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Transcript
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.