**Lesson Plan - Basic Science and Technology (Primary 4)**
**Topic:** Changes in Plants and Animals + Moving of Our Body Parts + Output Devices
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**Lesson Duration:** 3 Hours
**Lesson Objective:** By the end of the lesson, students will be able to:
1. Explain the changes that occur in plants and animals as they grow.
2. Identify and describe the movement of different body parts.
3. Understand what output devices are and give examples.
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### Hour 1: Changes in Plants and Animals
**1. Introduction:** (10 minutes)
- Begin with a brief discussion on what plants and animals are.
- Ask students if they have pets at home or if they’ve grown plants and what changes they've observed in them over time.
**2. Instruction:** (20 minutes)
- Explain the concept of growth and development in plants and animals.
- Use visual aids such as pictures and videos to show the stages of growth in plants (e.g., seed, sprout, sapling, mature plant) and animals (e.g., egg, larva, pupa, adult).
- Discuss metamorphosis in insects (e.g., butterflies) and the life cycle of frogs.
**3. Activities:** (20 minutes)
- Activity 1: Show a series of pictures of plants at different growth stages and ask students to arrange them in order.
- Activity 2: Match the animal to its growth stage (e.g., egg → chick → chicken).
**4. Summary:** (10 minutes)
- Recap the key points about changes in plants and animals.
- Answer any questions the students might have.
**5. Assessment:**
- Quick formative assessment: Ask students to draw and label a plant or animal lifecycle.
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### Hour 2: Moving of Our Body Parts
**1. Introduction:** (10 minutes)
- Start with a warm-up exercise to get the students moving.
- Ask students to observe and note which parts of their bodies are moving during the exercise.
**2. Instruction:** (20 minutes)
- Discuss how our bodies move using different body parts.
- Explain joints and muscles and how they work together to enable movement.
- Demonstrate simple movements like bending the arm, twisting the waist, and wiggling the fingers.
**3. Activities:** (20 minutes)
- Activity 1: Simon Says – Incorporate body movements (e.g., Simon says touch your toes, Simon says clap your hands).
- Activity 2: Draw a human body and label major body parts involved in movement (arms, legs, neck, etc.).
**4. Summary:** (10 minutes)
- Summarize the main points about body movements and ask students to demonstrate a movement and identify the body parts used.
**5. Assessment:**
- Observe the students’ drawings and participation in activities.
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### Hour 3: Output Devices
**1. Introduction:** (10 minutes)
- Briefly discuss the concept of input and output through daily examples (e.g., writing on paper (input) and reading the text (output)).
**2. Instruction:** (20 minutes)
- Define what output devices are in the context of computers and technology.
- Give examples of output devices (e.g., monitor, printer, speakers).
- Explain how these devices help us receive information.
**3. Activities:** (20 minutes)
- Activity 1: Show actual output devices or pictures and ask students to identify and describe their uses.
- Activity 2: Group work - Provide a list of devices and ask students to categorize them as input or output devices.
**4. Summary:** (10 minutes)
- Recap the key points about output devices and their functions.
- Answer any questions from the students.
**5. Assessment:**
- Oral Q&A session where students name and describe an output device and its use.
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**Materials Needed:**
- Pictures and videos showing plant and animal growth stages.
- Human body diagrams for labeling.
- Computers or printed images of output devices.
- Markers, chart paper, and drawing sheets.
**Homework:**
- Ask students to observe a plant or an animal over a week and record any changes they notice.
- Create a simple chart listing different body movements and the involved body parts.
- Draw and label another output device not covered in class.
**Reflection/Follow-Up:**
- Discuss as a class the observations from the homework in the next lesson.
- Reinforce learning with additional hands-on activities and visual aids.
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