Integrated Unit of Work Group Assignment



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Integrated Unit of Work



Integrated Unit of Work – Group Assignment


Group Participants:

Charlotte Wong

Sharlene Smith

Dorynelli Atencia

Charissa Phillips

Puneet Kaur

Alphacrucis College

Parramatta Campus


EDU412: Education, Science, Technology and Change – Integrated Unit of Work

Due Date: 6 May 2012

Handed in: 5 May 2012

Declaration of Authorship

We hereby declare that this submission is our own work and that, to the best of our knowledge and belief, it contains


no material previously published or written by another person nor material which to a substantial extent has been
accepted for the award of any other degree or diploma of a university or other institution of higher learning, except
where due acknowledgement is made in the acknowledgements.
Signed: Charlotte Wong, Sharlene Smith, Dorynelli Atencia, Charissa Phillips, Puneet Kaur Date: 5.5.12


Living Things – Unit of Work

Stage 1 Science & Technology



UNIT TITLE

Living Things

YEAR LEVEL

Stage 1 - Year 1

UNIT SUMMARY


BIBLICAL FOCUS

This unit provides opportunities for students to explore living and non-living things, their needs and characteristics. Particular focus will be given to plants, people, frogs and butterflies.


Plants and living things are created, provided and sustained by God. It is humankind’s responsibility, under God, to take care of the environment, including plants and all living things (Genesis 1: 29-31; Genesis 2:15; Genesis 3:17-19; Proverbs 12:11).



UNIT DURATION / LESSONS

10 Weeks, 3 x 40 minute lessons (+ other subject integration)



RATIONALE

This integrated Science and Technology unit provides an opportunity for students to develop an understanding, awareness and appreciation of living and non-living things. Students will be encouraged to find practical ways to care for the living things in the world that God has entrusted to us.

This unit is combined with language arts and other KLA’s to give students a hands-on experience with the unit. Through stories and journaling, students will be furthering their listening, speaking, reading and writing skills. Learning activities will be planned on the 5 E’s (Engage, Explore, Explain, Elaborate, Evaluate). Through a hands-on experience planting plants, students will gain knowledge of plant parts, needs, differences among plants, and products that come from plants.

Students will be actively engaged in these lessons and will build their group work and individual work skills. After completing this unit, students will have gained age appropriate knowledge and understanding of living and non-living things through a unit, which furthers inquiry learning skills across many KLA’s. To benefit teaching and learning in context this unit will integrate many aspects of ICT.




Foundation:
Focus Question: What are living and non-living things?
Contributing Questions:

  • What do plants need to survive and how are these needs met?

  • How are plants all different?

  • What are plants made out of?

  • What do plants need? How do they get what they need?

  • What happens to plants during the year?

  • What kinds of things come from plants?

  • Where to plants live?

  • How do plants survive in different places?

  • How do we take care of different How do people use plants? Why are they important?

  • How are plants different at different times and from one another?

  • What is the life cycle of a frog?

  • What is the life cycle of a butterfly?





TOPIC MIND MAP



SCIENCE & TECHNOLOGY OUTCOMES & INDICATORS

KLA INTEGRATED OUTCOMES


LTS1.3 Identifies and describes ways in which living things grow and change.

  • Identify and recognise how living things differ from non-living things in a range of ways
  • Practice sorting out living and non-living things


  • Practice distinguishing between plants and animals

  • Discuss the factors that make living things grow

  • Understand different stages of growth of living things

  • Measures and records, over a four week period, the length of bean plants using informal units

  • Discuss the changes in animals as they grow

  • Understand the concept that most living things have a life cycle

  • Discuss the concept that some animals change form as they grow e.g. egg  caterpillar  butterfly


ESS1.6 Identifies and describes ways in which people and other living things depend upon the earth and its environment.

  • Understand that living things have particular needs, which if not met can affect their life and development

  • Understand that living things can be categorised into groups that have similarities and differences, e.g. appearance, habitat, movement, food

  • Observes and records changes in living things over the seasons, e.g. deciduous trees changing, reptiles hibernating


Supplementary Outcomes

INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data, and suggesting possible explanations.

