In a recent science lesson activity last week, P1 students began their journey into the world of plants. They were introduced to kinds of plants and learned to recognize the major parts of a plant; including the roots, stems, leaves, and flowers. Using a real plant that the teacher showed, the students identified and differentiated among plants. This activity aimed to foster and strengthen their ability to recall and describe about parts of a plant or simply about plant structures.
To build on their knowledge, students were asked to bring a flower and two different types of leaves from home for a hands-on observation activity. Excitement filled the classroom as they worked together in groups, exploring the characteristics of the plants they had collected. Through small group discussions, they identified similarities and differences in shape, size, texture, and color based on leaves and flowers they brought. This activity encouraged them to use observation skills and begin thinking about how plants can be varied.
The learning didn’t stop there. As a home link challenge, P1 students were given water spinach seeds to be planted at home in polybags. What made this special was that students were encouraged to choose their own method of planting using the materials that they can find independently with their guided partners who are their parents. They did a simple experiment by giving two different treatments of each polybag. One polybag was placed in a dark room, while the other was placed outside which can get enough sunlight, air and water. By the time, students kept a planting journal, where they drew and described the growth progress of each plant. This allowed them to analyze the effects of light on plant growth and developing their thinking skills about why some plants grew better than others.
To wrap up the project, students shared their planting journals with their parents. Together, they reflected on what happened, discussing the differences in plant growth based on light exposure and shared their finding during the observation. Parents then provided feedback on the journal and planting process, which the students submitted as their final project. This stage helped students to draw conclusion and connect observations to real-world spectacle. It also encouraged them to reflect not just on what they saw, but on why it happened.
Obviously, it made the students to understand and be more aware about how environment affects living things. Bravo, P1 students! Your learning journey through plants showed great curiosity, teamwork, and creativity. From classroom observations to home experiments, you’ve grown your knowledge just like your spinach plants. Keep growing and exploring, little scientists! ***
