LESSON 5-Plants and Subject and Predicate

Facilitating

1. Prof Ed 5: Facilitating Learner-Centered Teaching Bachelor in Elementary Education First Semester, A.Y. 2025–2026 Lecturer: Angelica G. Bangalisan , LPT

2. INCLUSIVE STRATEGIES FOR LEARNING PARTS OF THE PLANTS External Parts of Plants and Their Functions

3. Multi-Sensory Learning Touch real plants See diagrams and videos Hear songs or chants

4. Differentiated Instruction Simple diagrams for beginners Detailed explanations for advanced learners Research extension: Plant adaptations

5. Visual Supports Big plant chart with detachable labels Concept map: Plant Part → Function

6. Hands-On Activities Nature walk to observe plants Collect and classify leaves/flowers Sort plant parts with peers

7. Collaborative Learning Group study: Each group explores one part Present findings to class Peer mentoring for struggling learners

8. Inclusive Language & Accessibility Use simple words before scientific terms Provide large-print or digital handouts Allow oral, drawing, or written outputs

9. Culturally Relevant Examples Local plants: Banana, Gumamela , Mango Discuss: 'What plant parts do we use every day?'

10. Creative Approaches Role-play: 'I am the Leaf, I make food!' Songs, poems, or skits Art activity: Draw and color plant parts

11. UDL CLASSROOM

12. Multiple Means of Engagement Connect to real life (banana, mango, gumamela 🌺) Nature walk exploration 🚶‍♀️ Games: Guess the Part 🎲 Visuals: Photos of children gardening or local plants.

13. Multiple Means of Representation Diagrams, photos, and real plants Video clips about plant growth Large-print / digital handouts Translations or simplified terms Design: Use icons to represent each medium.

14. Multiple Means of Action & Expression Draw and label a plant Role-play as plant parts Verbally explain functions Write in notebooks Visuals: Kids acting or drawing plants.

15. INCLUSIVE STRATEGIES AND UDL CLASSROOM Topic: Living and Non-Living Things

16. Inclusive Strategies 1. Use Multisensory Approaches (Visual, Auditory, Kinesthetic, Tactile) 2. Differentiated Instruction ( drawing, storytelling, experiments) 3. Culturally Responsive Teaching (local examples: carabao, jeepney) 4. Peer Collaboration (group sorting, discussions) 5. Assistive Tools (large-print, captioned videos, picture-based answers)

17. Universal Design for Learning (UDL) Principle 1: Multiple Means of Representation Use videos, realia, charts, images Principle 2: Multiple Means of Engagement Games, nature walks, storytelling Principle 3: Multiple Means of Action & Expression D rawing, speaking, sorting, role-play

18. Sample Inclusive Activity: Living or Not? Materials: Picture cards, real objects, chart Steps: 1. Present objects (plant, dog, toy, rock) 2. Students discuss and classify 3. Place objects on chart (Living vs Non-Living) 4. Reflection questions Adaptations: P ointing for shy learners D eeper explanations for fast learners Yes/No prompts for struggling learners

19. QUIZ 1

20. Instructions: Choose the correct answer.

21. Which part of the plant holds it upright and transports water and nutrients? a. Root b. Stem c. Leaf d. Flower 1

22. What part of the plant makes food through photosynthesis? a. Root b. Leaf c. Stem d. Seed 2

23. Which part of the plant absorbs water and minerals from the soil? a. Leaf b. Stem c. Root d. Flower 3

24. The colorful part of the plant that attracts insects for pollination is the ___. a. Root b. Fruit c. Leaf d. Flower 4

25. Which part of the plant develops from the ovary and protects the seed? a. Stem b. Root c. Fruit d. Leaf 5

26. TRUE OR FALSE All things that move are considered living things. 6

27. TRUE OR FALSE Viruses are considered living because they can reproduce independently. 7

28. TRUE OR FALSE A seed that looks dry and inactive is still classified as a living thing. 8

29. TRUE OR FALSE Non-living things may show changes, but those changes are not due to life processes. 9

30. TRUE OR FALSE Fire is a living thing because it can grow, spread, and needs oxygen. 10

31. REFERENCES CAST. (2018). Universal Design for Learning Guidelines version 2.2 . Retrieved from http://udlguidelines.cast.org UNESCO. (2017). A guide for ensuring inclusion and equity in education . Paris: UNESCO. United Nations. (2015). Sustainable Development Goal 4: Quality Education . Retrieved from https://sdgs.un.org/goals/goal4

32. Thank You!