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					Lesson Title: Flowering Plant Life Cycles

Application Notes:

This range of activities is a useful support task that
pupils can complete during their work on the QCA
SOW on Life Cycles (5b).

The application consists of two labelling activities and
one sorting task to support work towards the end of
the unit. There three sections are as follows:
    1) Labelling a life cycle diagram of a flowering
         plant.
    2) Sorting plants by method of seed dispersal.
    3) Labelling the reproductive organs of a flower.

Where appropriate feedback is given to pupil’s
selections.



Class:                                                     Subject: Science

Pupils use a picture and word bank to consolidate scientific vocabulary and key concepts. Supports
work in Year 5.
Why ICT is appropriate: Allows open exploration and supports pupils to work more independently.


Resources Required: Plant part files and Multimedia PC

Pre-requisite knowledge/skills/understanding: Basic mouse control skills, word recognition skills and
understanding of vocabulary used.


                            Learning Objectives taken from the QCA Science SOW

    Unit 5b Life Cycles
     that seeds can be dispersed in a variety of ways
     that plants produce flowers which have male and female organs, seeds are formed when pollen from the
      male organ fertilises the ovum (female
     about the life cycle of flowering plants including pollination, fertilisation, seed production, seed dispersal
      and germination


Teaching Activities                                        Teaching notes / Learning Outcomes

Introduction: Show the children how the life cycle          name the parts of the flower eg stamen, stigma,
application works. Start to label the life cycle diagram     style, petal, sepal and explain the function of each
and discuss the difference between pollination and          explain that seeds are formed after pollination when
fertilisation.                                               pollen fertilises the ovum

                                                            distinguish between pollen dispersal and seed
Independent Work:                                            dispersal and the mechanisms for these
Ask children to work through the activities in the          order correctly the steps in the life cycle of a plant
program.
Plenary: Share the printouts made by the pupils or         The teacher checks the children’s understanding by
work through a labelling example.                          asking questions e.g. what have all living things in
                                                           common.

Assessment Strategy:

Mainly through observation and questioning – a printout of the pupils work at various stages can be kept as a
record of achievement.