  • Observe and explore what plants and animals need to grow and change

  • Observes, asks questions, and records what happens to plants when they are deprived of a requirement, e.g. water, air, sunlight, nutrients

  • Plant seedlings in cups

  • Observes, asks questions, predicts, and investigates how a plant obtains water and nutrients

DMS1.8 Develops and implements own design ideas in response to an investigation of needs and wants.



Values and Attitudes Outcomes:

VA3 Initiates scientific and technological tasks and challenges and perseveres with them to their completion.

  • Demonstrate confidence in themselves

  • Persevere with activities to their completion

  • Be curious about the natural environment

  • Gain satisfaction from their efforts to investigate, design, make, and use technology


VA5 Works cooperatively with others in groups on scientific and technological tasks and challenges.

  • Respect the rights and property of others

  • Work cooperatively in groups

  • Show fair treatment for all





English outcomes:

WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers.
WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter.
WS1.14 Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language.
RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.

RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter.

RS1.8 Identifies the text structure and basic grammatical features of a limited range of text types.
Mathematics outcome:

MS1.1 Estimates, measures, compares and records lengths and distances using informal units, metres and centimetres.
Creative Arts outcome:

VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things.



IDENTIFICATION OF CONCEPTS & SKILLS REQUIRED FOR STUDENT DEVELOPMENT

The study of Science and Technology aims to provide opportunities for students to foster and develop a sense of wonder and curiosity of the natural and made environments. The teacher, therefore, should motivate the students to actively engage in any form of activities. The real and active investigation should be central to the teaching and learning processes. The general aims that emerge should include:


  • Actively engaging students in their learning to develop a sense of wonder and curiosity about the world around them.

It is natural for students to be curious about things that they do not know, so this skill of developing curiosity should be met in the proper way. A common question in their minds could be, “How did things come into existence?” The teacher should, therefore, provide activities that enable them to understand how things around them came into existence and develop that understanding. For example, demonstrating to the students how plants grow. The teacher can assign students to bring plants in, to monitor a growing plant at school everyday, and to observe changes that take place in plants. Through this activity, and many more, the students will discover how plants grow.



  • Fostering interest and enthusiasm in Science and Technology.

The design-and-make approach is fundamental to the study of Science and Technology. It includes the ability to act critically and creatively, to reason and to develop new working solutions and ideas in response to opportunities and questions. It also includes an understanding of the tools, materials and techniques chosen and why such a choice was made. Children love technology. The teacher will provide activities that incorporate the use of technology in the classroom. Through this, the students may develop an interest to learn and retention to learning will also take place. For example, in teaching about how plants grow, there are many video clips that show the process of photosynthesis and its role in the growth of plants. Likewise, there are interactive learning resources available to help students learn about the life cycles of various animals, such as butterflies going through the process of metamorphosis. Also, the use of technology in the teaching-learning process exposes students to its benefits and drawbacks in order from them to gain knowledge and understanding of its role in life today. However, the use of technology should be under the proper guidance and supervision of teachers and helping parents.


  • Developing students’ confidence, competence and creativity in applying processes of Science and Technology to appreciate and understand their natural and made environment.

There are other skills to develop in the field of Science and Technology, such as the students’ confidence, competence and creativity. After gaining some knowledge through the previous two processes, the student should develop confidence in their understanding of the processes of living things. Along with these developed skills, the students will have various opportunities, through the integration of other key learning areas, to foster and cultivate their creativity. The teacher should provide activities that enable the students to make use of their creativity. Participating in classroom experiments will allow the student to observe, first hand, the result of what they have learned. This also allows them to self-discover, to explore questions and arrive at appropriate solutions and answers on their own or in groups.



  • Engaging responsibly with personal, social and environmental issues.

Through engaging activities that involve or highlight different issues, which might be personal, social and/or environmental, students should develop the skill of responsibility. Becoming aware of oneself and the environment, such as aspects like growth and development, will enable the students to respond to different issues appropriately. Students need to responsibly engage in social and environmental issues alongside gaining knowledge of what is taking place in their surroundings. The teacher will provide activities that enable the students to discuss and respond accordingly to the different issues around them. Activities like ‘Garden Buddies’ and investigating the many uses of plants will help them become more aware of the things around them and the affect they, and others, can have on the environment.




