03.+Lesson+templates

A suggestion from Schemes of Work

Experimental and investigative work focuses on: Children also have opportunities to link their knowledge of how plants grow to their understanding of science and to ways in which growing plants should be treated with sensitivity. This unit takes approximately 9 hours. || Builds on Unit 1A ‘Ourselves’ Links with Units 1D, 2B, 2C. || In this unit children will have opportunities to use: // made so much progress and will: // |||||| name some common plants, identify leaf, root, stem and flower and recognise that plants need water to grow || // progressed further and will also: // |||||| describe differences between plants grown in the light and in the dark and suggest how to find out about what plants need in order to grow well ||
 * Unit 1B Growing plants || ** Science ** ** Year 1 ** ||
 * ABOUT THE UNIT ||
 * This unit introduces children to the idea of plants as living things which grow and change. Children should become aware of similarities and differences in plants.
 * turning ideas into a form that can be tested
 * making and recording observations
 * using results to communicate what happened and to draw conclusions.
 * WHERE THE UNIT FITS IN || VOCABULARY |||| RESOURCES ||
 * This is the introductory unit for plants.
 * This is the introductory unit for plants.
 * Children need:**
 * to know that animals (including humans) are alive and grow.
 * words and phrases for making comparisons //eg tall/taller/tallest, like, similar to, different from//
 * words relating to plants //eg branch, flower, root, stem, seeds, seedlings, plants, leaf, weed//
 * words and phrases relating to living and non-living things //eg living, non-living, alive, not alive, dead, healthy.//
 * planted seedlings or seeds
 * small plants in pots or tubs or garden which will flower either during the winter or later in the year //eg pea, broad bean, mung bean, amaryllis, sunflower, marrow//
 * pot plant to be re‑potted
 * soil and containers for growing plants
 * collection of pictures of plants of a variety of types
 * large labelled plan/drawing of the school grounds
 * artificial plant ||||  ||
 * EXPECTATIONS
 * at the end of this unit** ||
 * // most children will: // |||||| name some common plants, identify the leaf, root, stem and flower of a plant; recognise that plants are living and need water and light to grow and recognise they can investigate the conditions plants need for growth ||
 * // some children will not have //
 * // some children will not have //
 * // some children will have //

It may be helpful to plant some seeds in advance so that eventually children will be able to see them flower. Some children do not think that ‘weeds’ and trees are plants. Children may have grown seeds // eg cress //in nursery or reception class. It is helpful, in maintaining enthusiasm, for them to explore how different plants develop // eg beans, peas, amaryllis, mung beans, sunflower, marrow. //
 * LEARNING OBJECTIVES || POSSIBLE TEACHING ACTIVITIES || LEARNING OUTCOMES || POINTS TO NOTE ||
 * CHILDREN SHOULD LEARN ||  || CHILDREN ||   ||
 * * that there are different plants in the immediate environment
 * to treat growing plants with care
 * to make careful observations of one or two plants and of where they grow and to communicate these
 * that plants have leaves, stems and flowers || ¨ Take children for a walk around the school and challenge them to find (but not pick or pull up) plants growing in as many different places as they can. Ask them for their ideas about why plants grow where they do. Have a prepared, large, outline plan of the area visited and ask children to stick labels or pictures of plants where they were found //eg on the path, in the pond, in the field.// With the children, draw some of the plants showing what they are like and where they grow and naming their main parts. Ask children to suggest why it is important not to pull up growing plants. || * name some plants found around the school //eg daisy, dandelion// and name groups of plants //eg trees, grass, pondweed, moss//
 * describe orally, by drawing or in simple writing, what the plants are like //eg trees are tall and have thick branches, dandelions have yellow flowers and green leaves// and where they can grow //eg there is grass in the path cracks//
 * recognise when plants should not be pulled up || If this unit is carried out in the autumn or spring it would be helpful to set aside some time in the summer to look at plants when they are in flower. Work in this unit, which involves observing plants grow, may require short periods of time over several weeks.
 * recognise when plants should not be pulled up || If this unit is carried out in the autumn or spring it would be helpful to set aside some time in the summer to look at plants when they are in flower. Work in this unit, which involves observing plants grow, may require short periods of time over several weeks.
 * SAFETY** – Some children are allergic to some plants // eg hyacinth bulbs. //Some plants are poisonous, see ‘Be Safe’ section 12. ||
 * * that plants grow
 * to make observations of the plants
 * to use drawings to record their observations and to communicate what happened
 * that plants have leaves, stems and flowers
 * to treat growing plants with care || ¨ Ask children to suggest why we grow plants. Show children some planted seedlings //eg pea, broad bean, mung bean// or with the children plant quick-growing seeds //eg sunflower, marrow.// Ask children to suggest how they will change as they grow. Help children to look after and to observe the seedlings at regular intervals //eg two to three days// over the next week and to record, in drawings, how they have changed. As children observe the seedlings, consolidate knowledge of names of the parts of the plant. || * recognise and say that the plant has grown //eg it is taller, it has more leaves, its stem is fatter//
 * communicate observations in drawings and descriptions of these //eg it had two leaves, now it has many// || Children find growing their own plants from seeds interesting and motivating. This activity offers them the opportunity to grow a plant from seed or from a seedling.
 * to treat growing plants with care || ¨ Ask children to suggest why we grow plants. Show children some planted seedlings //eg pea, broad bean, mung bean// or with the children plant quick-growing seeds //eg sunflower, marrow.// Ask children to suggest how they will change as they grow. Help children to look after and to observe the seedlings at regular intervals //eg two to three days// over the next week and to record, in drawings, how they have changed. As children observe the seedlings, consolidate knowledge of names of the parts of the plant. || * recognise and say that the plant has grown //eg it is taller, it has more leaves, its stem is fatter//
 * communicate observations in drawings and descriptions of these //eg it had two leaves, now it has many// || Children find growing their own plants from seeds interesting and motivating. This activity offers them the opportunity to grow a plant from seed or from a seedling.
 * SAFETY** – Many seeds bought from garden centres will have been treated with pesticides and should not be handled by children. Seeds from health food shops will usually be safe. ||

