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TSEC Strategies for Teachers of 5-14 Science -
Improving Science Education CPD through Practical Activities

LESSON PLAN: PLANTS CONDITIONS FOR GROWTH (LEVEL C)

Attainment targetS:	ISE code
Describe the broad functions of the main parts of flowering plants	LT-C2.4

Planned activities Draw & Write Activity Measurement of Temperature & Light

Knowledge and Understanding

Pupils can:

identify roots, stem, leaves and flowers
describe the function of each part of a flowering plant
describe the conditions needed for healthy growth

Skills

Preparing for Task (Level C)

Suggest a question for exploration and decide how they might find an answer.
Make reasoned predictions about possible outcome.
Suggest some ways of making a test fair.

Carrying out Task

Pupils should:

Select and use appropriate measurement devices and make appropriate observations.
Record findings in a range of ways.

Developing Informed Attitudes

the importance of interrelationships between living things and their environment

VOCABULARY

ROOTS, STEM/STALK, LEAVES, BUD, FLOWER, MINERALS, COMPOST/SOIL, GERMINATE, GROW, CONDITIONS, TEMPERATURE.

Planned Activities

Activity	Organisation	Resources	Questions
Assessment of prior learning using Draw and Write technique. See attached instructions.	Individuals	Paper, pencil, (crayons optional)	What are the main parts of a flowering plant called? What does a plant need to grow and stay healthy?
Discuss the conditions which are necessary to promote plant growth. Plan experiments to test the effect of different conditions. Talk about different variables which could be investigated. Suggest some ways of making a fair test. Predict possible outcomes. In groups draw up a plan for their experiment.	Class then groups of 4.	Planning sheet(attached)	How can we test the conditions needed for healthy growth? What do we mean by a fair test? What do we need to keep the same? What variables would need to be measured? What equipment will we use to measure temperature and light? What other variables could be changed?
Measure temperature and light conditions in different parts of the school.	Pairs	LogIT (data logger) Work sheet (attached)	What are the units of temperature? What are the units of light? Where were the warmest/coldest/lightest/darkest places?

Examples of instructions for a Draw and Write activity

Instructions to be read to the pupils

Permitted reminders

Beware!

SIDE 1

Draw a flowering plant.

Stop even if you have not finished, you can go back to the drawing later.

Write the names of the main parts of the plant if you know them.

Draw all the things the plant needs to grow and stay healthy. Add labels if you wish.

Allow sufficient time for the drawing.

Tell pupils to stop and check that they have some writing at the side of each part of the drawing.

Don’t give any clues.

Don’t suggest anything.

Don’t indicate approval, except to praise effort.

Scribes: write only what a child dictates.

Names: ________________________

MEASUREMENT OF TEMPERATURE AND LIGHT
IN DIFFERENT PLACES ROUND THE SCHOOL

Temperature is measured in ________________

Temperature at:
1. the classroom window ___________
2. in the cupboard ___________
3. in the fridge ___________
4. in the resources room ___________
5. in the playground ___________
6. ___________________ ___________
7. ___________________ ___________

Light is measured in ______________________

Light level:
1. in the classroom window ___________
2. in the cupboard ___________
3. at the board ___________
4. in the resources room ___________
5. ___________________ ___________
6. ___________________ ___________
7. ___________________ ___________

The warmest place was ______________________
The coldest place was _______________________
The lightest place was _______________________
The darkest place was _______________________

Strategies

INTERACTIVE - TEACHING LEARNING

PLANNING FOR IMPROVEMENT - SCHOOL AUTHORITY -BASED APPROACHES

DEVELOPING - SKILLS UNDERSTANDING

OUTWITH THE CLASSROOM

RAISING ETHICAL ISSUES

HEALTH AND SAFETY

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