TEACHING AND LEARNING STRATEGIES




  • Brainstorming – used to develop own ideas and ideas of others in research and class discussions

  • Inquiry based approach used to encourage higher order thinking skills (thinking critically, research and problem solving)

  • Internet and website research

  • Multimedia presentations (PowerPoint’s)

  • Group projects – see ‘Group Checklist’ (this can be adapted depending on the activity)

  • Modelling

  • Discussions

  • Whole class, group, pair and individual work

  • Class display of work, topic related pictures, projects etc.


DIFFERENTIATION



Students with Special Needs

  • Extended work time

  • Guiding templates

  • Active listening

  • Peer support

  • Utilisation of aide or parent helpers

  • Students may talk or draw responses to written activities

  • Teacher may scribe for students

    Extension/Enrichment

  • Using moveable pictures, rearrange the sequence of creation

  • Students make inferences and predict an outcome

  • Students create a collage/picture using bark, leaves, seeds etc.

  • Students create a book to demonstrate how a plant grows

  • Use technology and mixed media

  • Sketch different plants and flowers


English as a Second Language (ESL) students

  • Pairing with English speakers

  • Assessment tasks using picture cards, Kahootz animation, and Kid Pix



    Gifted Students

  • Lead discussion groups

  • Deeper investigation in related topics of the learner’s choice

  • Design experiments to test hypotheses

  • Design own learning object for a life cycle



ASSESSMENT PLAN

Prior – before learning activities begin:

  • KWL Chart – to establish prior knowledge


  • Questioning and brainstorming what they know about topic to identify what areas may need to be covered in more/less detail (do this activity together on IWB)

During – while students work on learning activities:


  • Teacher observation

  • Diagnostic grid

  • Discussion/feedback

  • Presentations

  • Web quizzes and games (ICT)

  • Unit booklet to complete – Living Things

  • Student self-evaluation (adapt as necessary for tasks)

  • Questioning

After – after learning activities end:


  • Reflection – individual and/or class mind map to assess what has been learnt during the unit (use IWB)

  • Complete KWL chart

  • Party group activities

  • Student outcomes and indicators checklist


Assessment Indicators

  • Identify and group living and non-living things

  • Measures and records, over a four-week period, the length of a plant (e.g. bean plant) using informal units

  • Collaboratively writes, illustrates and publishes a recount about the needs of plants

  • Observes, asks questions, and predicts how a plant obtains water and nutrients

  • Observes and records changes in plants over the seasons e.g. deciduous trees

  • Observes, asks questions, and records what happens to plants when they are deprived of requirements

  • Understands the changes in animals as they grow (life cycle)
  • Demonstrates or produces the life cycle of an animal using ICT e.g. egg  caterpillar  butterfly



Assessment Summary

  • Teacher observation, checklist, and notes will be ongoing during the unit. This will concentrate on research skills, problem solving skills, group participation, and contribution to discussions, communication skills, and achievement of unit outcomes.

  • In all activities emphasis will be placed on literacy components related to the activities covered e.g. report writing, public speaking, recounts, persuasive arguments.

  • Students will be asked to self evaluate in regards to their individual and group work at a basic level.

  • Students will be involved in initiating scientific and technological tasks and challenges (VA3).

  • Students will also work cooperatively with others in groups on scientific and technological tasks and challenges (VA5).




SCOPE & SEQUENCE – STAGE 1 – Year 1 – 2012







UNIT OF WORK

STRAND FOCUS

SYLLABUS REFERENCE

Term 1

Living Things

(Living & Non Living things – Characteristics of plants and animals)


Living Things


p. 74


Term 2


Toyworld

(Toys & Games. How things move and work)


Kids Care

(Responsible use and reuse of materials)




Physical Phenomena

Built Environments

Products & Services

Built Environments

Products & Services

P. 72

p. 72


Term 3


Let’s Communicate

(Why do living things communicate? Communication methods)




Inform & Comm.

Physical Phenomena

Built Environments

Products & Services



p.70, 84


Term 4


What’s Unique To Australia?