At this stage it is not necessary to complicate the water/no water comparison by considering other factors. Simply ensure the watered and non-watered plants are left in the same place. At this stage it is helpful to children to treat the two factors, water and light, separately. Grown cress from the supermarket can be used for this activity. A tray can be cut in half and one half kept in the light and the other in the dark. Results can be seen within a week. ||
 * LEARNING OBJECTIVES || POSSIBLE TEACHING ACTIVITIES || LEARNING OUTCOMES || POINTS TO NOTE ||
 * CHILDREN SHOULD LEARN ||  || CHILDREN ||   ||
 * * that plants provide food for humans || ¨ Show children plants or pictures of plants //eg apple trees, tomato plants, sweetcorn, cabbages// and ask them why it is important for humans to grow plants. || * state that humans eat some plants ||  ||
 * * that plants have roots
 * to observe and compare the roots of different plants || ¨ Show children a potted plant that has grown too large for its pot and take it out to re‑pot it. Show children its roots and ask them why they think it needs re-potting. Ask children to compare the roots with those of some seedlings, helping them to observe characteristics //eg colours, thickness, length.// || * identify the roots of a plant
 * make comparisons, identifying differences and some similarities //eg they are both white// ||  ||
 * * to make careful observations of the plants and to record these in a simple chart or table provided for them
 * to conclude that plants need water to grow || ¨ Show children some wilting, planted seedlings or small plants and ask children to suggest how to revive them. If necessary, prompt by asking them to feel how dry the soil is. Once water is suggested, help them to think how to carry out a test in which some plants are watered and some are not. Remind children of earlier work and ask them what they will observe. Help children to record their observations in a chart or table and to decide what these show. || * present results by writing or drawing in a table or chart prepared for them
 * use the results of their experiment to show that plants need water to grow //eg by saying the ones we didn’t water died but the others stayed green// || If children have grown their own seedlings, some could be used for this activity.
 * * to make careful observations of the plants and to record these in a simple chart or table provided for them
 * to conclude that plants need water to grow || ¨ Show children some wilting, planted seedlings or small plants and ask children to suggest how to revive them. If necessary, prompt by asking them to feel how dry the soil is. Once water is suggested, help them to think how to carry out a test in which some plants are watered and some are not. Remind children of earlier work and ask them what they will observe. Help children to record their observations in a chart or table and to decide what these show. || * present results by writing or drawing in a table or chart prepared for them
 * use the results of their experiment to show that plants need water to grow //eg by saying the ones we didn’t water died but the others stayed green// || If children have grown their own seedlings, some could be used for this activity.
 * to conclude that plants need water to grow || ¨ Show children some wilting, planted seedlings or small plants and ask children to suggest how to revive them. If necessary, prompt by asking them to feel how dry the soil is. Once water is suggested, help them to think how to carry out a test in which some plants are watered and some are not. Remind children of earlier work and ask them what they will observe. Help children to record their observations in a chart or table and to decide what these show. || * present results by writing or drawing in a table or chart prepared for them
 * use the results of their experiment to show that plants need water to grow //eg by saying the ones we didn’t water died but the others stayed green// || If children have grown their own seedlings, some could be used for this activity.

