Syllabus Outcomes - bsieberteptportfolio.weebly.com  · Web viewLinks can be made between how plants grow from a seed to how humans grow from embryos to adults. Assessment Formative/Summative

EMS207SCIENCE AND TECHNOLOGY

CURRICULUM STUDIES

ASSESSMENT ITEM 1BPROGRAMMING FOR S&T IN THE

PRIMARY SCHOOL

BELINDA SIEBERT11356275

BEd (K-12)CHARLES STURT UNIVERSITY

WAGGA WAGGA

Lesson Title 4 – Watch Me Grow! Lesson duration 60 mins Stage S1 Year 2 Class/Group 2SInquiry Question“Does growing mean that things just get bigger?”

Syllabus Outcomes (from syllabus documents) ST1-10LW ST1-4WS ST1-1VA EN1-1A EN1-12E GDS1-9 MA1-9MG

Resources IWB YouTube time lapse video Venn diagram template Illustration of future self template Plant observation sheet iPads Pencils

RationaleStudents will investigate the physical changes they and other humans will undergo as they grow in order to develop an understanding of how humans, plants and animals change throughout their life cycle.

Students Prior KnowledgeIn the previous lesson, students will have investigated their physical characteristics when they were a baby and would have noted changes they have experienced since this time. Students will have knowledge of certain characteristics/differences between adults and themselves.

Students will have conducted regular observations of their plant throughout the unit.

Risk Assessment Weather appropriate clothing (hats, jumpers, etc.) Sunscreen for outdoor activities Monitor student movement throughout the classroom and school

Teacher Background InformationIn order to teach this lesson, the teacher will need knowledge of the physical changes humans will experience throughout their lives. This includes changes such as baby teeth being replaced by adult teeth, facial hair growth, deepening of voice, development of wrinkles, change in height and weight, etc. Teacher will also need awareness of the approximate age that these changes generally occur. The teacher will also need to help students understand how their abilities may or may not be affected depending on what stage of their life they are in (ability to drive a car, strength, ability to walk when elderly, etc.).

Time Guide

5 mins

5 mins

Content/Learning Experience

Introduction (Engagement)Over the past few weeks we’ve been investigating if growing just means that things get bigger. Reflect with students on the previous lesson where students compared their state when they were a baby to how they are now, using their baby photos. Teacher to facilitate a discussion of similarities and differences. Has your hair changed colour? Are there things you can do now that you couldn’t do then? So do you think you’ve only gotten bigger since you’ve grown?

Introduce students to today’s lesson by playing the YouTube video of a girl growing in time lapse. This video can be accessed via https://www.youtube.com/watch?v=RtyqS68ViWk The teacher can choose to stop the video at certain points to highlight particular features of importance and promote discussion.

Teaching Strategies & Instructional Model

The teacher provides opportunities for students to reflect on the previous lesson and evaluate the knowledge and skills they have gained. This is achieved through a class discussion where students can share thoughts and ideas and demonstrate their increasing understanding of the inquiry question (Skamp and Preston, 2015).

The teacher then engages the students in the new lesson by presenting the time-lapse video. This not only highlights the physical changes a girl goes through as she ages, which links to the lesson’s content, but also demonstrates a method to record growth that students could use as they monitor the growth of their plants throughout the unit.

Assessment Formative/Summative

Summative: teacher can facilitate a class discussion where students reflect on the previous lesson and demonstrate the knowledge and skills they have acquired. Teacher can also use this to identify students who require additional support or topics that need to be revisited (Skamp and Preston, 2015).

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25 mins

15 mins

Body (Exploration/Transformation/Presentation)Teacher will then prompt students to discuss their future selves. What do you think you will look like when you go to high school? Do you think you’ll be able to do things that you can’t do now? Or are there things you can do now that you won’t be able to do anymore? What about when you’re 70? Teacher can display pictures of people of different ages to prompt student thinking, highlight key changes and give students ideas for the upcoming task. Teacher will then display the Venn diagram template on the IWB and explain the purpose of Venn diagrams. Students will be required to fill in the diagram with characteristics that they possess now on one side, characteristics they will possess in the future on the other side and characteristics that will remain constant in the overlap. Teacher will allocate one minute of silent thinking time before directing students back to their desks to complete the task. Teacher to circulate the room and supervise students as they complete the task, providing assistance and prompting thought where required. Once students have completed their Venn diagram, they will be provided with a worksheet where they will be required to illustrate what they believe they will look like in 30 years time (approximately 40 years of age) using the characteristics they identified in their Venn diagram. This worksheet and their Venn diagram will be added to their learning journal.