(Look at Australian plants & animals in more detail)




Earth & Its Surround

Living Things


p. 74, 102





WEEKLY TIMETABLE




Monday

Tuesday

Wednesday

Thursday

Friday

9.00 Devotions (15 mins)

9.00 Devotions (15 mins)

9.00 Devotions (15 mins)

9.00 English (40 mins)

Literacy Centers



9.00 Devotions (15 mins)

9.15 English (45 mins)

Reading Groups


10.00 English (20 mins)

Handwriting




9.15 English (45 mins)

Literacy Centers



9.15 English (45 mins)

Reading Groups


10.00 English (20 mins)

Spelling / T & L




9.15 English (45 mins)

Reading Groups


10.00 English (20 mins)

Handwriting




10.00 Mathematics

(40 mins)


9.40 RFF Biblical Studies (30 mins)

10.20 Mathematics
(40 mins)

10.40 English (20 mins)

Handwriting




10.20 Mathematics
(40 mins)

10.10 Mathematics
(50 mins)

RFF


10.20 Mathematics
(40 mins)

11.00 Recess

11.30 PAC (50 mins)

11.30 English (35 mins)

Spelling / T & L



11.30 PDHPE (10 mins)

11.30 Mathematics (40 mins) RFF

11.30 English (40 mins)

Spelling / T & L



11.40 Library (40 mins)

RFF


12.20 English (30 mins)

Writing

12.05 PAC (45 mins)


12.20 PAC (30 mins)

12.10 Assembly/WAVES (40 mins)

12.10 PDHPE (40 mins)

12.50 Lunch

1.30 English (35 mins)

Spelling / T & L



1.30 CAPA

Visual Arts (60 mins)



1.30 PAC (45 mins)

1.30 PDHPE (60 mins)

1.30 PAC (55 mins)

2.05 CAPA

Music (40 mins)



2.15 CAPA

Drama (20 mins)



2.30 English (10 mins)

Spelling / T & L



2.25 Mathematics

(30 mins)

Games/Activities


2.45 PDHPE (10 mins)

2.30 PAC (25 mins)


2.35 Mathematics

(20 mins)



2.40 Devotions (15 mins)




KLA

Minutes Allocated

English

490

Mathematics

300

PAC (includes HSIE, Science & Tech, and PD)

250

PDHPE

120

CAPA
Drama

Visual Arts

Music



20

60



40

Devotions

Biblical Studies



75

30





WEEK


TEACHING & LEARNING ACTIVITIES


RESOURCES



SUBJECT INTEGRATION

COMMENTS/EVALUATION


1

2.

3.

4.

5.

6.

7

&

8

9

&

10

Introduction To Unit

(Introduce KWL chart)



What Are Living and Non Living Things?


  • Creation Story

  • http://www.youtube.com/watch?v=VS-wOZjDL5M&feature=related

  • Review the creation story, emphasizing the creation of plants. Discuss: Why did God create the plants before the animals and people?

  • Characteristics of Living and Non-Living Things – discussion & mind map

  • http://www.teachersdomain.org/asset/tdc02_img_nonliving/

  • *’Is This Alive’ – video http://www.teachersdomain.org/asset/tdc02_vid_alive/

  • *Sorting and classifying activities

  • Introduce Garden Buddy Activity – to be completed at home during next few weeks and then integrated into Talking and Listening program.

Garden Buddies
Plants Around Us


  • Discuss: What is a plant? What makes it different to animals and minerals?

Plant walk

  • *Go for a ‘plant’ walk around the school. Students are to write about what they saw, and where they went.
  • (Writing book) Draw some of the different flowers, leaves and plants that were observed.


  • Discuss what parts plants have – Do all plants have the same parts? Do all plants have the same leaves, flowers, and stems? Can you find some plants growing without soil or in shallow soil?

  • *http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml

  • *List what children know about the needs of plants.

  • http://www.bbc.co.uk/schools/scienceclips/ages/7_8/plants_grow.shtml

  • http://www. cymru.org.uk/vtc/plants_light_water_to_grow/eng/Introduction/MainSession.htm

  • Children predict the needs of plants and discuss what might happen if one of their perceived needs were not catered for (i.e. sunlight, air, water, food).


Seeds


  • Look at birdseed – group all the different types of seeds. Students list some things we eat that have seeds in them. These will be discussed later in the unit.

  • *Plant some seeds – three different types – Bird Seed, Sunflower and Bean seeds

  • Experiment: Birdseed on cotton wool – This experiment will be done to discover the things that plants need and what happens if they do not get these things.

  • Design an experiment to test plant needs. Using worksheet, record planned experiment.

  • Students observe what happens to bird seed that is not watered and bird seed without light. Continue to make observations over remainder of the unit.

