Further student questions from investigation may include: can have too much ‘You do you know what is the right amount of fertiliser to fertiliser.’; ‘How use?’ Possible further investigation: Can we make the soil better to improve plant growth? Refer back to the photographs and matching soil type. Teacher directed questioning may to have the plants growing better where there is clay soil. How can we do include, ‘We wish of improving soil structure is to add compost. What is this?’; ‘One way compost?’ Using the Gardening Australia article on to ‘How Make Compost’, students: identify that are suitable for a compost, classifying brown and green ingredients ‘scraps’ design a pie chart to show brown and green ingredients create a display by using pictures from magazines/newspapers to show the ‘lasagne’ ingredients and the steps in making the compost identify that are unsuitable to use. ‘scraps’ As a class, students make a compost heap, deciding collaboratively on the best location. Students communicate where the compost will be located, who will collect the and how ‘scraps’ the are to be collected safely. Students create a job list displaying who will be doing ‘scraps’ which jobs and when, and complete a timesheet to show when they have done their jobs. Students: Conclusion from investigations Working scientifically Having participated in the four investigations, students develop an infographic, multimedia communicate ideas related to presentation or video to communicate what is needed to grow a garden. an investigation use digital, visual, written or oral forms of communication as appropriate Substances needed for the
Further student questions from investigation may include: ‘You can have too much fertiliser.’; ‘How do you know what is the right amount of fertiliser to use?’ Possible further investigation: Can we make the soil better to improve plant growth? Refer back to the photographs and matching soil type. Teacher directed questioning may include, ‘We wish to have the plants growing better where there is clay soil. How can we do this?’; ‘One way of improving soil structure is to add compost. What is compost?’ Using the Gardening Australia article on ‘How to Make Compost’, students: identify ‘scraps’ that are suitable for a compost, classifying brown and green ingredients design a pie chart to show brown and green ingredients create a ‘lasagne’ display by using pictures from magazines/newspapers to show the ingredients and the steps in making the compost identify ‘scraps’ that are unsuitable to use. As a class, students make a compost heap, deciding collaboratively on the best location. Students communicate where the compost will be located, who will collect the ‘scraps’ and how the ‘scraps’ are to be collected safely. Students create a job list displaying who will be doing which jobs and when, and complete a timesheet to show when they have done their jobs. Students: Working scientifically communicate ideas related to an investigation use digital, visual, written or oral forms of communication as appropriate Substances needed for the Conclusion from investigations Having participated in the four investigations, students develop an infographic, multimedia presentation or video to communicate what is needed to grow a garden.