Students will then continue their weekly observation of the growth of a plant. Teacher will escort students to the garden where they will find their individual pot plants in order to conduct their observations with the supervision and assistance of the classroom teacher. Students will use a classroom iPad to take a photo of their plant to record growth. These will be placed in their own album, which is found on the iPad, for use in the summative assessment task at the end of the unit. Student will then complete an observation sheet where they will use unit cubes to measure the height of their plant to record their growth. Students will also record the weather, if they have watered their plant and if they believe the plant has grown since their last observation. As an extension activity, students who finish early may complete a sketch of their plant.

Teacher will facilitate a discussion where students can explore the inquiry question and share knowledge and ideas with the rest of the class. This allows them to “acquire a common set of experiences that they can use to help each other make sense of the new concept or skill” (Primary Connections, n.d.).

The Venn diagram and illustration are then used as a tool for students to explain and elaborate on what they have learnt by applying their newly acquired knowledge and skills to an activity (Skamp and Preston, 2015).

Students will continue to explore the growth of plants through their continual observation of their plant. The plant is used as a constant throughout the unit as students can relate the knowledge they will acquire in regards to humans and animals back to the plant in order to assist them to identify the similarities and differences in the growth of different species.

Formative: students will be tasked to demonstrate their knowledge by applying what they have learnt to predict their future appearance and abilities. The activities completed by students are added to the learning journal and therefore, overall summative assessment.

10 mins

Conclusion (Presentation/Reflection)Teacher and students will return to the classroom and add their plant observation sheet to their learning journals. Teacher will then gather students on the floor in front of the IWB to reflect on the day’s lesson. As we grow up, we do get bigger but that’s not the only thing that happens to us is it? Teacher will also provide opportunities for students to add key terms or ideas from the lesson to the inquiry question word wall to refer to throughout the remainder of the unit.

The teacher can evaluate the level of comprehension that has been achieved by the class and/or individual students through the class discussion. It also provides an opportunity to examine if student misconceptions are being adjusted and if the focus of the inquiry question is being addressed (Primary Connections, n.d.).

Summative: the discussion allows the teacher to assess student learning and identify potential areas that need to be revisited before progressing on to the next topic.

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Lesson Title 5 – A Plant’s Life Lesson duration 70 mins Stage S1 Year 2 Class/Group 2SInquiry Question“Does growing mean that things just get bigger?”

Syllabus Outcomes (from syllabus documents) ST1-10LW ST1-4WS ST1-1VA EN1-1A EN1-12E MA1-9MG

Resources IWB “The Tiny Seed” by Eric Carle YouTube “How Does a Seed Grow” video Life cycle of a plant worksheet Parts of a seed worksheet Plant observation sheet iPads Pencils, glue and scissors

RationaleStudents will investigate the life cycle of different types of plants and how plants reproduce through germination in order to understand how living things grow, change and have offspring.

Students Prior KnowledgeStudents will be aware that plants can grow from seeds and that they require elements such as water, air, sunlight and soil in order to grow. Students may be aware that some plants spread their own seeds in order to reproduce.

Risk Assessment Weather appropriate clothing (hats, jumpers, etc.) Sunscreen for outdoor activities Monitor student movement throughout the classroom and school Safe use of scissors

Teacher Background InformationThe teacher will need to understand the processes of how a seed develops into a plant or germinates. This includes understanding that seeds are protected by a seed coat and that certain criteria need to be met before the seed can emerge and begin to grow. This process is different for different species however most seeds require sunlight, soil, moisture and endosperm stored within the seed coat in order for the seedling to bloom and start growing (Columbia Encyclopaedia, n.d.). Teacher will also need knowledge of key terms such as germination and endosperm and an understanding of the different parts of a seed. Teachers will also require knowledge regarding how seeds are dispersed such as by wind, water, animals and even on the soles of human’s shoes (Tobin, 2017).

Time Guide

15 mins

10 mins

Content/Learning Experience

Introduction (Engagement)Teacher will escort students outside to conduct their weekly observation of their plant. As per previous lessons, students will photograph, measure and record the growth of their plant, note the weather and any significant changes and sketch how their plant currently appears and add this to their learning journal.

Teacher and students will return to the classroom and discuss the inquiry question in relation to plants. We’ve been looking at how things grow and if growing just means that you get bigger. Each week we’ve been measuring our plants. Has your plant grown? Is it just a bigger seed? How does a seed grow into a plant? Teacher will read “The Tiny Seed” by Eric Carle to introduce the focus of today’s lesson: the lifecycle of plants.

Teaching Strategies & Instructional Model

The teacher will engage students in the new lesson by prompting a discussion regarding the continual plant observation task they have been completing (Skamp and Preston, 2015). Links can be made between how plants grow from a seed to how humans grow from embryos to adults.