  • http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm - Life cycle of plant information and activities


Shoots

Bean seeds in cups
  • Students will plant a bean seed using a plastic cup and paper towel. Students will record the observations of their bean seed in a bean seed diary. This will continue throughout the unit. Note what happens to the seed as it absorbs water. Note what part of the bean shoots first and what comes next.


  • Students use correct terms to label a seed shooting.

  • Record in written form the sequence of a seed to a plant (life cycle)


Sunflower seeds in soil

  • *Set up trays of seeds and soil display procedure in classroom. Give plants enough water and light and record and measure what happens every few days.

  • *Read appropriate stories from Library resources e.g. ‘The tiny Seed’ (worksheets in the booklet)

  • Discuss: Do we eat seeds? What seeds are eaten? Why do plants have seeds? Where in the plant can we find seeds? How do seeds travel? Look at examples such as birds eat them, some seeds catch on clothes, and others are blown by the wind. Also discuss bulbs and tubers – how they multiply?


Plants and Their Parts

  • *Observe different types of plants and discuss their components. http://www.crickweb.co.uk/ks1science.html - plantlabelmxhtm - Labeling plant parts

  • Label different parts of plants, trees, shrubs, and flowers – Worksheet.

  • Create a word bank that gives the proper names of the parts of the plants.


Leaves

  • *Leaves – Look at the different types of leaves. Discuss: Why are some leaves fat and other leaves thin? Students take part in some leaf rubbing.

  • Discuss: What are the different parts of the leaves? Why do some leaves change? When do they change? What are these plants called? What season is it now? What will begin to happen to our leaves?

  • *Work sheet in booklet


Roots/stems

  • Stalks, stems, bark, and trunks – What are the purposes of all of these parts?

  • Roots – What do they do? How do they help the plant? What are tubers?
  • Experiment 1 – Celery in coloured water.


  • Students predict what might happen and record their predictions. Take photos of the process and as a class create a procedure about how the experiment will work.

  • Add observations over the next few days.


Flowers

  • *Flowers – Discuss: Why do plants need flowers? What are some of the parts of flowers? Why did God create flowers to have a scent? What part do bees, birds, and insects play in plant life? Use the correct terms i.e. pollination, to describe what happens in plant life – Worksheet in booklet

  • Experiment 2 – Carnations in coloured water – Students predict what might happen and record their predictions. Take photos of the process and as a class create a procedure about how the experiment will work.

  • EXT: Some plants have defence systems. What are they and how do they protect the plants?


The Use Of Plants As Food

  • *God provides for our needs. We have a responsibility before God to be good stewards of the earth.

  • List plant and non-plant foods

  • Cut out pictures from magazines of plant and non-plant foods. Students create a poster.

  • Identify and classify different fruits and vegetables. What makes the difference between a fruit and a vegetable? View farm to table – ‘Click view’ for apples. Worksheet on fruit and what parts we eat.

  • Some fruits grow on trees, underground, on vines – Complete worksheet on the different types of plants that we eat.

  • View farm to table – ‘Click view’ for bread

  • EXT: Discuss the energy provided by different foods e.g. high-energy carbohydrates, sugars in foods, natural foods, and artificial foods.

  • View farm to table – ‘Click view’ for rice and apples.

  • Divide children into three groups

  • Each group chooses one food and creates a poster ‘from the earth to the dinner plate’.



The Many Uses Of Plants

  • Discuss the use of plants in our world, other than for food e.g. clothing (cotton, flax), homes (timber, thatch, bamboo), toys, paper, medicines, (herbal) dyes paint etc.


Life Cycles

  • Changes in plants, people, animals from birth, childhood to maturity.

  • Sort pictures and label

  • Life cycle of a frog

  • Discuss the differences between frogs and humans. List some of the differences and similarities between frogs and humans.

  • Look at tadpoles and frogs – how are they the same/different?

  • http://www.mbgnet.net/bioplants/parts.html

  • IWB activity – http://www.ngfl-cymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Lifeprocessesan/Lifecycles/Introduction/activity2pop.htm


Plan A Morning Tea

  • Children think about the different foods they could bring in that are from plants.

  • Create a list and have children make an invite for a plant party.

  • Design some activities that the children could do.

  • Have a shared morning tea where children bring vegetarian food (Week 10).

  • *Read books about growing food.


