Lesson 5: What are the features and needs of plants? Duration: 50 minutes Suggested learning sequence what are the features of have the four set-ups ready to show the Introduction – plants? students. Put different pot plants around the Discuss with students one thing that is room. Look at photographs or sketches being changed, what is being measured from lesson 2 of any parts of plants. (e.g. growth) and what is being kept the Ask students to describe what they same in set-ups 2, 3 and 4. Note that know about the common features of set-up 1 is called a control and is used plants e.g. stem/trunk, leaves, roots, as a comparison. shoots, flower. Create and display a large class POE Explain to students the rules for chart that is big enough to record drawing a scientific drawing i.e. regular growth observations as photos or sketches (see Resource 4 - POE a clear title chart as an example). use a sharp pencil labels and label lines horizontal Use the class POE chart (See use a ruler for label lines Resource 4 - POE chart) to generate a do not use arrows for label lines class discussion about what students try not to cross label lines predict will happen to the seedlings in the different situations. Record class Have students carefully observe then predictions in the chart. draw a labelled drawing of their plant. Add new to the word wall (See When complete, have students Resource 1 Word bank for examples – compare their observations and of vocabulary). diagrams with others. What similarities and differences do they see? Write/draw in science journal reflections and observations. (See Resource 2 – Discuss the purpose for each of Student reflections for examples of common plant features in terms of the sentence starters you can use to guide needs of plants e.g. roots obtaining student reflections). water. Seedling Investigation suggested – Activity Seedling investigation class set-up – observations through the unit Explain to the students that you are Monitor the growth of the seedlings going run a class experiment to throughout the remainder of this unit. investigate the needs of plants. Rotate students to water plants regularly (except for the no water set-up). Step through the procedural text for the seedling investigation with the students Have students take a photo of each (see Resource 3 Procedural text – – every two or three days from exactly Seedling investigation). To save time, the same position to record growth.
Lesson 5: What are the features and needs of plants? Duration: 50 minutes Suggested learning sequence Introduction – what are the features of plants? Put different pot plants around the room. Look at photographs or sketches from lesson 2 of any parts of plants. Ask students to describe what they know about the common features of plants e.g. stem/trunk, leaves, roots, shoots, flower. Explain to students the rules for drawing a scientific drawing i.e. a clear title use a sharp pencil labels and label lines horizontal use a ruler for label lines do not use arrows for label lines try not to cross label lines Have students carefully observe then draw a labelled drawing of their plant. When complete, have students compare their observations and diagrams with others. What similarities and differences do they see? Discuss the purpose for each of common plant features in terms of the needs of plants e.g. roots obtaining water. Activity – Seedling investigation class set-up Explain to the students that you are going run a class experiment to investigate the needs of plants. Step through the procedural text for the seedling investigation with the students (see Resource 3 – Procedural text – Seedling investigation). To save time, have the four set-ups ready to show the students. Discuss with students one thing that is being changed, what is being measured (e.g. growth) and what is being kept the same in set-ups 2, 3 and 4. Note that set-up 1 is called a control and is used as a comparison. Create and display a large class POE chart that is big enough to record regular growth observations as photos or sketches (see Resource 4 - POE chart as an example). Use the class POE chart (See Resource 4 - POE chart) to generate a class discussion about what students predict will happen to the seedlings in the different situations. Record class predictions in the chart. Add new to the word wall (See Resource 1 – Word bank for examples of vocabulary). Write/draw in science journal reflections and observations. (See Resource 2 – Student reflections for examples of sentence starters you can use to guide student reflections). Seedling Investigation – suggested observations through the unit Monitor the growth of the seedlings throughout the remainder of this unit. Rotate students to water plants regularly (except for the no water set-up). Have students take a photo of each every two or three days from exactly the same position to record growth.
Reef-Guardians-2016-Year-1-Habitat-Investigations.docx