Class: Stage 2

Date: 11.11.13

Time: 11:30-12:30pm

KLA: Science/English/Maths

Rationale: Students will continue their unit of work on life cycles through group research projects. Students will build on their knowledge from previous lessons. Outcomes/Indicators: ACSSU072: Living things have life cycles

Objectives: -For students to work collaboratively to research the life cycle of a plant or animal. -For children to gain a greater understanding that not all living things have the same life cycle.

UT S2.9: Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks Chooses a means of publishing a report on the lifecycle of an animal eg silk worm or frog EN1-1A: Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations Communicate with increasing confidence in a range of contexts MA2-9MG: Measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures Context: Materials/Resources: -The whole class will begin on the floor, to discuss - Library non-fiction section and go over what they have been learning about - Computers/Ipads life cycles. - Interactive whiteboard (IWB) -The class will then move to either the - A2 cardboard sheets computers/Ipads, or the library, and back to the - Coloured pencils, crayons, scissors, glue classroom for the end of the lesson. - Bean plant projects Experience: -The class will begin the lesson on the floor, and the teacher will prompt a discussion on what they have been learning about life cycles. The students will do a Think, Pair, Share (Visible Thinking, 2013), and then come up to the IWB to give some examples of how they could set out a diagram of a life cycle. The teacher will then split students up into mixed ability groups of 3, and allow each group to choose a different Australian animal to research and create a life cycle diagram of. The students will be given the option of presenting either a poster, or PowerPoint presentation. (15 mins) -The students will then research using the computers/Ipads, or the library. Materials will be provided for students to create a poster. While students are researching, the teacher will move between groups to ensure that they are on task, to provide assistance and to stimulate thought. (30 mins) -The students will come back to the floor for the last few minutes of the lesson, and each say one thing that they learnt that day, whether it be about their animal, or something new they learnt about their method of research. (10 mins) -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 onto the class Weebly page. (5 mins) Support: Extend: -The examples of life cycle diagrams could be left - Students could use PowerPoint and incorporate open on the IWB for children to copy or use not only text and images, but sound clips or video elements of. files as well. -The teacher could encourage students to write specific questions, or aspects of the animal that they are looking to find, eg how long does a lion live for? Evaluation: - Were students able to work as a group to research their animals life cycle? - Were students able to effectively use their research method (find appropriate books or websites)?