Increases in heights of plants which do not have sufficient light arise because the plants are growing towards the light. At this stage children would be expected only to describe and not to attempt to explain what happened. ||
 * LEARNING OBJECTIVES || POSSIBLE TEACHING ACTIVITIES || LEARNING OUTCOMES || POINTS TO NOTE ||
 * CHILDREN SHOULD LEARN ||  || CHILDREN ||   ||
 * * that green plants need light to grow
 * to turn ideas about whether green plants need light to grow into a form that can be tested
 * to observe and compare green plants grown in light and dark places
 * to conclude that green plants need light to grow well || ¨ Introduce the idea of green plants needing light to grow and ask children whether they think this is true or not. Ask them how they could test their ideas and when they do so, discuss whether they will water the plants or not. Ask children to talk about differences between plants //eg after 3 days, 8 days, 14 days// and to suggest what these differences show. || * suggest a way //eg keeping one plant in a box or cupboard and one in the classroom// of finding out whether green plants need light to grow
 * identify differences between the plants //eg the one in the dark isn’t green and doesn’t look healthy//
 * draw a conclusion from the results //eg the one in the dark didn’t look healthy. I think plants like to be in the light// || This activity offers children the opportunity to carry out a whole investigation. It may be helpful to concentrate on the aspects of investigation highlighted in the learning objectives.
 * draw a conclusion from the results //eg the one in the dark didn’t look healthy. I think plants like to be in the light// || This activity offers children the opportunity to carry out a whole investigation. It may be helpful to concentrate on the aspects of investigation highlighted in the learning objectives.
 * * that plants are living but that an artificial plant is not living || ¨ Show children an artificial plant and a similar living plant and ask them to suggest how they know that one is living and the other is not. Discuss children’s ideas with them and extend the discussion by showing them a seedling that has died. || * state that living plants grow
 * distinguish between a plant that has died and an artificial plant ||  ||
 * || Review work carried out in this unit by asking children to draw a picture of a green plant, to label its parts and to indicate // eg by drawing, writing or saying //what plants need in order to grow healthily // eg water/rain, sunlight. // ||  ||   ||
 * distinguish between a plant that has died and an artificial plant ||  ||
 * || Review work carried out in this unit by asking children to draw a picture of a green plant, to label its parts and to indicate // eg by drawing, writing or saying //what plants need in order to grow healthily // eg water/rain, sunlight. // ||  ||   ||
 * || Review work carried out in this unit by asking children to draw a picture of a green plant, to label its parts and to indicate // eg by drawing, writing or saying //what plants need in order to grow healthily // eg water/rain, sunlight. // ||  ||   ||
 * || Review work carried out in this unit by asking children to draw a picture of a green plant, to label its parts and to indicate // eg by drawing, writing or saying //what plants need in order to grow healthily // eg water/rain, sunlight. // ||  ||   ||

A Ks2 Unit about Plants

__ LESSON 6 ("Leading lesson") __
 * Outline of leading activities ||
 * Pupils, in the four groups of work of the unit, observe the last changes in the plants, register this changes and make a report about the conclusions of the experiment demonstrating what they have learnt during this unit. ||

Pay attenttion about what teacher is saying. || Communicate pupils about the work planning. This is the last session and we are going to perform our conclusions of this unit. Teacher will say pupils that they will perform his/her work doing a report about the conclusions of the experiment. Teacher will add that they can use charts, diagramans, etc. ||  || Record sheet. || Record sheet. || Groups evaluation sheets. Students evaluation sheet. ||
 * Timing ||  Grouping  ||  Pupils  ||  Teacher  ||  Resources  ||
 * 2’ || Whole group at desks || Greeting interaction and be aware about what we are going to do.
 * 10’ || Whole group with digital board || Perform their knowledge about necessary requirements for plants interacting with this link [] || Lead pupils with this resource and check if they have achieved an appropiate knowledge about the needs of a plant. To perform it, teacher will realize questions as: What happens when I press the butto of water to a high level? or, if you do not press any button, what happens? || BBC link. ||
 * 8’ || In small groups || Register in the record sheet the changes of your plants that have taken place the last day. || Observe how pupils register their results and show some of them, only if pupils are not aware about it. || Plants.
 * 5’ || In small groups || Talk about the results of all the experiment with the members of his/her group. || Interact with groups about their conclusions to check it. For example, making questions as Why do you think this happens? or Why has your plant dead? || Plants.
 * 15’ || In small groups || Make a report about the conclusions of the experiment using all that you have learnt in this unit. Add charts, diagrams, pictures, etc. || Teacher says: “Now, it’s the moment in which you show all the class what you have learnt in this experiment. You can organize like you want”. ||  ||
 * 10’ || In small groups || Show all class your report about the unit. || Observe and check the progress in the evaluation sheet of each group and the evaluation sheets of each student. || Digital board.