Assessment Formative/Summative

Diagnostic and formative: teacher initiates a discussion to determine what the class knows about plant growth and to provide links to the existing activity.

5 minsBody (Exploration/Transformation/Presentation)After reading the story, the teacher will discuss the different stages in the life cycle of a plant with the class. How did the seed travel? What were some of the

Students explore the lifecycle of plants and how they germinate through exposure to the book

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10 mins

10 mins

15 mins

things that happened to the other seeds? What happened to the flower at the end of the book? Has anyone ever blown a dandelion?

The teacher will display the YouTube video “How Does a Seed Grow”, which can be accessed via https://www.youtube.com/watch?v=lGCZXx_Pczo to further explain the process of how a plant grows from a seed and how seeds germinate. The teacher can repeat and further explain key terms such as photosynthesis, germination and endosperm and add these terms to the inquiry wall. Images can accompany these words to better help students decipher and remember their meaning. Teacher to quiz students on the names of the key terms of the seed as this knowledge will be required to complete the activity. Key terms include seed coat, endosperm, seed leaf, stem and root. Teacher can choose to display this graphic by pausing the video at 0:52 to refresh student memory.

Teacher will direct students to return to their desks and provide them with the worksheet. Students will be required to correctly label the diagrams using the terms mentioned in the video. Students will be given time to complete this task autonomously. Teacher will then display the worksheet on the board and complete it using suggestions from students, correcting where necessary. Students are to add this sheet to their learning journals.

Teacher will provide students with the second worksheet regarding the life cycle of a plant. Students will need to cut out the images and arrange them in the correct order in their learning journal. Teacher could task students with arranging the images on their desk and receiving confirmation from the teacher that these are in the correct order before gluing them into their learning journals.

“The Tiny Seed” and the video “How Does a Seed Grow”. The teacher can use these resources and their own knowledge to educate students through direct instruction.

Students explore this concept through joint construction and independent construction where they complete the worksheets, first individually and then in conjunction with the teacher and their peers. Students apply the knowledge they have acquired from the book and video and elaborate on the content that has been delivered through completion of the worksheets.

Formative: teacher can access the success of the learning experience by observing students as they complete their worksheets and through questioning when the class completes the worksheets as a whole/when students check their individual work.

5 minsConclusion (Presentation/Reflection)Teacher will then gather students on the floor in front of the IWB to reflect on the day’s lesson. Today we’ve learnt that just like us, seeds change as they grow. Seeds don’t just get bigger do they? They turn into a plant and then make new seeds to make new plants, almost how people grow up and have babies. How else are plants similar to us?

Formative: class discussion is used to assess student learning and prompt new ideas.

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Lesson Title 6 – School Safari Lesson duration 60 mins Stage S1 Year 2 Class/Group 2SInquiry Question“Does growing mean that things just get bigger?”

Syllabus Outcomes (from syllabus documents) ST1-10LW ST1-4WS ST1-1VA EN1-1A EN1-12E MA1-9MG

Resources IWB Plant observation sheet iPads Pencils Clipboards Safari scaffold worksheet (animal and plant)

RationaleStudents will develop their observation and investigative skills by exploring a known habitat and identifying some of the different species that coexist within this habitat.

Students Prior KnowledgeStudents will be able to classify different things as plants, animals or other objects. Students may have prior knowledge of species existing in the school habitat and their essential needs to survive. Students should be able to identify the difference between an infant and mature plant.

Risk Assessment Weather appropriate clothing (hats, jumpers, etc.) Sunscreen for outdoor activities Monitor student movement throughout the classroom and school

Teacher Background InformationThe teacher will need to identify and research the different species that exist within the habitat of the school playground. For plants, this includes knowing what plants are present and how they contribute to the habitat (e.g. providing shelter and nutrition to other organisms). For animals, this includes knowing what animals are present, where they live and what they require in order to survive. An example could be ants. Ants are small, black, six-legged insects that live in colonies they construct, usually underground. Ants eat seeds, other insects and food waste left by humans (National Pest Management Association, n.d.).

Time Guide

15 mins

10 mins

Content/Learning Experience

Introduction (Engagement)Teacher will escort students outside to conduct their weekly observation of their plant. As per previous lessons, students will photograph, measure and record the growth of their plant, note the weather and any significant changes and sketch how their plant currently appears and add this to their learning journal.

Teacher and students will return to the classroom. Teacher to display the image of the safari hat and accessories on the IWB. In your head, I’d like you to think about what this image is. What might these things be used for? What do they have to do with what we’ve been doing in science? Give students time to think and then question students on what they believe the purpose is. Today we’re going to go on a safari. We’re going to explore our playground and see what different types of plants and animals live there.

