Class: Stage 2/Year 4

Date: 18.11.13

Time: 9:00 10:00am

KLA: Science/Literacy/Maths

Rationale/prior learning: Objectives: Students will continue their unit of work on life - Students to work together to create their own cycles through group research projects. poster to present to the class. Outcomes/Indicators: LT S2.3: Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment. Chooses a means of publishing a report on the life cycle of an animal, e.g. silk worm or frog TS2.1: Communicates in informal and formal classroom activities in school and social situations for an increasing range of purpose on a variety of topics across the curriculum Listens to sustained information reports on familiar and researched topics ST2-10LW: Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features MA2-9MG: Measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures. Context: - Students will begin the lesson, re-capping over what they learnt yesterday - They will then move to their desks in groups of 3 to continue working on their projects. Materials/Resources: - computers/ipads - scissors - books - paper - cardboard - glue - pencils/crayons - pre-prepared information

Experience: - Students will start this lesson on the floor, discussing the previous lesson, recapping something they learnt and discussing what they will need to accomplish during this lesson (e.g. finishing their projects). (5mins). - Students will move away to continue to research and put together their project. Students will have the ipads/computers and library to use for investigating and collating information about their topic. Students will work at their desks to put their projects together. The teacher will rotate around the room, checking in with each group, encouraging students to each plan what they will say in their presentations. (15mins) - Students will return to the carpet to present their group projects. Each group will present in front of the class, outline their key points of their topic. (35mins) - Concluding, students will spend time in their groups from lesson 3, measuring, observing, photographing and recording data about their bean plants in CD cases. This will be recorded onto the class Weebly page. Support: -The examples of life cycle diagrams could be left open on the interactive whiteboard for children to copy or use elements of. -The teacher could encourage students to write down on small palm cards what they will say when presenting to the class. Extend: - Students could use PowerPoint and incorporate not only text and images, but sound clips or video files as well.

Evaluation: - Were students able to work in a team and research their chosen animal to create their poster? - Were they able to work within the time limits provided?