Download Lesson Plan

Page one
Lesson Plan
Term:
June half term
KS1 (5 - 7 year olds)
Science Curriculum
Flowers
Objectives
By the end of the lesson pupils
should be able to:
• Make careful observations of flowers
in the immediate environment
• Know that plants have leaves, stems
and flowers
• Know about the different kinds of
plants in the local environment
KS1 Science Curriculum
SC1, 2f Explore, using the senses of
sight, hearing, smell, touch and taste
as appropriate, and make and record
observations and measurements
SC2, 3b Recognise and name the leaf,
flower, stem and root of flowering plants
SC2, 5a Find out about the different
kinds of plants and animals in the
local environment
Every Child Matters
• Enjoy and achieve
• Make a positive contribution
Eco-Schools topics
• School grounds
Prior knowledge
Children need to know that:
In the world around them, there are living
and non-living things
Flowers grow from seeds
Equipment and resources
• Senses chart (page 2)
• Photographs of the flowers in
the school grounds. See Growing
Planner (available at www.
morrisons.co.uk/letsgrow) for
flowers in bloom at this time of year
or use real flowers if you have them
• Download the lyrics to ‘The Flower
Song’ by Nancy Stewart: www.
nancymusic.com/Flower.htm
• Photographs of brocolli, cauliflower,
marigold and nasturtiums (cooked
and raw)
Other curriculum links
Art:1a Record from first-hand
observation, experience and
imagination, and explore ideas
Music: 5b Responding to a range of
musical and non-musical starting points
What to do
Starter
Sing ‘The Flower Song’ by Nancy Stewart.
In partners discuss how many flowers the children know (wild and garden flowers). Why do they have
bright colours?
Page two
Main teaching phase
1. Distribute a flower (if possible) or a picture of a flower: one between two.
2. T
ell children the main parts of the flower (stem, leaves, flower) and give kinaesthetic actions for each, i.e.
leaves: arms out; stem: stand tall; flower: hands on head.
3. H
and out the senses chart for children to say/write what they see/smell (teachers might wish to create a
word bank for lower ability pupils).
4. T
eacher to remind children of the parts of a flower, i.e. leaves, stem, flower.
Extension
Children to look for flowers in the school grounds.
Ask them to compare two of the flowers – what is the same and what is different? Can they name the flowers?
Plenary
Play game to reinforce the parts of the plant: Teacher to say leaves/stem/flower and children to fulfil relevant
action, i.e. leaves: arms out; stem: stand tall; flower: hands on head. Vary speeds to catch children out. The
winner is the last one to be caught out. Sing ‘The Flower Song’ by Nancy Stewart.
Homework
Draw and label a flower found on the internet or in real life.
Sense
Size
Smell
Feel
See
Sense
Sense
Flower 1
Flower 2
Flower 3
Page one
Lesson Plan
Term:
March half term
KS1 (5 - 7 year olds)
Science Curriculum
Fruits and seeds
Objectives
By the end of the lesson pupils
should be able to:
• Understand the life cycle of plants
• Know that fruit contains seeds
• Know how to plant and look after seeds
KS1 Science Curriculum
SC2, 3C To know that seeds grow into
flowering plants
SC2, 3a To recognise that plants need
light and water to grow
Prior knowledge
Children need to know that in the world
around them, there are living and nonliving things
Equipment and resources
• Paper
• Drawing and writing equipment
• A variety of fruits, e.g. melon,
apples, strawberries, grapes,
oranges. Cut open fruit carefully
so the seeds are visible
• Classical music
• The apple life cycle visual (page 3)
• Paper plates and split pins if wanting
to include a Design Technology link
Other curriculum links
Art and Design: 2b Try out tools and
techniques and apply these to materials
and processes, including drawing
PHSE: 3a How to make simple choices
that improve their health and wellbeing
Music: 5b Responding to a range of
musical and non-musical starting points
Every Child Matters
• Enjoy and achieve
• Make a positive contribution
Eco-Schools topics
• School grounds
What to do
Starter
Children to discuss their favourite fruit with a partner – why is it their favourite?
Create a class list of fruits on the whiteboard.
Main teaching phase
1. Lay out plates of fruit on each table: melon, apples, strawberries, grapes, oranges. Can we see seeds in these
fruits? Ask children to take out some of the seeds. Are all the seeds the same size?
