Building background:

a. What are your dreams in life?

(Show examples of dream jobs and common dreams of other people)

b. What steps will you take in order to attain these dreams?

BB: My Own Story:

1. Show a picture of Grandmother.

2. Ask something about their memorable experience and relationship with their grandmother.

3. If they will choose a grandmother, will they still choose their own grandmother? Why?

Building Background Activity:
Showing pictures of healthy and wilted plants. Ask students:

• “What do you notice about the healthy plants?”

• “What do you think plants need to stay green?”

Recall the parts of the plant and their functions through a quick matching game

Connect this to the idea that leaves make food for the plant — introducing photosynthesis.

Building Background:

Personal Experience Sharing:

Think about a time you really needed to find information for your homework or a project What did you do? What tool or source did you use?

Building Background:

Show a real object of a wire, then ask these questions:

What am I?

What am I used for?

Who might need me?

Building Background

-        Divide the class into teams.

-        Post 3 big labels on the board or wall: PAST – PRESENT – FUTURE.

-        Prepare cards with different verbs (play, danced, eat, will go, run, studied).

-        When the teacher says “Go!”, one member from each team dashes to put the verb card under the correct tense label.

-        Check together and discuss why it belongs there.

Building Background:

• Connecting the lesson to their game “Grow a Garden”, which they already enjoy, so they were immediately interested.

• Ask them what they know about planting, watering, and taking care of plants, linking it to real-life experiences.

Building Background

Posting a question of what their favorite food is. Identify the ingredients and describe them.

Building Background Activity:

1.     Reviewing the groups of vertebrates.

2.     Show pictures of different vertebrates.

3.     Ask the students: What do you think each of these animals eats?

4.     Students share their ideas.

5.     Give a short matching activity where students group animals based on what they eat (plants, meat, or both)

Introduce words:herbivores, carnivores, and omnivores, explaining that animals can also be classified by the food they eat not just by their body parts.