Life Cycle of a Butterfly

  • Observe butterflies and caterpillars in the classroom.

  • Butterflies PowerPoint

  • Group work – stages of life cycle – Create hand-made or computerised posters demonstrating information (ICT)

  • http://www.flashclassroom.com/docs/flash/79_butterfly_emma.swf

  • Record life cycle of butterfly on paper plate in sections.


  • Link with ‘Hungry Caterpillar’ book

  • http://www.teachingheart.net/veryhungrycaterpillar.html



Unit Conclusion / Plant Morning Tea Party

  • Complete KWL chart

  • Reflection – individual mind map to assess what has been learnt during the unit

  • Children bring in food previously organised.

  • Games and rotating activities for morning.

Pictures and labels for classroom – http://www.sparklebox.co.uk/topic/living/ - .T3EwR5ikTdk


Bible story books
Photos of plants
Life cycles posters of plants
Fiction /non fiction library books
Plant Workbook for use throughout unit

Potting mix


Seeds - bean, sunflower, and bird seed
Plastic cups
Paper towel

Cotton wool


Planter trays

As above


As above

Assorted leaves


Crayons
Paper

Celery
Food colouring


Container
Observation sheet
Camera

Flowers
Carnations


Food colouring
Camera

Magazines


Click View Clips – Farm to table
Computers

Cotton
Pictures of houses


Samples of hand made paper

‘Hungry Caterpillar’ book


*Visual Arts

The ‘Vase of Flowers’ painting. On the IWB display different artworks by different artists e.g. Margaret Preston, Vincent Van Gogh etc.
*English – Recount
*MathMeasurement

*Visual Arts

Seed pictures

*English

Narrative – ‘Jack and the Beanstalk’ – Literature activities over 2 weeks

*Maths – Measurement

*Visual Arts

Fruit bowls – printing of fruit – arranged in bowl


*English

Continued from last week


*Maths – Measurement

*Visual Arts

*Paper Flowers – folding, pleating


*English

Narrative – ‘The Little Red Hen’ – Literature activities over 2 weeks

*Talking & Listening – Garden Buddies for next few weeks
*Maths – Measurement

*Visual Arts

Fruit Bowls – printing of fruit – arranged in bowl


*English

Continued from last week


*Maths – Measurement

*Visual Arts

Bread baskets for the morning tea

Placemat using flowers and/or leaves – pressed and contacted or laminated
*Maths – Measurement

*Visual Arts

Butterfly

Coat hanger/stocking

Sculpture


*English

‘Hungry Caterpillar’ book – literature activities over 2 weeks


*MathsMeasurement

*Visual Arts

Decorations for plant morning tea party


*English

Continued from last week


*Maths – Measurement





OVERALL UNIT EVALUATION

Evaluation Categories

Strongly Agree

Agree

Disagree


Strongly

Disagree

Students enjoyed the Science & Technology unit (‘Living Things’)













I was comfortable teaching the unit













Sufficient time was allowed for the unit













Students achieved the stated unit outcomes













The Learning Activities were relevant and varied













The Learning Activities were suited to students’ needs













All students coped with material












The resources were adequate and accessible














Students actively engaged in Learning Activities













Integrated with other key learning areas













Overall Unit Comment/Changes to be made in terms of implementation:


RESOURCES


Websites


http://www.naturegrid.org.uk/plant/index.html - Plant Explorer site - IWB resources

http://www.e-learningforkids.org/Courses/EN/S0501/module/module1.htm - Good site for student interaction – plants and animals

http://www.ngfl-cymru.org.uk/vtc/factors_plant_growth/eng/Introduction/default.htm - Teacher resource on plant needs

http://www.ngflcymru.org.uk/vtc/plants_light_water_to_grow/eng/Introduction/MainSession.htm - Which plant will grow the best? – IWB resource

http://www.ngfl-cymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Lifeprocessesan/Lifecycles/Introduction/activity2pop.htm - Life cycle of a frog and human being – IWB resource

http://www.bbc.co.uk/cbeebies/balamory/games/balamory-gardeninggame/ - PC Plums Garden Game

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/plants_animals_env.shtml - Great teaching and student resource – worksheets, clips, games etc.


http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml - Life cycles - IWB resource

http://www.bbc.co.uk/schools/scienceclips/ages/7_8/plants_grow.shtml - Helping plants grow well – IWB resource

