Making traditional medicinal herbs

There is a created expectation that students will comprehend herbal remedies as the greatest kind of treatment. There will be physical and chemical interactions that students must pay close attention to. The students will conduct a water-based control experiment and then track the results. The students will take notes during the entire test process. These will be noted and used when drafting the experiment's final report.  The experience will be commenced to pupils at grade five. There are several factors to be taken into justification. These include students’ ability to learn, available learning materials, and the classroom settings. Basically, the experiment will be conducted in an open environment especially outside the classrooms.. Alternatively, the experiment can be undertaken in a well-ventilated laboratory setting. However, the experiment will be exclusively conducted in children without learning impairment involving vision and hearing.

National / State Learning Standards:

The relevant grade level standard(s) for the learners for them to comprend practical skills in the upper grade A+, A, B and finally grand C

Specific learning target(s) / objectives:

At the end of the science fair, learners need to;

Understand the concept of physical and chemical changes when traditional herbs are prepared in the lab

Explain the reaction process leading to production of the pure medicine from trees

Discuss the principles behind uses of herbal medicines

Teaching notes:

The lesson is categorized under the study of Physical and Chemical reactions. Reactions of herbs as a basis of the experiment

Agenda:

The class begins with an introduction of herbal. Learners then get insights on the reaction process between the pure herbs and chemically manufactured medicines. Pupils are expected to observe and record their findings from the experiment. Finally, the pupils reflect on the physical and chemical changes by observing the control

Formative assessment:

Questions regarding physical and chemical changes will be availed in the study groups to test the lesson understanding. Learners will be expected to explain the examples of physical and chemical reactions common in their area.

Academic Language:



English

Key vocabulary:

Reaction

Herbs

Physical changes

Experiment

Chemical changes

Control experiment



Function:

The language aims to foster understanding of concepts involved in the science fair project. Intrinsically, simple English will be used mainly when describing key terms used during the lessons. This will form part of the evaluation studies.

Form:

The aim of the science fair will be to enhance the understanding of both physical and chemical reactions. As such, organization of language will start from known to unknown concepts. The language will also begin from simple to complex.

Instructional Materials, Equipment and Technology:

Herbs medicine , solutions, and water

Grouping:

The nature of pupils will be categorized accordingly. This will be based on the learners ability to learn. Pupils that have the ability to grasp information faster will be categorized in the groups of Fast Learners. On the other hand, pupils have slower learning abilities will be grouped as slow Learners. The instruction methods used for these categories will be different so as to enhance the understanding of the science fair concepts.



II. Instruction

A. Opening

Prior knowledge connection:

This lesson will complement the class studies on the reactions of both the chemical and physical components. In addition, it expounds on the study of the properties of herbal medicines.

Anticipatory set:

Let the learners assemble in the classroom prior to the science fair. Explain the uses of the duo for the science fair experiment.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

The experiment will be introduced to the pupils. The set-up will be arranged by the teachers and later pupils allowed to arrange on their in the study groups. Carry out the procedures of the experiments systematically to enhance understanding of concepts to the pupils. Allow the learners to make observations during the experiment. Explain the concepts of chemical and physical reactions

Initially, the pupils need to make observations on how the experiment is arranged and the outcome. Thereafter, the students should be ready to prepare their experiments based on the explanations from the teacher. They need to record the observation made and write a report on the same.

Priority will be given to students with slow learning abilities. They will be encouraged to participate in the experiment by use of familiar objects such as toys. On the other hand, students who are fast learners



III. ASSESSMENT

Summative Assessment:

The learners are assessed based knowledge on the principles of the experiment. They will be evaluated on the methodology of the experiment, observation and the ability to draw a succinct conclusion of the experiment. Participation of each pupil in the group discussion will also be important especially during the entire period of the experiment.

Differentiation:

The experiment does not favor learning for pupils with hearing and visual challenges. Besides, assessment of understandings for these pupils will come with challenges.

Closure:



In the ending up the lesson, allow the pupils to brainstorm on the concept of physical and chemical reactions. To achieve these, ask questions regarding the topics learned. Allow them to ask questions on concepts not clearly understood.

Homework:

Homework is part of the evaluation process to the learners. Provide homework on the examples of chemical and physical changes. The task is supposed to be done at home with the support of the guardian. The homework is part of the skill development and therefore will be assessed at the end of the term exams. Precisely, the homework is aimed at developing the observation skills of the learners. Moreover, it allows the learners to develop critical and creative skills. Therefore, a worksheet will be availed to the learners where they will do the assignments given to them.











































Reference

Heinecke, L. L. (2014). Kitchen science lab for kids: 52 family- friendly experiments from around the house.