Session Key Objective from skills listed above (What is it that you want the children to learn?)

Transcription

1 Year 3/4 Key Skills to be covered, taken from Lancashire Key Learning Document pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum: We will: Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant Investigate the way in which water is transported within plants Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal Know that toots grow downwards and anchor the plant Understand that water, taken in by the roots, goes up the stem to the leaves, flowers and fruit Know also that nutrients (not food) are taken in through the roots Understand that stems provide support and enable the plant to grow towards the light Know that plants make their own food in the leaves using energy from the sun Recognise that flowers attract insects to aid pollination Know that pollination is when pollen is transferred between plants by insects, birds, other animals and the wind Know that fertilisation occurs in the ovary of the flower Know that seeds are formed as a result of fertilisation Recognise that many flowers produce fruits which protect the seed and/or aid seed dispersal Understand that seed dispersal, by a variety of methods, helps ensure that new plants survive Know that plants need nutrients to grow healthily (either naturally from the soil or from fertiliser added to soil) Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links Mathematics links Computing links Other links Possible Experiences including visits/visitors/other: Consider what could augment your planning to really enthuse the children in your class: Children go on a nature walk to look at flowers/plants. What types can they see? What colours are they? Where are they growing? Children grow their own flowers from a selection of bulbs and seeds. Children take full responsibility for plants, i.e. watering, moving position, etc. Display/Resources ideas: Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught: Flowers that have clear parts, i.e. lillies/daffodils/tulips Display of large flowering plant with all parts labelled clearly Cactus to show how water is stored Rainforest display linking to Brazil. How do plants survive there?

2 Session Key Objective from skills listed above (What is it that you want the children to learn?) 1 To reflect on own knowledge of flowering plants and consider what plants might need to be able to grow. Year 34 B3A Science Medium term planner Functions of the Parts of a Plant (Y3) Possible Activities including use of Computing and other Outcomes/Evidence of what technologies, and showing at least 3 differentiations they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence? Children will go on a nature walk around school environment. What flowers can they see? Where are they growing? What is helping them to grow? What do they already know about how flowering plants survive? The above link is a great little site that takes you through everything to do with plants in a kid friendly way. Have a look and see which parts you could use. i.e. parts of a plant is really clear. Children will have reflected on their own knowledge whilst noting the different types of flowers growing and comparing what differences/similarities there are in where and what they are growing in. Possible extension into homework if appropriate to enhance and deepen learning Children have a look at own gardens. What types of plants/flowers are growing there. Can they draw them? Or take photos. 2 Identify. different parts of flowering plants: roots, stem/trunk, leaves and flowers LA: Label main parts, i.e. stem, leaves, flower, root MA: Investigate further. What is inside the flower i.e., stamen, anther etc. HA: Find the ovaries, stamen, anther style, as well as main parts. How many different parts do flowering plants have? Using Lillies or daffodils (flower with large/clear parts. Children work to investigate the different parts of a flower. i.e. stamen, anther, flower, stem, root/bulb leaves etc. Dissect and put parts in books labelling each one. Draw their flower showing all the main parts of the plan Extension: Investigate the function of each part. Why do flowers need them? How do the parts help the flower to grow healthily? Diseccted parts will be displayed in their books or on wall. Children will have drawn a diagram of their flower, labelling different parts of plant. Children will have a record in their books of what each part is important for. Ask your parents if you can look at a different flower from your garden at home.. Can you show your parents the different parts of a flower? Take some photos of flowers in your garden.

