Personal Professional Teaching Target (Linked to Teaching Standards):

Context

Based on previous feedback and reflection, what are you going to focus on in this lesson in order to develop your
teaching?

Year:

Class:

Set:

No. Pupils:

Time:

30

Duration:

Date:

Subject:

60 Mins

Prior Pupil Attainment & Progression from prior learning:

Science

Additional Adults and their roles:

Key Learning

Mr Price Trainee Teacher acting as TA. He will be

assisting Tulips table.
Miss Barnes Teacher

Learning Objectives:
I can name the main parts of plants and
trees.
I will know the life-cycle of plants and trees.

Success Criteria: How will you know/ the children

know if they are successful?
The children will be open to successfully
label the main parts of a plant and the main
parts of a tree.
The children will be able to draw the lifecycle of a plant and the life-cycle of a tree.

Introduction / Starter (Timing):

Show the children a real-life plant and asked them if they can tell me the name of any of the parts.

Whole Class Input

Explain to the children that by the end of the lesson they will not only be able to name the main features of
plants and trees, but they will also understand what a life -cycle is and be out to show this for plants and
trees.
Directed Teaching: (Timing) How will you model and demonstrate key learning? What are your stimuli?
Identify key and differentiated questions and learning points/steps towards the objectives
On the interactive whiteboard complete the activity Growing Plants 1, Part 3. On this activity it has a
diagram of a plant and the teacher will ask the children if they know where any of these parts are on the
plant. The teacher will then explain the use of these different parts so the children understand that each
part plays an important role.
After the children have grasped the parts of a plant, the teacher will complete the activity Growing Plants 2,
Part 3. This is the exact same layout as the diagram of the plants, except that this time it shows the main
features of a tree. The teacher will again explain the different parts and why they each play important role.

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The teacher will then show the children a very basic life -cycle of plants and trees. This will be done on the
interactive whiteboard using the resource Growing Plants 1, Part 5. The children will be asked which parts of
the life-cycle they believe comes the which stage.

Differentiated Group Activities -where appropriate

Assessment Opportunities

What will they learn and how?

How will pupil progress be identified against the objectives and success
criteria? e.g. mini plenaries, self/peer assessment & marking

(Timing)

2014-15

Group 1
In the childrens books, there will be a diagram of a plant,
and a diagram of the tree which the children will be asked
to label. They will also be given a more in-depth life-cycle
of a plant, which they will be asked to arrange in order
before they stick it into their books.

Group2 (LA) - Tulips

In the childrens books, there will be a diagram of a plant,
and a diagram of the tree which the children will be asked
to label. They will also be given a more in-depth life-cycle
of a plant, which they will be asked to arrange in order
before they stick it into their books.
The teaching assistant will be on hand to offer assistance
if it is required to this table.

The teacher will mark the work, and decide if their

diagrams have been correctly labelled.
The life-cycle will firstly be peered assessed by the rest of
the childrens table to see if they agree with the order
which the children have decided. This will be marked by
the teacher after the children have peer assessed.
The teacher will mark the work, and decide if their
diagrams have been correctly labelled.
The life-cycle will firstly be peered assessed by the rest of
the childrens table to see if they agree with the order
which the children have decided. This will be marked by
the teacher after the children have peer assessed.

Plenary: How will the lesson end? What key points and questions do you want to ask to consolidate / extend /progress childrens learning?

The song a tiny little seed will be revisited to the children and I will give the children the opportunity to sing
the song themselves since it shows how seeds grow into beautiful plants.
The children will also have the opportunity to see if they can put together a jigsaw of a plant as a class.
Resources and Materials Required:

Organisation

A diagram of a plant which can be labelled.

A diagram of a tree which can be labelled.
A Tiny Little Seed song as found on
https://www.youtube.com/watch?v=49WEE7 LKR
ws
Growing Plants 1 & 2 activities as found on
www.topmarks.co.uk/interactive.aSPX?CHT=64
Plant Jigsaw
A real life plant.

Organisation & Transitions:

How will you organise the children at different points during the lesson?
Consider strategies to manage behaviour and safety.

Tables will be sent back from the carpet to their seats one
table to time in order to ensure that a big group is not
moving all at the same time.

2014-15

Pupil Progress:

Evaluation

What impact has your lesson had on childrens learning? What evidence have you got regarding pupil progress? How effective was your deployment
of other adults in supporting pupil progress? Reflect on what went well and what aspects of the lesson need further development.

Future Planning:
Your evaluation must clearly inform the next steps in learning and feed forward into future planned learning. Having reflected on the evidence of
learning in this lesson, what are the implications for future planning and teaching? How will your assessment inform future planning? How will
information you have gained about misconceptions inform the next steps of learning? How will you take the learning of different ability groups
forward? How did you perform against your target?

2014-15