Teaching Strategies & Instructional Model

Students will be engaged in the lesson through the use of the image to prompt their thinking in order to predict the content of the lesson.

Lesson content is made relevant by linking the activity to the students’ own environment (Skamp and Preston, 2015).

Assessment Formative/Summative

20 mins

Body (Exploration/Transformation/Presentation)Teacher will allocate or ask students to organise themselves into pairs. Each student in the pair will be provided with a clipboard and the safari scaffold and will be tasked with exploring the playground habitat in order to identify and describe the different species that live in the habitat. Students will need to identify one plant and one animal and describe what it looks like, what they

Students will explore their own environment and explain and elaborate what they have observed by applying the knowledge they have acquired to this scenario (Primary Connections, n.d.).

Formative: teacher to observe and question students as they complete the activity and share their findings with the rest of the

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10 mins

believe it requires to survive and sketch what they can observe. Teacher and students can discuss what types of animals and plants they might encounter on their safari. What have you seen in the playground? Teacher will escort students outside to a defined area within the playground. In their pairs, students will investigate the area and choose a plant and an animal to observe. Students are to complete the worksheet. Teacher will supervise this process, ask questions and prompt student thinking.

Teacher and students will return to the classroom. Teacher will call on 3-4 students to share what they observed with the rest of the class. Students will add these observation sheets to their learning journals.

Students will conduct this task in pairs, allowing for collaboration and the sharing of ideas, knowledge and skills in order to better complete the task.

Teacher will initiate a presentation where students can share their observations with the rest of the class, creating a pool of knowledge.

class.

5 minsConclusion (Presentation/Reflection)Teacher to lead a summary of the unit to date and introduce the second half of the unit. So far we’ve looked at how we grow and how plants grow. What things are the same? What are different? In our next lesson, we’re going to be looking at animals and how they grow.

Teacher to initiate a discussion that summarises the content, knowledge and skills being targeted to date. This is completed at the mid-point of the unit so that adjustments can be made if required.

Summative: teacher to question students to assess their comprehension.

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WORKSHEETS

PLANT OBSERVATION SHEET

Retrieved from http://primaryflynn.blogspot.com.au/2012/08/plant-journal.html

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VENN DIAGRAM TEMPLATE

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FUTURE SELF TEMPLATE

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In 20 years I think I will look like…

I will be able to…

PARTS OF A SEED WORKSHEET

Retrieved from http://homeschoolclipart.com/wp-content/uploads/2015/03/SeedPartsColoring.pdf

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LIFECYCLE OF A PLANT WORKSHEET

Retrieved from https://s-media-cache-ak0.pinimg.com/736x/4c/e2/1b/4ce21bb7a88a16be8151a83a6aa62cb4.jpg

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SAFARI IMAGE

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SAFARI SCAFFOLD

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REFERENCES

Board of Studies NSW. (2014). English K–10 Syllabus. Volume 1 Sydney, NSW: Board of Studies.

Board of Studies NSW. (2014). Mathematics K-10. Volume 1 Sydney, NSW: Board of Studies.

Board of Studies NSW. (2009). PDHPE K–10 Syllabus. Volume 1 Sydney, NSW: Board of Studies.

Board of Studies NSW. (2012). Science K–10 (incorporating Science and Technology K–6) Syllabus. Volume 1 Sydney, NSW: Board of Studies.

Carle, E. (2005). The Tiny Seed (1st Little Simon board book ed., 1st ed.). New York: Little Simon.

Columbia Encyclopedia. (No date). Germination. The Columbia Encyclopedia, 6th ed. Retrieved from http://www.encyclopedia.com/reference/encyclopedias-almanacs-transcripts-and-maps/germination

Hofmeester, F (hofmeester). (2012). Birth to 12 years in 2 min. 45 sec. Time Lapse Lotte. (The Original). Retrieved from https://www.youtube.com/watch?v=RtyqS68ViWk

National Pest Management Association. (No date). Ants. Retrieved from http://pestworldforkids.org/pest-guide/ants/

No author. (2014). How Does a Seed Grow? Retrieved from https://www.youtube.com/watch?v=lGCZXx_Pczo

Primary Connections. (No date). The 5 E’s Teaching and Learning Model. Retrieved from https://primaryconnections.org.au/about/teaching

Skamp, K., & Preston, C. (2015). Teaching primary science constructively. (5th ed.). South Melbourne, Victoria: Cengage Learning Australia.

Tobin, Declan. (2017). Fun Germination Facts For Kids. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/all-about-germination/

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