Class: Stage 2/Year 4

Date: 2.12.13

Time: 9:00 10:00 am

KLA: Science/Literacy/Maths

Rationale/prior learning: Objectives: Students will continue their unit of work on life - Students to investigate the concept of Serotiny cycles through whole class exploration of germination after fire. serotiny. 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 ST2-10LW: Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features. EN2-2A: plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language 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 on the carpet discussing the concept of the effects that natural disaster has on plants. Materials/Resources: - computers/ipads - Interactive Whiteboard (IWB) - Writing books - Example of an information report - bean plant cd (record growth)

Experience: - Students will start this lesson on the floor, discussing the previous lesson, recapping something they learnt about plants. Question the class about what they know about the effects that natural disasters have on plants. What happens? Are there plants that thrive on disasters such as fire? What do we know about this? What is it called? Do students know what term is used when seeds start to grow? Refer back to the excursion (lesson 4) and think about what we learnt about germination. (5mins) - As a class, using the Interactive Whiteboard (IWB) watch the youtube clip; http://www.youtube.com/watch?v=oYzXToyEzBU (Up until 2minutes 39 seconds). What did we learn from this? What are the steps that seeds go through to sprout and start to grow? Discuss the concept of germination and serotiny (growth after fire). (10mins) - As a class, research Australian plants that thrive on fire. List these plants up on the IWB with one or two sentence about them. Write about what germination is; giving a simple definition and how plants grow back after fire. (10mins) - Students will move back to their desks and using the information from the youtube clip and plants that have been researched, students will use the examples on the board as a reference point to write their own information report. Students will write 4 paragraphs in their report; (introduction, germination, Australian plants that germinate and thrive specifically after fire, conclusion). (30mins) - Teacher will rotate around the room to check in with students about their report and stimulate different thinking process. - Students will conclude their reports, pack away their books and will spend the last 5 minutes of class 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. (5mins) Support: - Keep examples of plant paragraphs on the board. Extend: and - Encourage students to write more detailed paragraphs, focusing specific sections on each plant.

information

Evaluation: - Were students able to contribute ideas about germination in the class discussion? - Were students able to write their expected number of paragraphs on the chosen topic?