2. A sk the children why there is a seed inside this apple.
Page two
3. E
xplain to children that the seed is part of the apple’s life cycle.
4. I llustrate on the board how a seed turns into an apple (page 3).
5. C hildren to make a cycle wheel to show the life cycle of an apple (optional: make a cycle wheel using
two plates and a split pin for Design Technology links).
6. L ook up the March entry in the Growing Planner (available at www.morrisons.co.uk/letsgrow).
Plant sweet pea and tomato seeds outside in the school garden. Continue harvesting as necessary and
continue to weed.
Extension
Draw pictures of sweet pea and tomato seeds and the fruits they will grow into.
Plenary
Recap the life cycle of the plant. Play classical music, starting off at a low volume. Ask children to make
themselves small to represent a seed. As the volume increases, they should grow. When they hear the music
suddenly mute, they represent the seed again. Then the cycle can continue. This can be played as a game
like musical statues or “musical plants”! The last class member to become the seed will be “out”. This can
continue until there is a winner.
Homework
Children to collect different types of seeds to share with the class or even try to plant.
Page three
Page one
Lesson Plan
Term:
September half term
KS1 (5 - 7 year olds)
Science Curriculum
Introduction to Growing Planner
Objectives
By the end of the lesson pupils
should be able to:
• Understand what the Morrisons’
growing planner is about
• Introduce the school garden
• Discuss reasons for starting/
establishing a school garden
• Learn about the tools used in
the garden
KS1 Science Curriculum
SC2, 5a Find out about the different
kinds of plants and animals in the
local environment
SC2, 5c Care for the environment
SC2, 3c Know that seeds grow into
flowering plants
Every Child Matters
• Enjoy and achieve
• Make a positive contribution
Eco-Schools topics:
• School grounds
Prior knowledge
Children need to know that in the world
around them, there are living and nonliving things
Equipment and resources
• Drawing and writing equipment,
clipboard, labelled diagram of a
plant (text book)
• Gardening tools, seed packets,
compost. Let’s Grow Growing
Planner (available at
www.morrisons.co.uk/letsgrow)
• This lesson will be most effective
and enjoyable if conducted outside.
Locate an area outside with seating
or where a garden can be grown. If
your school does not have space,
plants in tubs and containers work
just as well.
Other curriculum links
PSHCE: 2g Understand what improves
and harms their local, natural and built
environments and about some of the
ways people look after them
Citizenship: 2e To realise that people
and other living things have needs
and that they have responsibilities to
meet them
What to do
Starter
Introduce the class to the Growing Planner, which will help them to create their own school garden.
Talk through and outline different stages for completing the garden. Children should understand that
the garden will need to be cared for and will take some time to develop and grow.
Page two
Explain to children the benefits of having/maintaining a school garden, i.e. they will be able to explore different
wildlife and grow their own produce.
Ask them to think about another garden they have been in. Children to talk to partner about five living things
they may find in a garden. Ensure children are clear that plants are living things as well as animals. How can
we look after plants and encourage them to grow? Ensure children understand that plants need light and water
to grow.
Introduce plants as food. Why do we grow fruit and vegetables? Has anyone ever grown their own fruit and
vegetables? In partners discuss why people may grow their own food.
Main teaching phase
1. Lead pupils to the area where they will be growing their garden. Allow children to explore plants/weeds that
are currently there.
2. H
and out paper and clipboards.
3. A sk pupils to sketch as many living things as they can find. Remind children that the plants are living and
therefore they should be careful not to disturb their habitat.
4. T
ake the children back to class. Remind them they will be growing plants, flowers, fruits and vegetables.
Children should talk to their partner about the different shapes and colours that they will see in the garden.
5. C hildren to sketch all the plants they would like to see growing in the school garden.
Extension
Ask children to write a sentence about how their garden will improve.
Plenary
Recap on the main aims of the Growing Planner. Why do they think it is a calendar (12 months)?
Homework
Ask the children to look for examples of plants/flowers/leaves/fruits to bring in and share with class.
Further work
Display pictures and photographs on the classroom walls.
