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YEAR 5 LIVING THINGS AND THEIR HABITATS PLANNING Class: Term: Subject: Science Differentiation and support (Detailed differentiation in weekly plans.) Unit: Living things and their habitats English: using dictionaries, sequencing, and listening for information in video clips, biographical information and giving and listening to presentations SEN: write up investigations on writing frames. Support from more able partners in mixed ability work. Additional adult support. Maths: sorting and classifying and measuring plants GT: Provide extension activities to apply their own knowledge and to research information independently ICT: videos on IWB, researching information on websites and creating presentations Art / D+T: drawing and annotating diagrams PSHCE & PE: reproduction At the start of the unit have children try to grow a new plant from seeds, stems, root cuttings, tubers and bulbs W Learning objective To show what existing knowledge 1a Teaching activities Children to complete given a mind map with named branches e.g. parts of a flower, how a baby develops etc Resources Mind maps Assessment: Success Criteria Formative assessment To be able to name and know the function/s of each of the parts of a flower (1 hour) 1b Intro: Ask children to think, pair, share what they have learnt in previous years about the parts of a plant and their functions (root, stem, leaves, flower and fruit) Ask children to think, pair, share what they have learnt in previous years about how plants reproduce (seeds, fruit and pollination) Explain that we are going to be learning in more detail how a plant reproduces and the parts of a flower Watch videos about the parts of a flower at: http://www.bbc.co.uk/learningzone/clips/reproduction-in-plants/117.html (if link does not work, Google ‘BBC class clips 117 plant reproduction’) http://www.youtube.com/watch?v=L4Ig8J2b2Ag (slight accent to voice on the video, but otherwise very good. Warn children about this and not to laugh) Explain and model independent work, including how ‘annotate’ means label how to change the longer information from the diagrams from being in full sentences to being in bullet point / not form how big their diagrams should be so that the parts of the flower can be seen, but there should also be space to add notes about each part of the flower Main: Children to use the information an diagrams at the following websites to draw and annotate a diagram of the parts of a flower: http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml (if link does not work, Google ‘BBC science clips parts of a flower’) http://www.crickweb.co.uk/ks2science.html - scroll down to ‘Life Cycles’ and use Activity 2 – Flower anatomy diagram (if link does not work, Google ‘Crickweb KS2 science’) Extension (only after I have checked the children’s work): Play the game at http://www.bbc.co.uk/bitesize/ks2/science/living_things/plant_life_cycles/play/ (if link does not work, Google ‘BBC parts of a flower play) Plenary: Complete the activity at http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml (select ‘Label’ from under the diagram of the plant): 1) Choose a box for children to say which label should go in it 2) Ask children to write what label they think should go in it on their pupil whiteboards OR ask them to think, pair, share the answer each time 3) Ask one of the children to come and add the label on the activity 4) Ask the children to think, pair, share some of the information about that part of the flower that they found out during the lesson PCs / laptops Cards for plenary (laminated and cut up) MUST: draw and annotate the parts of a flower SHOULD: add some notes to their diagram COULD: add more detailed notes to their diagram To understand how sexual and asexual reproduction occurs in plants (1 hour) 2 Intro: Ask children to think, pair, share the names of as many part of a flower, and the functions of each of these, as they can from the previous lesson Explain that plants can reproduce in two different ways: sexual reproduction and asexual reproduction Explain that asexual reproduction does not involve flowers and only ever involves one parent plant Explain that sexual reproduction does involve flowers and requires pollination between two different flowers Watch the video on some of the ways that plants can reproduce asexually at http://www.youtube.com/watch?v=NfPP2CQGuC0 (if the link does not work, search for ‘Plant Reproduction: Asexual Reproduction (Britannica.com)’ in YouTube Watch the videos on how plants reproduce sexually at: http://www.bbc.co.uk/learningzone/clips/how-plants-produce-seeds/2255.html (if link does not work, Google ‘BBC class clips 2255 plant reproduction’) http://www.youtube.com/watch?v=CkBNEM2mD30 (if link does not work, Google ‘VEA Sexual Reproduction in Flowering Plants’) http://www.youtube.com/watch?v=1OFF2qYvLag (if link does not work, Google ‘Sexual reproduction in flowering plants - Biology - YouTube’) Ask children to think, pair, share the process by which plants reproduce sexually Explain independent work, including the need to arrange the steps into a cycle i.e. an oval-type shape and draw arrows between each step Main: Children given the steps in the process of sexual reproduction of plants Given steps in a jumbled up order and need to order them correctly for the sexual reproduction cycle of plants Extension: Children to look up the meaning of the following words related to sexual reproduction in plants: angiosperm, gymnosperm, embryo, genome, meiosis, haploid and diploid Plenary: Ask children who got on to the extension to share the meaning of some of the words that they looked up Collect in books and any spare worksheets In pairs / teams, ask children to remember and write down as many steps in the of the plant sexual reproduction cycle as they can Award points to the pair / team that remembers the most correctly Check videos open and play OK and skip and / or close ads MUST: know some of the steps in the sexual reproduction cycle of plants Steps to cut out and stick SHOULD: know all of the steps in the sexual reproduction cycle of plants Scissors Glue Dictionaries (for extension) – make sure include terms to look up COULD: find out the meaning of some more scientific terms related to the sexual reproduction cycle of plants To compare sexual and asexual reproduction in plants (45 mins) Intro: Ask children to think, pair, share the two types of reproduction that we learnt about in the previous lesson Ask children to think, pair, share the steps in the sexual reproduction cycle of flowering plants Explain that we are going to be comparing the asexual and sexual reproductive processes in plants Read through the information text that explains the features of sexual and asexual reproduction in plants Copies of information text (keep these for Lesson 5) Statements to cut out and stick Scissors 3 Main: Children given copies of the information text Children given a number of statements to classify as being part of asexual reproduction or part of sexual reproduction Extension: Children to look up the meaning of the following words: clone, plantlet, cutting, tuber, bulb, runner parthenogenesis and apomixis Glue Dictionaries (for extension) – make sure include terms to look up Plenary: Ask children who got on to the extension to share the meaning of some of the words that they looked up Complete the quiz at http://www.bbc.co.uk/bitesize/ks2/science/living_things/plant_life_cycles/quiz/q69706711/ (if link does not work, Google ‘BBC plant life cycles quiz’) For each question ask children to vote and / or think, pair, share what they think the answer is, before having one of them come and select an answer MUST: correctly sort some of the features based on whether they are part of sexual reproduction or asexual reproduction SHOULD: correctly sort all of the features based on whether they are part of sexual reproduction or asexual reproduction COULD: find out the meaning of some more scientific terms related to asexual reproduction in plants To access the complete version of this Year 5 Living things and their Habitats planning, and all of the resources to go with it, visit: http://www.saveteacherssundays.com/science/year-5/509/ © www.SaveTeachersSundays.com 2013