Class: Stage 2

Date: 25.11.13

Time: 2:00-3:00pm

KLA:Science&Tech/ English

Rationale: Objectives: Students have been learning about life - Students will look into their knowledge of life cycles of plants and animals through cycles to determine if animals of the same observation and research. They have species have the same life cycles (such as, do all completed projects on life cycles in small insects have the same life cycle?) groups and have further developed their understandings of life cycles Outcomes/Indicators: ST2-10LW describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features - identify and use patterns in the observable features of living things to group them, by using tables, diagrams or flowcharts LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment - Observes and reports on a local environment, describing how plants and animals rely on each other. - Identifies a life cycle of an animal (e.g. Mosquito, Dragonfly) LTS2.3- Identifies and describes the structure & function of living things & ways in which living things interact with other living things and their environment - Designs, makes and uses a database to record information on selected flora and fauna EN2-1A Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language - plan and organise ideas using headings, graphic organisers, questions and mind maps Context: Materials/Resources: Students will work first as individuals - Access to computers/iPads and then in groups of three to compare - Pens and paper and contrast the life cycles of the same - Books on animals and plants life cycles species - Bean plant project Experience: - Have a refresher on life cycles and discuss what family species are (5mins) - Students will be split into groups of 3 and given a family of plant or animal (reptile, mammal, bird, fish, Insect, plant). The students will have to pick an animal or plant that fits into that category and research its life cycle as individuals (draw diagrams, label and write descriptions). They then have to compare with the rest of their group about their animals life cycle. The students will be able to use each other's research projects (lessons 5 and 6) to find information and to develop a greater understanding of particular plants and animals. Draw up a table to compare and contrast (35mins) - Then students present to the class whether or not their animals had a similar life cycle or a different one (10mins) - Students will spend time in their groups from lesson 3, measuring, observing, photographing and recording data about their bean plants in CD cases. This will be recorded on the class Weebly page (5mins). Support: Extend: - Some students will be given the - Allow some students to choose their own animals or plants to research (rather animals than having to find them on their own) - Encourage students to look into a timeline of - Some students could be given the the different stages of a life cycle (how long does same animal as done previously in it take to move from one stage to another) and class, so it refreshes their memory of the use this as another comparison animal. - Give them animals with longer life cycles?

- There will be books of different - Encourage children who finish quickly to help animals/plants and their life cycles in the the others in their group classroom to use (as well as the research projects) Evaluation: - Were students able to research effectively as individuals and as a group? - Were students able to compare and contrast in their group about different lifecycles? - Were students able to present findings to class in clear and informative ways?