3 3 Identify the function of the main parts of a flowering plant Year 34 B3A Science Medium term planner Functions of the Parts of a Plant (Y3) LA: Say what, root, stem, leaves do for plant and draw diagram showing flow of water through stem to flower on support sheet MA:Children explain how stamen/anther are important to plant and how they help in fertilisation. Draw own diagram of water moving up from roots to flower HA: Explain the function of all the parts they dissected yesterday. Use ipads for support if needed. Also draw detailed diagram of how water moves through the plant from one cell to another until it reaches the flower. What do the parts of the flower do? What is the stem used for? Roots. Flower, leaves etc. Ask children to give ideas. Show powerpoint Ask the children to think about the parts of the plant they dissected in the previous week. Make a fact file saying why each part is important to the plant. Children will have evidence of their work showing their understanding in their books. Children will have a finished fact file in differing degrees of detail. They will have a diagram showing the way water travels up the stem from the roots to the flower. Understand that water, taken in by the roots, goes up the stem to the leaves, flowers and fruit 4 Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal Set up a short observation to show how water travels up inside the stem to the leaves to help the flower to grow. I.e. give the children a white carnation. Put the carnations in water with red colouring in. The children watch what happens to the flower. i.e. the flower should eventually get red streaks in. Ask children to explain how this might happen. Can they draw a diagram showing how the water travels from the roots to the flower?. (idea of osmosis might be too much here but could be mentioned) LA: Give 4 boxes for cartoon strip. i.e. growth, flower, fertilisation, germination. They draw picture for each MA: Children use as many boxes as they want giving a detailed account of lifecycle. HA: Children choose how to tell their story. Cartoon strip, story, powerpoint etc. Children will have produced a cartoon strip showing the lifecycle of a flowering plant. Finish the cartoon strips for homework Take copy of bumble bee play home and act it out with your siblings in the garden. What is the life-cycle of a flowering plant.? How does it all work? How do the flowers keep coming back every year? How do they produce more of them? Give the questions to the children in groups. As a group come up with ideas about each question. In groups act out the Bumble Bee Play. Each person taking a turn. Each group can then perform their play in front of others. (children should get the idea of lifecyle from performing play. 5 Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant Draw a cartoon strip showing the life-cycle of a flowering plant using ideas from the play.. LA; Give investigation writing frame to fill in. MA: Give suggested Sub-titles for experiment HA: Children write up in own style Show story of One Seed Discuss Children will have planned and carried out an investigation which will be recorded in books and photographs to support Put a plant in the dark at home. Watch what happens.

4 What do all living things need to be able to do to be able to live?. MRS NERG. Ask children to work in pairs to come up with ideas. Make short notes together about this What do flowering plants need to be able to live? Ie air, light, water etc. Show Power point re :What do plants need to be able to live. (could relate this to rainforest and the different canopies etc) Decide together what is needed. Use above. Ask children how they could tell if it was true or not? What could they do to find out? In mixed groups come up with ideas. Feed back to class. Hopefully come up with taking something away. Discuss fair test etc and using a control. Children work in mixed groups to plan an investigation removing one of the things a plant needs. Ie put in dark cupboard, don t water, put in fridge, put in vacuum etc. Ensure children understand process of investigation. Model how to set up an experiment keeping a fair test and only changing one variable at a time. Model how to write up. I.e. equipment, method, hypothesis, recording results, etc etc. Give time for children to set up own experiment and write up. 6 Understand that seed dispersal, by a variety of methods, helps ensure that new plants survive 7 What do I now know about flowering plants and how they live? Recap the life-cylce of a flowering plant. Ask the question How are the seeds dispersed? (explain definition of dispersed). Why do they need to be dispersed? Ie. Need room to grow. Children come up with own ideas of dispersal. Show children different types of seeds, i.e stickle pods, pea pods, bluebell seeds, blackberries, apple seeds etc. Ask the children to decide how the seeds are dispersed. Show how seeds are dispersed in different ways i.e. animals, Wind, water Discuss and show video clips of different ways. Children go back to seeds and sorting activity, have they changed mind from original thoughts. decide which seeds are dispersed in which way and why. Eg. Peas, explode etc. LA: Give sheet for each one with writing about seeds already in. Children draw seeds from description. MA: Children fill in own writing say how seeds dispersed and how they have adapted HA: Make fact file on seed dispersal showing different ways and drawing seeds for each one. Ask the children to reflect on the unit of work. What do they know about them, what do they still want to know? How will they find out. Working in mixed groups ask the children to make a powerpoint about flowering plants to teach other classes. Discuss what needs to be included. What order they will put things in etc. Children have laptop per group and start to work on it. Suggest animations and sounds to enhance quality of Seeds sorted into correct dispersal method and explained how they have adapted for this method of dispersal will be in their books Power points are evidence of what they have learnt throughout unit

5 powerpoints. Mixed ability grouping will mean LA will have support from MA/HA children