Lesson Title: Why some trees/plants lose their leaves Outcome(s) and Indicator(s): LTS1.

3 Observes, asks questions and predict how a plant obtains water and nutrients

ESS1.6 Observes, asks questions and records what happens to plants when they are deprived of a requirement (BOS, 2006)

ST1-4WS Responding to and posing questions Identifying the purpose of the investigation

ST1-10LW and ST1-11LW Describes some external features of a variety of living things Explore the needs of a plant in its environment Observe some of the changes a common plant shows during its life

(BOS, 2012)

KLA Integration (Appendix 1) Resources and Equipment: Interactive whiteboard Appendix 2, 5 and 6 detail the experiences and the required resources/equipment needed 10 to 15 magnifying glasses Appendix 3, materials outlined in you tube video, ensure that there is approximately 15 sets of the materials as children will be working in groups of 2 Appendix 4, experiment on leaves without sunlight, you tube video Appendix 3 completed experiment, complete 2 days prior

Description of activity: Introduce the question why do some trees lose their leaves and ask students to consider the question. Educator to use the interactive white board to record students ideas. Appendix 2 (photosynthesis image) is to be shown to the students to refresh/extend on their current knowledge. Educator to discuss the process that is happening. Students to complete the experiment detailed in Appendix 3 (water absorption in celery) in groups of 2. Educator to ask the question what do you think will happen to the celery. After the discussion the educator will show students an experiment that was completed several days

earlier. Discuss the completed experiment and what happened. Appendix 4 (leaves without sunlight experiment) will be shown, students to discuss what they watched. Students will than complete the rest of the lesson outside in the school playground. Students to examine leaves they find using magnifying glass. Leaf prints will also be made using two different methods detailed in Appendix 5 and 6. Sharing and turn taking to be encouraged as students rotate between the experiences. To conclude the students will make a reflective circle where they will come up with a range of questions at which they would like to ask a scientist. These questions will then form a letter at which they will send to the Commonwealth Scientific and Industrial Research Organisation (CSIRO). Contact information can be obtained from http://www.csiro.au/. Key Scientific Knowledge Photosynthesis: The ability for a plant to convert water (H2O) and carbon dioxide (CO2) into glucose through the use of sunlight (Proppe & Harrel, 2010). Carbon dioxide: Gas that is produced when a body breathes out (Charlesworth & Lind, 2012). Seasons: Occur because the earth is tilted. The area where more sun is received indicates that it is the summer months, the area that is receiving less means that it is winter. Autumn is after summer and spring is after winter (Allaby, 1995). Oxygen (O2): Meaning respiration (Proppe & Harrel, 2010). Trees: Are alive and they breathe. Trees can be dived up into different parts. The trunk refers to the body of a tree. The roots grow into the ground and give the tree support so that it doesnt fall down. Water is entered into the tree via the roots. Leaves that are unable to reach the sunlight will wither away and die (Loyd, 2010). Trees lose their leaves as a way to survive the shorter/colder days. Trees shed their leaves so that they dont have to feed them during the shorter/cooler months (Charman, 1997). Chlorophyll: Green colour from the leaves. To see the autumn colours the chlorophyll breaks down and what is left is yellow, orange and red coloured leaves (Hunken, 2010). Modifications Simplifications Concentrate on the growing of a tree, assist students to recognise the needs of a plant first e.g. sun and water to grow. Extensions Create a diagram to explain the process a plant goes through when growing. Research seasons around the world.