Page one
Lesson Plan
Term:
January half term
KS1 (5 - 7 year olds)
Science Curriculum
Soil
Objectives
By the end of the lesson pupils
should be able to:
• Understand that plants grow in soil
• Know that many other living things
live in soil
• Understand that a lot of our food
originates from things grown in soil
KS1 Science Curriculum
3a To recognise that plants need light
and water to grow
1c To relate life processes to
animals and plants found in the
local environment
2e How to treat animals with care
and sensitivity
Other curriculum links
PSHE: 2e To realise that people and other
living things have needs, and that they
have responsibilities to meet them
Prior knowledge
Children need to know that in the
world around them, there are living
and non-living things
Equipment and resources
• Magnifying glasses
• Suggested song, ‘Dirt Made My
Lunch’ by the Banana Slug String
Band available online
• Small container to collect dirt
• Small trowel
Every Child Matters
• Enjoy and achieve
• Make a positive contribution
Eco-Schools topics:
• School grounds
What to do
Starter
Discuss contents of lunchboxes; say that bread, fruit, vegetables and plants come from soil. Can anyone
explain how?
Main teaching phase
1. Give children background information about soil including:
• Much of the food we eat, fibre (material) for the clothes you wear and wood for the house you live in is
produced by soil.
• Soil is the top layer of the earth’s surface.
Page two
• Soil is made from rocks that are broken up in tiny pieces, as well as dead leaves, roots and twigs.
It also contains water and air.
• Many living things can be found in soil.
2. Listen to song: ‘Dirt Made My Lunch’. There’s a lot of Science in this fun song!
3. Encourage children to learn the song.
4. Take a walk around your school or neighbourhood and look at different soil types that may be found there.
5. Ask children to look at the variety of different plants growing in the soil. Dig up a section of soil and
bring back to class. Using magnifying glasses children can see the different matter that makes up the
soil and creatures that live in it. Remind children that insects are living creatures and it is important to
take care not to disturb them.
Extension
Children to create collage of the soil and creatures that live in it using natural substances found in the
garden. They can draw and cut out their own insects/animals to include.
Plenary
Ask children: Why do we need soil? Share what they have found in the garden. Ensure children
understand that soil has nutrients and water that can feed plants.
Homework
Children finish their collage at home.
Page one
Lesson Plan
Term:
May half term
KS1 (5 - 7 year olds)
Science Curriculum
What plants need to grow
Objectives
By the end of the lesson pupils
should be able to:
Prior knowledge
Children need to know that in the world
around them, there are living and nonliving things
• Understand what plants need to grow
• Investigate different conditions to
grow plants
KS1 Science Curriculum
SC1, 2a-e: Pupils should be taught to:
a: Ask questions (for example, ‘How?’,
‘Why?’, ‘What will happen if… ?’) and
decide how they might find answers
to them
b: Use first-hand experience and
simple information sources to answer
questions
c: Think about what might happen
before deciding what to do
d: Recognise when a test or
comparison is unfair
e: Follow simple instructions to control
the risks to themselves and to others
SC2, 3a: Pupils should be taught to
recognise that plants need light and
water to grow
SC2, 3c: Pupils should be taught that
seeds grow into flowering plants
Equipment and resources
• Cress seeds
• Growing containers
• Cotton wool
• Jugs of water
Other curriculum links
PSHE: 2e To realise that people and other
living things have needs and that they
have responsibilities to meet them
Every Child Matters
• Enjoy and achieve
• Make a positive contribution
Eco-Schools topics:
• School grounds
What to do
Starter
Tell children that plants are living things and need water, air, soil and light to grow. Tell children that they will
be experimenting today looking at different conditions for growing cress.
Page two
Main teaching phase
1. Distribute containers, cress seeds and cotton wool to groups of 4-5 children.
2. A
sk children how we can check which are the best conditions for growing plants.
3. O
n the board write: warmth/cold, no water/water, lots of air/little air, food and water/no food and water,
water and light/water and no light, a lot of water/a little water.
4. C
hildren can choose which one they will investigate. Make predictions and plant cress seeds.
Follow-up lesson
Check results of cress investigation and compare with predictions.
Discuss the following: Were your predictions correct? Were there any surprises? What are the best
conditions for growing seeds?
Extension
Investigate another condition.
Plenary:
Recap the best conditions for growing cress. Play: “Simon Says… there is/is not light”. Children pretend to
be cress seeds and if there is light, for example, they can grow tall; if there isn’t, they should stay small.
This can be varied and extended by incorporating different conditions for the seeds to grow.
Homework
Keep a diary about the growth of the cress seeds and record how often you are watering them.