Unit/Lesson Title: Science - Lesson 1 Rationale Students learn the life cycles of a bean.

Students investigate what are the optimal conditions for growth in these types of beans. Students also gain ICT and Multimodal skills by producing a presentation of their experiment.

Lesson duration 1 hour

Syllabus Outcomes Science and Technology ST2-10LW Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features English EN2-10C Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts Skills ST2-5WT Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria ST3-5WT Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints

Stage 2/3 Year Class/Group 3/4/5/6 Syllabus Content o Develop knowledge, understanding of and skills in applying the processes of Working Technologically o Using digital technologies and multimedia for communicating design ideas o Observe first-hand one animal or plant as it grows and develops, and sequence the stages in its life cycle

Prior Knowledge Students have looked at the life cycles of some plants and have looked at what plants need in order to grow. Students do have a veggie patch that they

Risk Assessment Swinging on chairs Tripping over Allergies to grass/dirt etc

Resources o Broad Beans o Spade o Watering Can o Camera

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have been in contact with before. Technology Students have started to learn how to email, and also how to use and create a PowerPoint presentation. Students still need some assistance. Students watch BTN (Behind The News) so they have knowledge on how to develop a documentary.

o o o o o

Video Camera Ipads Computers Scaffold for Experiment Design Ruler

Learning Indicators Observe firsthand a plant as it grows and develops, and sequence the stages in its life cycle Uses photographs and video to show growth and context for assessment.

Assessme nt & Recording Strategies what will you use to assess their learning

Time Guide

Content/Learning Experience Introduction (Engagement)

Teaching Strategie s

10 mins

Hand out two beans to every student. Ask students: What they think they are? What would these seeds need to grow? Introduce the bean project. You have been given 4 beans per group. This is your group for the next ten weeks in science. You are to create an experiment together with the scaffold you will be given. You have to think about what you want to test with these beans. Our aim is to grow the biggest healthier beans and you as a group have to figure out how you will achieve this. Teacher explains that this is going to be different to other experiments they have done as it is involved in a smalls schools project. This project involves two other small schools in the area.

Grouping & classroom environment

Class Organisation

Whole Class Questioning

Observatio n of students working together.

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Students are going to Video, take photos, videoconference, email and produce a PowerPoint, Prezi or documentary for their project which they will share with the other schools. Question Students: Do you think just writing it out will be interesting for other people or do you think showing pictures, videos, interviews would be more interesting? Mark science experiment sheet students produce.

Explanation

Body (Exploration/Transformation/Presentation) 40 mins Students have to develop their own experiment for their bean project o o o o Students are put into groups (These will be mixed ability groups of two or three students. This will help students who are currently at the lower stage level. Students are given an experiment scaffold sheet. Students are given the choice as to what to test in their experiment.

Mixed Ability Groups

Split into Mixed Ability Groups

Choice

Write the following ideas on the board. o Students have to think about o Where (inside, outside, in the shade, in full sun, garden, Veggie patch) o How much watering is needed? (once, twice, three times a day) o How far to plant them into the dirt? (1 cm, 2 cm, 5cm etc) o Are you going to measure the plant every week? o This is all done with scaffolding from the teacher.

Discussion

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Students are then to discuss with their group and design their experiment. After students design their experiment and teacher checks their work they are to come and sit on the floor together as a class. Give each group a camera to either video or photograph their beans as they put them in. Students can go and plant their beans in the areas they choose for their experiment. 10 mins Conclusion (Presentation/Reflection) Upload picture to computers IWB folder. ICT

Students can go outside to plant their beans. Whole Class

The Teachers Role: The teacher role is to guide and scaffold the learning by the students but keep the lesson student centred. The teacher and SLSO are there when support is needed.

Prior Knowledge Students have looked at the life cycles of some plants and have looked at what plants need in order to grow. Students do have a veggie patch that they have been in contact with before.

Risk Assessment Swinging on chairs Tripping over Allergies to grass/dirt etc

Resources o Broad Beans o Camera o Video Recorder o Watering can o Ruler

Shannon Dowton 1147 6865

Technology Students have started to learn how to email, and also how to use and create a PowerPoint presentation. Students still need some assistance. Students watch BTN (Behind The News) so they have knowledge on how to develop a documentary.

o o

Computer Ipads

Learning Indicators

Observe firsthand a plant as it grows and develops, and sequence the stages in its life cycle Uses photographs and video to show growth and context for assessment.

Assessme nt & Recording Strategies what will you use to assess their learning

Time Guide 10 mins

Content/Learning Experience Introduction (Engagement) Refresh students memories on previous lessons. Allow students time to water and measure plants. Body (Exploration/Transformation/Presentation) Students go out and check the growth of their beans; Students take photos of the bean and measure it. Ask students to set up and Interview where they take roles each week. o One student is in charge of videoing o One person is in charge of being interviewed o The other is in charge of uploading to the computer. The students are then to save their video to the computer in their files. Students then to email the Head Teacher at the other school

Teaching Strategie s

Grouping & classroom environment

Class Organisation

Whole Class

Investigation

45 Mins Observatio n of group work.

Small Mixed Ability groups

Group Work/ Group Roles ICT

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Checking video footage.

5 Mins

updating them of the groups process. Discussion/ Presentation Whole Class

Conclusion (Presentation/Reflection) Ask students to come up the front and explain what they are testing and if their bean is growing.

Prior Knowledge Students have over the past couple of weeks started playing around with IMovie of Apple computers.

Risk Assessment Swinging on chairs Tripping over Allergies to grass/dirt etc

Resources o Broad Beans o Computers o Cameras o Video Camera o Ipads o Ruler o Interactive White Board

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Learning Indicators

Observe firsthand a plant as it grows and develops, and sequence the stages in its life cycle Uses photographs and video to show growth and context for assessment. Uses creative imaginative ways to form a presentation.

Assessme nt & Recording Strategies what will you use to assess their learning

Time Guide

Content/Learning Experience Introduction (Engagement) Talk about how much our plants have grown and introduce the idea of using the knowledge gained from using IMovie in the past to create their presentation. Body (Exploration/Transformation/Presentation) Students have collected their interviews and photos over the past couple of weeks.

Teaching Strategies

Grouping & classroom environment

Class Organisation

5 mins

Reflection Whole Class

Observatio n

50 mins

Using IMovie, students watch the teacher as they help one group put together their interviews on the smart board, Teacher drags all interviews together and show students how to put in Words/titles (Linguistic aspect) to the video. Show students how to import photos. Teacher can assist with the production. The SLSO is also booked in to help students. Students have the next couple of weeks to develop their video production as they are collecting information each week. Talk to students about what makes a documentary interesting o Sound effects o Words coming up on screen o Interviews o Video o Photos Conclusion (Presentation/Reflection)

Demonstration

Whole Class on floor in front of IWB Demonstrate with one group.

Checking work on IMovie.

Group Work (Mixed Ability groups) Discussion/Questionin g

Students present their process so far with the class.

Presentation

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mins

Discussion

Assessment at end of Unit: The assessment piece for the entire unit will be the final presentation produced by the students in week 10.

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