DTTP SHORT TERM PLAN21

Year 34 Plants – parts and Lifecycle Sci 2

Year Group: 3/4 / Class Name / Number: / Class size: / Pupil Age: 8/9 / Date:
Subject / Theme of Lesson:
Science - Plants / NC References:
KS2 SC2/3d
Links with previous session:
  • Plants need light and water to grow
/ Link to next session:
  • Male and female parts of a flower
  • Look at pollination in more detail

Prior achievement:
  • Children will know that plants and flowers need light and water to survive

Links to PSHE, Citizenship or Global Citizenship: / Links to ECM:
Resources:
  • Flower (Busy Lizzie)
  • Seeds
  • Worksheets from Sparklebox
  • Scissors
  • Glue
  • Colouring pencils
/ Vocabulary:
  • Seeds
  • Flowers
  • Petal
  • Stem
  • Leaf
  • Sepal
  • Root
  • Anther
  • Pollination
  • Life-cycle

ICT Opportunities:
IWB to show LO’s, pictures/diagrams / Possible homework:
  • Find as many different types of flower as you can, either at home or in the park or at someone else’s house

Target QTS Standards: / Focus for personal reflection:
  • How a ‘carousel’ can be successful

Learning Objective(s):
  • To know the parts of a flower
  • To know that seeds grow into flowers
  • To explain the life cycle of a flower
/ Success criteria:
  • I can label the parts of a flower
  • I can explain that seeds grow into flowers
  • I can explain the life cycle of a flower

How the learning will be assessed:
  • Correctly labeling the flower
  • Explaining the life cycle of a flower
  • Explaining how the seeds become flowers
  • Explaining what flowers need to grow

Timing
10 mins
40 mins
(10 mins at each activity) / Overview of whole class work ( eg Mental/oral, lesson Introduction)
Input
  • Children sit on the carpet
  • Look at a flower, ask for characteristics (eg. Colour, size, smell,)
  • Ask if anyone knows where the flowers come from
  • Explain that they come from seeds. Show the children what the seeds look like. Ask for characteristics (colour, size, smell). Let some of the children hold them and explain what they feel like.
  • Ask what happens when a seed grows, what does it look like? How long does it take?
  • Show diagram of flower with the parts labelled (petal, stem, leaf, sepal, root, anther). Explain what each part is and what it does
  • Why is a flower usually brightly coloured or heavily scented? (ie. To attract insects)
  • Why is it important to attract insects? (For pollination)
  • Explain that seeds are formed through pollination and when they reach the ground by being blown by the wind, the cycle begins again.
Children are sent to different tables (in mixed ability groups) to do different activities:
  • Designing seed packets (overview of what plants need to grow)
  • Labelling the parts of a flower
  • Life cycle of a flower worksheet (cut and stick, colour in if there is time) supervised by TA
  • Colouring worksheet
  • After 10 minutes at each table, they move around the room so they can do each activity.
  • TA will supervise the life cycle worksheet to ensure that the children get the order right
  • After each group has completed all the activities, call them back to sit on the carpet for plenary

Learning Objectives for group/individual work (if different): / Success criteria:
How the learning will be assessed:
Timing / Group activities (including differentiation):
Timing
10 mins / Plenary activities:
  • As a group, label a flower on the IWB
  • Ask children to explain how seeds become flowers
  • Ask children to explain the life cycle of flowers
How and what did we learn? Review main learning objectives
  • The parts of a flower
  • How seeds become flowers
  • The life cycle of a flower

TP File 14-26b