Student Teacher: Stephanie Tsoutsouras Stage: S1 Lesson Duration: 1hr Lesson Number: 4

Outcomes & Indicators:

ST1-11LW: describes ways that different places in the environment provide for
the needs of living things
observe and record some of the changes a common plant or animal shows
during its life, using an appropriate digital technology
record the changes in growth of a common plant or animal, using informal
writing, tables and digital technologies as appropriate
ST1-4WS: Investigates questions and predictions by collecting and recording
data, sharing and reflecting on experiences and comparing knowledge
use a range of methods to sort information, including drawings and provided
tables, to compare based on observable characteristics
describing changes in objects and events observed in investigations (NSW
Board of Studies, 2012)
Key Scientific Knowledge:
Plants have structures where water and other elements they need to survive travel
through that keep them alive (Skamp, 2012).
Most flowering plants have the same reproductive cycle the formation and dispersion
of seeds from flowers is the result of fertilised flowers (Skamp, 2012).
Main parts of a plant seeds, roots, stem, leaves, bud and flower (Primary Resources,
2004).
Germination process of plants growing from a seed (Easy Science for Kids, 2014).
Some seeds need sunlight; others dont (Easy Science for Kids, 2014).
When planting seeds ensure cotton wool is not too wet and plants are not drowned in
water as the seed will rot, have no oxygen and wont grow (Easy Science for Kids,
2014).
Plants need water, sunlight, air, warmth and sunlight to grow (Primary Resources,
2004).
Photosynthesis - Plants get energy to grow from the sun. They collect water from their
soil through their roots. The water reaches the leaves of the plant. The plant collects
carbon dioxide from the air into its leaves, and the carbon dioxide and water become
mixed together providing the plant with energy to grow (Science for Kids, 2014a).
Links with other KLAs: Mathematics
MA1-17SP: Gathers and organises data, displays data in lists, tables and
picture graphs, and interprets the results
record observations based on tables and picture graphs developed from
collected data (NSW Board of Studies, 2012a)
Activity Title: Life Cycle of Plants (Living Things)
Introduction (15 min): Teacher will ask students to remember what back to the previous lesson what was discussed that plants need to grow and survive.
They should identify - sunlight, air, water and food. The teacher will show students a clip on the life cycles of plants and they will discuss the different steps in a
plants life focusing on the plant starting as a seed and growing http://www.turtlediary.com/grade-1-games/science-games/grow-a-plant.html. Weebly Wesbite
Lesson 4 Tab. The teacher will ask based on the clip, what different seeds plants grow from. They will talk about the seedlings and how they grow (sunlight,
nutrients, water, air and warmth). The teacher will ask the students how the process starts again (germination).
Body (30-40min): Teacher will then tell students they will plant their own seeds and track the life cycle of the plant. Allocate students into small groups of 5 and
talk through experience (Appendix 3). Teacher will stimulate discussion by asking students what they think will happen to plants that grow in the shade. Half of
the students will place their plants in an area with sunlight while the other half will place them in a cupboard with no light, mixing both types of seeds. Teacher
will provide students with a plant journal (Appendix 4).
Conclusion (15min): Students will fill in day one of journal. Discussion about how to care for the plants and organise what time each day over two weeks they
will document the growth of the plants.
Resources &
Equipment:
- IWB
- 20 plastic cups
- Bag of cotton
wool
- 4 packets of
bean seeds - lima
& mung beans
- Watering can
- Growing a plant
journal
(Appendix 4)
DIFFERENTIATION
Lesson Support: One-on-one conversations about plants their parts and how they grow.
Students can access
http://resources.hwb.wales.gov.uk/VTC/plants_light_water_to_grow/eng/Introduction/StarterActivity.htm
and label the parts of a flower. Then discuss what plants need to grow and survive based on
the clip watched.
Lesson Extension: In order to extend students knowledge and learning,
encourage them to draw a life cycle of a plant based on the video labelling the
plant using the key words from the clip e.g. stem, leaves, bud, germination,
photosynthesis. They can re-watch the clip that was playing to refresh their
memory before trying to draw the life cycle.