Differences between Plants and Animals, Plant Structure and Photosynthesis

Grade 7 · General Science

Semester 1 | Period 2 | Week 7

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Subject: General Science

Semester: 1

Period: 2

Week: 7

School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 7
Date:
Week 7 Lesson Duration: 45 minutes
Week & Period: Week 7, Period 2
Topic: Differences between Plants and Animals, Plant Structure and Photosynthesis
Sub-topic: Classification of Living Things, Basic Plant Structures, Photosynthesis

Learning Objectives
By the end of the lesson, students should be able to:

  1. Identify differences between plants and animals.
  2. Classify living things into flowering and non-flowering plants.
  3. Describe the basic structures of plants: root, stem, leaves, flowers, and fruits.
  4. Explain the process of photosynthesis and its importance to plants.

Previous Knowledge
Students already know:
• Living things are classified as plants or animals.
• Some parts of plants and their functions (basic understanding).

Instructional Materials
• Textbook: General science textbooks for Grade 7
• Teaching aids: Charts or models of flowering and non-flowering plants, plant specimens, diagrams showing photosynthesis
• Students' notebooks and writing materials

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• How do plants differ from animals in terms of movement, nutrition, and reproduction?
• Can you name some flowering and non-flowering plants you know?
The teacher will record their responses on the board.
Teacher’s Role: Guide a short brainstorming session and correct misconceptions.
Learner’s Role:
• Share their existing ideas about plants and animals.
• Respond verbally and participate in the warm-up discussion.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed)

  1. Explain the Differences Between Plants and Animals
  • Mobility: Plants are usually fixed in one place (e.g., a mango tree in the farm); animals move around freely (e.g., a goat or chicken).
  • Nutrition: Plants make their own food through photosynthesis; animals depend on plants and other animals for food.
  • Response to Stimuli: Animals respond quickly to touch, light, and sound; plants respond slowly (e.g., sunflower turning toward sunlight, sensitive plant “sleepy plant” closing leaves when touched).
  • Structure: Plants contain chlorophyll, have cell walls, and often produce flowers/fruits; animals lack chlorophyll and cell walls.
  • Local comparison: Cocoa tree vs. Goat – one fixed and producing food, the other moving and feeding on plants.
  1. Introduce Classification of Living Things
  • Flowering plants: Produce flowers and fruits (e.g., rice, cassava, mango, hibiscus).
  • Non-flowering plants: Do not produce flowers (e.g., ferns in the forest, moss on damp walls, fungi like mushrooms).
  • Use actual specimens or pictures for demonstration.
  • Relate to Liberia: Rice and cassava (important flowering crops); mushrooms (commonly found after rainfall).
  1. Describe the Basic Structures of Plants and Their Functions
  • Root: Absorbs water and nutrients from the soil, fixes/anchors the plant in place. (Example: Cassava roots are also storage organs for food).
  • Stem: Supports leaves and flowers, transports water and nutrients. (Example: Sugarcane stem stores sweet juice consumed in Liberia).
  • Leaves: Green, contain chlorophyll, perform photosynthesis. (Example: Cassava and potato leaves used as food in Liberian dishes).
  • Flowers: Organs of reproduction in flowering plants. (Example: Hibiscus and okra flowers).
  • Fruits: Protect seeds and help in dispersal. (Example: Mango fruit eaten by humans and animals, helping spread seeds).
  1. Explain Photosynthesis in Detail
  • Definition: The process by which green plants make their food (glucose) using sunlight, carbon dioxide, and water, producing oxygen as a by-product.
  • Word equation:
    Carbon dioxide + Water + Sunlight → Glucose (starch) + Oxygen
  • Importance:
    • Provides food for plants and all living things.
    • Produces oxygen for breathing.
    • Forms the base of all food chains.
  • Local example: Farmers depend on photosynthesis for rice, cassava, and maize harvests. Without it, there would be no food in the market.

Learners’ Activities (Expanded)

  • Observe actual plant specimens (or teacher-prepared diagrams) and identify roots, stems, leaves, flowers, and fruits.
  • Participate in group classification activity: Sort given samples/pictures into flowering and non-flowering plants.
  • Discuss: “Why do we eat cassava roots but not mango roots?” (difference in function/storage).
  • Draw and label a simple plant showing root, stem, leaf, flower, and fruit.
  • Perform a mini-experiment: Place one potted plant in sunlight and another in a dark corner. Compare growth after 2–3 days to reinforce photosynthesis.

 

Assessment Checks (Expanded)

  • Teacher asks students to:
    • Point to and name plant parts on specimens or diagrams.
    • Give one example of a flowering plant and one non-flowering plant found in Liberia.
    • Explain why plants are called “producers.”
    • Answer quick oral questions like:
      • What is the function of the stem?
      • Why do leaves look green?
      • What two products are formed during photosynthesis?

 

Notes (Expanded & Detailed)

  • Differences between plants and animals:
    • Plants → produce food, fixed, contain chlorophyll.
    • Animals → depend on food, mobile, lack chlorophyll.
  • Classification: Plants can be flowering (rice, cassava, mango) or non-flowering (fern, moss, fungi).
  • Plant structures: Roots absorb and anchor; stems support and transport; leaves produce food; flowers reproduce; fruits protect and disperse seeds.
  • Photosynthesis: Essential life process providing food and oxygen; occurs only in green plants.

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask the students to recall:

  • Differences between plants and animals
  • Classification of flowering and non-flowering plants
  • Functions of plant structures
  • Key points about photosynthesis
    Evaluation Method (Expanded):
    • Exit slip/quiz: Students will write short answers to:
  1. List two differences between plants and animals.
  2. Give one example each of a flowering and non-flowering plant.
  3. State the function of leaves in plants.
    Teacher will collect and quickly review for understanding
    • Provide oral feedback before class ends

Assignment (Expanded): Follow-up Activity:
• Draw and label the basic structure of a flowering plant and explain the function of each part.
• Observe a plant at home or school and note whether it is flowering or non-flowering.

Differentiation / Inclusive Strategies
• Struggling Learners: Provide labeled diagrams and guided classification exercises.
• Advanced Learners: Encourage research on unique plants in Liberia and their adaptations.
• Students with Disabilities: Use tactile models, peer support, or verbal explanations.

Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low