Class: Stage 2

Date: 9.12.13

Time: 11:30-12:30pm

KLA: Science/English/Maths

Rationale: Students will conclude their unit of work on life cycles, examining the bean plants that were grown over the duration of the unit.

Objectives: -For students to examine and make conclusions about the growth of the bean plants that have been grown in the classroom. -For students to identify what they have learnt throughout the unit, and why it is important.

Outcomes/Indicators: ACSSU072: Living things have life cycles Observe first hand one animal or plant as it grows and develops, and sequence the stages in its life cycle LT S1.3: Identifies and describes ways in which living things grow and change. Measures a records, over a four week period, the length of bean plants using informal units. TS2.1: Communicates in informal and formal classroom activities in school and social situations for an increasing range of purpose on a variety of topics across the curriculum Gives extended procedures, e.g. directions, instructions for making a piece of craft. MA2-9MG: Measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures Context: Materials/Resources: -The whole class will begin on the floor, to discuss - Bean plant projects and go over what they have been learning about - Science books life cycles. - Lead and coloured pencils - The students will then work at their desks, -Computers/Ipads before coming back to discuss on the carpet. Experience: -The students will begin on the floor, and the teacher will explain that they will be concluding their unit on life cycles, and looking more at their bean plant projects that they have been maintaining over the unit. The students will be completing a task in which they must write to someone from another planet (who would know nothing of plant life cycles), explaining their project, incorporating several different components, including: Why we did the project; what our initial questions were and whether these have been answered; what we had to do in order to keep the plants alive; and a series of labelled diagrams explaining the life cycle of the bean plants and what each component of the plant is called. The students will have an ipad/computer between each group to review their findings. (10 mins) -The students will go back to their desks, and the teacher will walk around the classroom, ensuring students are on task, encouraging students to add detail and work with precision when drawing diagrams. (35 mins) -The students will come back to the floor, and engage in a discussion on what has been learnt throughout the unit, and why it has been important or memorable. (15 mins) Support: Extend: -Students could work in pairs to complete their -Students will include formal measurements in their piece of writing, enabling them to discuss further labelled diagrams what they need to write. Evaluation: -Were students able to summarise their bean plant project in an engaging way through their writing? -Were students able to accurately portray the life cycle of the bean plant as they had seen it during the unit? -Were the students confident in discussing their learning throughout the term, and give reasons as to why it was important or memorable?