal Communication (15 minutes)

  1. Discuss non-verbal cues:
    • Eye contact — looking at the person you are speaking to
    • Head movement — nodding, shaking head
    • Hand gestures — pointing, waving
    • Appearance — how you look and dress
    • Posture — how you sit or stand
  2. Practice: students give a short talk about plants using appropriate eye contact, posture, and gestures.
  3. Teaching tip: "Have students list products made directly from plants or plant parts."

Unit Review (20 minutes)

  1. Review all key concepts:
    • Importance of plants: food, materials, medicine, oxygen, environment
    • Conservation: afforestation vs. deforestation
    • Vocabulary: important, necessities, purifier
    • Anagrams and homophones
    • Three tenses: simple present, present continuous, simple past
    • Story elements: characters, setting, beginning, middle, ending
  2. Quick written quiz covering all topics.

Wrap-Up (5 minutes)

  1. Students share one thing they will do to help plants and the environment.
  2. Final message: "Plants are a gift of Allah on Earth. Take care of them!"

Differentiation

  • Support: Use reference charts for the review quiz.
  • Extension: Students design a poster about saving trees.
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