Student Teacher: Stephanie Tsoutsouras

Stage: S1
Lesson Duration: 1hr
Lesson Number: 3
Outcomes & Indicators:
Key Scientific Knowledge:
ST1-10LW: Describes external features, changes in and growth of living things
Plants are organisms that belong to the kingdom Plantae. Plants
describe some external features of a variety of living things, including plants and animals
are known to produce their own food and are immobile. They
include organisms such as trees, shrubs, grass, ferns, flowers and
use a range of methods, including fieldwork, to identify plants or animals in their local area
mosses. They are capable of photosynthesis (Hogan & Taub,
ST1-4WS: Investigates questions and predictions by collecting and recording data, sharing and
2011).
reflecting on experiences and comparing knowledge
Plants are living things. The classification of living things has
displaying data and information in various ways, including drawings, simple texts, tables and graphs,
using digital technologies
changed over time (Skamp, 2012).
comparing observations with those of others to identify similarities and differences in the findings of
Most living things require water, air and food to survive
their investigations (NSW Board of Studies, 2012)
(Charlsesworth & Lind, 2010).
Links with other KLAs: Mathematics
Plants are organisms that require air, water, light and nutrients
MA1-17SP: Gathers and organises data, displays data in lists, tables and picture graphs, and
(Skamp, 2012; Charlesworth & Lind, 2010).
interprets the results
Plants produce and grow through photosynthesis (Deakin
Represent data in a picture graph using a baseline, equal spacing, same-sized symbols and a key
University, 2005). Carbon dioxide, water and the sun assist the
indicating (NSW Board of Studies, 2012a)
plant produce and continue to grow (Deakin University, 2005).
Activity Title: Plants are Alive (Living Things)
Resources &
Introduction (10 min): Teacher will ask and discuss What is a plant? What makes them different to micro-organisms and other living things such as humans? Equipment:
Teacher asks what plants need to grow and survive identify - sunlight, air, water, warmth and food. Children engage in a discussion about plants where are
IWB
they found? What plants do they have in their garden? Have they grown plants or flowers before? How are they living? (Appendix 1).
Body (30-40min): Teacher will tell students that they will be going on a plant walk through the school where they will explore various areas of the school grounds
Writing books
and observe plants/flowers/trees/shrubs. Students will discuss amongst themselves what they are observing and will then be given the opportunity to briefly write
or draw what they see.
When the students get back into class the teacher will bring them to the floor in front of the IWB she will ask what kinds of plants they saw (trees, shrubs or
First Aid Kit
flowers) what types were more common, and any significant similarities or differences in student findings. (Names of plants not necessary just general names when doing
plant walk in
required to expose students to different plant types). See Weebly Website Lesson 3 Tab.
case child is
Conclusion (15-20min): The teacher will project images of plant and students will discuss if common or not. The teacher will ask the students to pick whether
allergic to any
they observed trees, shrubs or flowers the most. Each student will clone the image of the plant they choose and will graph it on the picture graph on the IWB
plants.
(Appendix 2). Students and teacher will discuss which plant was the most and least common based on graph results.
DIFFERENTIATION
Lesson Support: Provide one-on-one or small group correspondence for
Lesson Extension: to extend students encourage them to pick a plant they saw in the
students who are unsure. Engage in conversation with them during the plant walk school grounds or a plant they are interested in. Access this site
and point out plants/flower/trees and ask them if they are living or not explicitly
http://resources.hwb.wales.gov.uk/VTC/2009-10/science/cripsat/e13-plantsteach them they must be if they eat to grow, reproduce, and need water and sun.
animals/activity_132/index.html and students can engage in simple research.
Support critical thinking by encouraging small group conversations during this investigation.