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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.
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