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Transcript
Lesson plan: Instructions writing-how plants grow Learning objective: To write instructions that explain how to grow a bean Resources required whiteboards fact sheets about bean growing Food video (Farmer Jack) writing frames (differentiated) class word bank generated at start of lesson Adult Support Teacher modelling to begin writing process. Teacher may need to provide support for LA writers by scribing/helping them to order instructions. Duration 2 hour-long lessons (recommended) Theme Subject focus Age group Food (Nature also) English, Food, Science All KS2 Learning outcomes (differentiated) To understand what plants need to grow To orally rehearse instructions before writing To plan and write clear, accurate instructions To assess their own and others’ writing according to agreed success criteria MUST Create an accurate, chronologically ordered set of instructions that explain how to grow a bean. Keywords instruction, explain, plant, growth, seeds, roots, seedlings, beans, leaves, stem, phloem, chronological, adverbials of time, adverbs, imperative verbs SHOULD Use fronted adverbials of time to establish sequential order (eg ‘Before begin’, ‘Firstly’, ‘Secondly’, ‘Next’, ‘Immediately after that,’ etc) and imperative verbs to instruct (eg ‘dig’, ‘place’, ‘arrange’, etc) COULD Use adverbs and more complex sentences to strengthen instructions. Starter The Bean Game is great to get children thinking about different types of beans, and also to introduce kinaesthetic learning to the lesson to keep minds active and pupils on task: Follow up activities Watch the Best of Bristol virtual fieldtrips, exploring growing and cooking, and carry out the associated activities Grow beans and other plants yourselves Try one of our healthy recipes featuring local seasonal vegetables and plants, eg the Parts of Plant recipe Find out more about Farmer Jack by watching the next chapters of his films Carry out our Shaun the Sheep food mission, linked to productivity and growing seasons • Learn about the relationship between growing and food waste with our Eco Maths clip and related activity © www.sustainablelearning.com jelly bean – wibbly wobble; broad bean – arms out to the side with slow and heavy movements; french bean – stand with hands on hips and say ‘o la la’; jumping bean – jump up and down; baked beans – we stand with arms out and head back – soaking up the sun; bush bean – trek wearily across the hot ground as if in the Outback; runner bean – running on spot; baked bean – lying on floor flat out fanning self as if sunbathing; butter bean – skating and slipping about; bean pole – hold an invisible pole and look up, straining to see how high it is; coffee bean – stir a mug of coffee; chilli bean – fan an open mouth as if the bean is hot hot hot or shiver as if cold; bean pod – hold arms up and clasp hands together over head – puff cheeks out; mixed beans – let the children choose which bean & action they all want to do – perfect to end the game. Main activity Watch Chapter 1 of Farmer Jack films with pupils. Discuss as a class. Ask pupils to think of links between the bean game, and this video. Draw out the links to different types of beans, different plants, plant growth, etc. Explain that they are going to be writing instructions for growing beans- link to Jack questioning what he needed to do to ensure the bean grew successfully! Recap/elicit existing understanding- what are instructions? They tell us how to do or achieve something: what materials we will need; what steps we will need to take; and in what order things should be done. We give each other instructions every day (use commonplace classroom examples), and they can be oral or written. • Partner talk: How many different kinds of instruction writing can you think of? Share as a class (eg recipe books, DIY manuals, safety instructions, science experiments etc). Explain that people often need instructions when gardening, and that children will write instructions for other children that explain how to grow beans successfully. • Create a checklist for successful instruction writing: eg written in chronological order, with adverbials of time, imperative verbs and adverbs. This checklist can be used to form success criteria. • Group talk: what are all the things that beans and other plants need to grow? Jot down as many keywords as possible, working cooperatively. Collect class ideas, and display these as a word bank for independent writing. • NB- Consider modelling use of the writing frame, filling it in with the correct instruction to match Start with one volunteer to be the seed. They curl up on the ground, as small as possible. Add the roots – a number of students lie down with their feet towards the seed. If they have long hair they can spread it out to be lateral roots. They need to make slurping noises to represent the uptake of water from the soil. the correct picture. Independent writing • Pupils to use writing frames to compose their own instructions for bean growing,writing the appropriate instructions to match each picture. • Fact files can be used for extra information. • Differentiation comes from adult support, and also from the level of scaffolding given. Encourage pupils to use language features in checklist. • HA could be challenged to use more complex adverbial phrases/complex conjunctions in their instructions • (eg ‘If you water your bean plant diligently for a few weeks, you should see a green shoot and leaves begin to emerge. When the leaves have reached the height shown in the picture, you will know that your plant is immediately ready for transplanting.’) • Less able writers could work cooperatively, with an adult scribing and supporting, to create one set of group instructions, or complete the cloze. (An ordering exercise may be more suitable for SEN children). Pupils share their written instructions with a partner. They discuss how the writing could be improved, and make changes based on these discussions. Plenary Could be used in a different lesson if necessary. Explain that the students will apply their knowledge, and make a living ‘animation’ of plant growth using their own bodies: • Start with one volunteer to be the seed. They curl up on the ground, as small as possible. • Add the roots – a number of students lie down with their feet towards the seed. If they have long hair they can spread it out to be lateral roots. They need to make slurping noises to represent the uptake of water from the soil. • Add a ring of students holding hands around the seed– they are the stem. Explain that the stem pumps the water from the roots upwards. Start crouching down and stand up making a noise that gets higher to represent water moving up the tree. • Add an outer ring of students – they are the phloem. Spread their fingers to represent leaves. Start by standing up and then crouch down making a noise that gets lower to represent sugars going down the tree from the leaves. • Any remaining students are the beans. They need to stand around the edge and bark like dogs! • Once everyone knows their role get the tree working for a short time by building up the sounds and movements from the centre outwards. NB- You could film this performance and use it as a future learning resource, to inspire further writing, etc. Extension tasks You could film this performance and use it as a future learning resource, to inspire further writing, etc. Actions before next lesson Let the pupils know that they will be planting beans, following the instructions they have come up with, soon (preferably next lesson). © www.sustainablelearning.com Reflective notes Lesson plan: Instructions writing-how plants grow Curriculum links Learning objective: To write instructions that explain how to grow a bean English Discussing and recording ideas Progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) Organising paragraphs around a theme Assessing the effectiveness of their own and others’ writing and suggesting improvements Using conjunctions, adverbs and prepositions to express time and cause electing appropriate grammar and vocabulary Science Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Describe the life process of reproduction in some plants and animals. D&T Know where and how a variety of ingredients are grown, reared, caught and processed © www.sustainablelearning.com