Corinna Seeto 41457234

Unit title: Seasons natural environment

lesson length: 30 mins
Focus area and strand: plants
Class/ age group: early stage 1, 5 years old
Objectives: over the course of this mini unit the children will become familiar with the concept of
plants in different seasons and introduce the process of which the plant undertakes throughout the
four seasons.
Science
Outcomes and indicators:
STe-7NE observes using their sense how daily and seasonal changes in our environment affect them
and other living things (BoS, 1993)
-Daily and seasonal changes in our environment, including the weather, affect everyday life
(ACSSU004) (BoS, 1993)
-Identify how plants respond to changes in the environment such as trees losing their leaves (CCT)
-Describe what plants need to stay alive and healthy such as water, sunlight and oxygen and carbon
dioxide (ACSSU002) (BoS, 1993)
Ste-4WS explores their immediate surrounds by questioning, observing using their senses and
communicating to share their observations and ideas (BoS, 1993)
-sharing what they already know about the natural environment (BoS, 1993)
-exploring and making observations by using their sense and materials to gather information about
the natural environment in their immediate surroundings (BoS, 1993)
-engaging in discussions about observations and using drawings to represent ideas (BoS, 1993)
-using a range of methods to share observations and ideas, such as drawing, informal and guided
discussion and contributing to joint construction of projects and or using digital technologies (BoS,
1993)
English
Outcomes and indicators:
ENe-1A Communicates with peers and known adults in informal and guided activities demonstrating
emerging skills of group (BoS, 2012)
-Understand how to communicate effectively in pairs and groups using agreed interpersonal, active
listening, appropriate language and taking turns (BoS, 2012)
-communicate appropriately and effectively within the classroom using agreed conventions(BoS,
2012)
-Use interaction skills including listening while others speak, using appropriate voice levels,
articulation and body language, gestures and eye contact (BoS, 2012)
-respond to simple questions either verbally or non-verbally(BoS, 2012)
ENe-2A composes simple texts to convey an idea or message (BoS, 2012)
-Create short texts to record ideas and events using familiar words and beginning writing
knowledge(BoS, 2012)
-Identify and use words around the classroom during writing (BoS, 2012)
-Compose texts on familiar topics using pictures to support their choice of words (BoS, 2012)
Creative arts
Outcomes and indicators:
VAES 1.1 makes simple pictures and other kinds of artworks about things and experiences (BoS,
2006)
-explores the characteristics of living things (BoS, 2006)
VAES 1.2 Experiments with a range of media is selected forms (BoS, 2006)
-explores the qualities of different drawing media and tools colour pencils, textas, crayons (BoS,
2006)
-begins to explore simple techniques in printmaking using computer-generated graphics programs

Corinna Seeto 41457234

and cloth, natural environment and a hammer. (BoS, 2006)
Prior learning
The students will be aware of the different
seasons and the different animals that thrive in
the different seasons
Students will have little knowledge about living
things needs plants

Resources and equipment:

- Butchers paper
- Textas
- Pictures of different animals, plant
stages, words cut out for the different
seasons
- A3 Coloured paper
- Colour pencils, textas and crayons
- Stapler
- I wonder why trees have leaves and
other questions about plants by Andrew
Charman
PLOK
Evergreen: a plant that does not change the
colour of its leaves, the plants leaves stays green
all year long
Deciduous: a plant that changes colours of its
leaves and loses its leaves in winter

Key scientific knowledge

There are two different types of plants the
evergreen and the deciduous plant.
Evergreen: a plant that retains green leaves
throughout the year (Stockley, 2006).
Deciduous: a plant that sheds its leaves annually,
and it goes through the process of preparing for
harsh conditions. (Stockley, 2006).
Lesson 5
Activity title: introduction to plants in different seasons
Introduction (5 min):
Read the book I wonder why trees have leaves and other questions about plants by Andrew
Charman
Body (20 min):
Ask the students what are the different seasons? (Ask 4 students to come up and stick up each of
the different seasons- word, temperature belonging in the different seasons on the butchers paper
on the wall). Ask 2 students to step outside to feel and see the weather, come inside and explain the
weather.
Ask the students what type of animals like being in each season? (ask 8 students to come up and
stick up each of the different animals)
Ask the students to tell me which tree belongs in which season and how do you know that, that
tree belongs there? (ask 4 students to come up and stick up each of the different stages of the tree)
Explain to the children that there are also trees called Evergreen trees that dont change at all
throughout the year.
Provide the children with paper to create their own books by choosing 8 pieces of paper and folding
it in the middle. The children will then come to the teacher to staple in the middle of the fold. The
children will then draw the different seasons that has been recorded on the wall in their books.
Conclusion (5 min):
Science bingo (children are in pairs the teacher then asks the questions and the children will yell
out their answer- first one to answer right stays in the game, the other child will start to pack away)
Prior learning
Resources and equipment:
- Children will be aware of the needs of
- Use smart board, app skype
the plant and the basic workings of a
- Computer
plant
- IPad
- Children will know how to use an iPad
- Little hammers
and use the program moma art lab
- 20 cm square White cloths

Corinna Seeto 41457234

Key scientific knowledge
PLOK
Plants need Sun, Water, nutrients from the soil
Photosynthesis: the way that the plants create
and space to grow. These are some of the
their food in their leaves using carbon dioxide
processes that take place in the leaves:
and water
Photosynthesis: the process that green plants
Chlorophyll: the green colour in the leaves, it
use sunlight to synthesize nutrients from carbon also absorbs the light from the sun for
dioxide and water (Stockley, 2006).
photosynthesis
Chlorophyll: a green pigment present in all
Carotene: orange or red colour in leaves
green plants which is responsible for the
absorption of light to provide energy for
photosynthesis (Stockley, 2006).
Carotene: orange or red plant pigment (Stockley,
2006).
If there is a change to one of these factors then
the plant will have to adapt to survive. This is
seen through the leaves as the seasons change.
lesson 6
Activity title: Winter wonders
Introduction (10 mins):
Skype call with a school in England, to compare and contrast what the different experiences of
seasons the children are currently experiencing across the world from each other. The children will
also be able to talk about the different foliage available and what the animals are doing etc.
Body (15 min):
Explain the concept of leaves in different seasons, why do they change colour? What are the
different colours that the leaves turn? Why do some trees lose their leaves?
Divide the students into groups of 5- each group will be engaging with a different activity.
First activity: the students will go outside and see how many different colour leaves they can find.
Using a hammer and a piece of cloth the children will place the leave in between the cloth and
hammer the leaf until its chlorophyll/ carotenes/ phycoerythrins print the leaf image on the cloth.
This will allow children to see and capture the different stages that the leaves are in.
Second activity: children can create an image using the different stages of the plants this can be
done through moma art lab app.
Conclusion:
The children will record what they have learnt that day in their books that they created in the
previous lesson.
The children will pack away
Support:
Extend:
Pair the child who is struggling with another
Allow the children who are excelling to do a little
child who is competent to help child to
more research with a buddy on trees in the
understand and learn in a holistic way by talking different seasons on the iPad and using the
and explaining what they are doing or observing. books provided.
The educator should scaffold the childrens
(if they want to) Allow them some time to
learning- asking questions whilst they are
explain to the class what they have learnt.
performing the tasks- what can you see? Why do
you think that happens? Etc.