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/life_cycles.shtml - pollination

http://www.abpischools.org.uk/page/active_science.cfm?module=1&group=4 - Teachers resources, worksheets – animals and humans

http://havefunteaching.com/worksheets/science-worksheets/living-and-non-living-things-worksheets/ - Living and Non Living Things Worksheets

http://www.theteachersguide.com/plantsflowers.htm - List of resources for teachers, lesson plans etc.

http://www.freewebs.com/frogunit1/ - Frog unit – detailed ideas. Great pictures of frogs.

http://www.kidsbutterfly.org/life-cycle - Life cycle and anatomy of a butterfly

http://www.urbanext.uiuc.edu/gpe/tg/index.html - a plant guide for teachers from the University of Illinois

http://www.copacabana-p.schools.nsw.edu.au/tch_links/HSIE_Pages/Wet_And_Dry_Environments.htm - Great games, resources etc. – frogs, animals, environments

http://www.copacabana-p.schools.nsw.edu.au/Get_Smart_Pages/Get_Smart_Science1.html - IWB resources

http://www.woodlands-junior.kent.sch.uk/revision/Science/index.html - IWB resources, games, teacher resources

http://www.crickweb.co.uk/ks1science.html - free online science resources

http://www.gamequarium.org/dir/Gamequarium/Science/ - great teacher resource, games, IWB, videos, printables


http://www.scholastic.com/magicschoolbus/games/index.htm - great interactive website for students

http://www.animationforschools.com/kahootz-3.html - Kahootz: construct and investigate using 3D worlds and objects

www.kidpix.com/ - a drawing program aimed at children

http://www.sparklebox.co.uk/topic/living/ - .T3EwR5ikTdk – great teacher resource site

http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm - Life cycle of plant information and activities – IWB resource

http://www.mbgnet.net/bioplants/parts.html - Life cycle of a plant

http://www.flashclassroom.com/docs/flash/79_butterfly_emma.swf - Life cycle of a butterfly – IWB resource

http://www.teachingheart.net/veryhungrycaterpillar.html - great teacher resource, videos, printables
Video Clips

http://www.youtube.com/watch?v=VS-wOZjDL5M&feature=related - Creation

http://www.teachersdomain.org/asset/tdc02_vid_alive/ - ‘Is This Alive?’

http://butterflywebsite.com/ShowNatureVideos.cfm?action=show&videoid=255 - Butterfly going through metamorphosis

http://butterflywebsite.com/ShowNatureVideos.cfm?action=show&videoid=216 - Time lapse of a caterpillar to butterfly
Photos

http://www.fadeeva.com/plants.html - photos of plants and animals

http://www.bhg.com/gardening/plant-dictionary/ - Better Homes and Gardens plant encyclopaedia pictures


http://www.virtualoceania.net/australia/photos/flora/ - Australian plants and animals

http://www.wettropics.gov.au/st/rainforest_explorer/P/P06Homes/Pmain06.htm - general teaching site with great photo section

http://www.teachersdomain.org/asset/tdc02_img_nonliving/ - photos of living and non living things
Worksheets - see selection of artefacts document

Plant Parts

Parts of a Plant

Build a Plant

Plants in our Environment workbook (11 worksheets)

Garden Buddies – note to parents/caregivers


Children’s Books

  • The Berenstain Bears Grow It by Stan and Jan Berenstain

  • The Tiny Seed by Eric Carle

  • The Hungry Caterpillar by Eric Carle

  • The Bad Tempered Lady Bird by Eric Carle

  • A Grand Old Tree by Mary Newell De Palma

  • Eating the Alphabet by Lois Ehlert

  • Red Leaf, Yellow Leaf by Lois Ehlert

  • Mighty Tree by Dick Gackenbach

  • Apples by Gail Gibbons

  • From Seed to Plany by Gail Gibbons

  • The Pumpkin Book by Gail Gibbons

  • The Apple Pie Tree by Zoe Hall

  • How Do Apples Grow? By Besty Maestro

  • Oranges by Zack Rogow

  • Picking Apples by Gail Saunders-Smith


Teacher Books

  • Bugs to Bunnies by Ken Goin

  • Look Book 1 – Australian Science & Technology – by Cyril Gilbert and Peter Matthews






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