Activity:
The teacher will have a potted plant in front of the class, she will ask students questions about the parts of the plant that they can recognise.
The teacher will provide focus questions and the students will split up into groups. Each group will have their own plant. They will pull the plant out of the pot to see the roots and discuss the features of the plant. The teacher will rove around during this time observing and making sure that the students are on the right track.
Come back to the floor and invite students to share what they have learnt. Then discuss what parts of plants we can eat and how they can be used to make food.
Students will create a poster labeling the parts of the plant and listing different plants that they can eat and what parts of the plant.
Links: here (p.3-5) and here
The teacher will have a potted plant in front of the class, she will ask students questions about the parts of the plant that they can recognise.
The teacher will provide focus questions and the students will split up into groups. Each group will have their own plant. They will pull the plant out of the pot to see the roots and discuss the features of the plant. The teacher will rove around during this time observing and making sure that the students are on the right track.
Come back to the floor and invite students to share what they have learnt. Then discuss what parts of plants we can eat and how they can be used to make food.
Students will create a poster labeling the parts of the plant and listing different plants that they can eat and what parts of the plant.
Links: here (p.3-5) and here
Science Understanding:
Living things have a variety of external features
Elaborations
Science as Human Endeavour:
Nature and development of science
Science involves asking questions about, and describing changes in, objects and events
Use and influence of science
Science Inquiry Skills:
Questioning and predicting
Planning and conducting
Processing and analysing data and information
Evaluating
Communicating
General capabilities and cross‑ curriculum priorities:
Sustainability
Literacy
Living things have a variety of external features
Elaborations
- identifying common features of plants such as leaves and roots
- describing the use of plant parts for particular purposes such as making food and obtaining water
Science as Human Endeavour:
Nature and development of science
Science involves asking questions about, and describing changes in, objects and events
Use and influence of science
- People use science in their daily lives, including when caring for their environment and living things
Science Inquiry Skills:
Questioning and predicting
- Respond to and pose questions, and make predictions about familiar objects and events
Planning and conducting
- Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources
- Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate
Processing and analysing data and information
- Use a range of methods to sort information, including drawings and provided tables
Evaluating
- Compare observations with those of others
Communicating
- Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play
General capabilities and cross‑ curriculum priorities:
Sustainability
- They are beginning to develop an awareness of the needs of living things and begin to explore and investigate how the environment supports life
Literacy
- Students are creating posters