page one lesson plan term - your.morrisons.com stage 1 - lesson... · lesson plan term: ks1 (5-7...

Children need to know that:

In the world around them, there are living and non-living things

Flowers grow from seeds

Prior knowledge

Art:1a Record from first-hand observation, experience and imagination, and explore ideas

Music: 5b Responding to a range of musical and non-musical starting points

Other curriculum links

Page one

What to do

Starter Sing ‘The Flower Song’ by Nancy Stewart.

In partners discuss how many flowers the children know (wild and garden flowers). Why do they have bright colours?

Lesson Plan Term:

KS1 (5 - 7 year olds) Science CurriculumFlowers

• Senses chart (page 2)

• Photographs of the flowers in the school grounds. See Growing Planner (available at www.morrisons.co.uk/letsgrow) for flowers in bloom at this time of year or use real flowers if you have them

• Download the lyrics to ‘The Flower Song’ by Nancy Stewart: www.nancymusic.com/Flower.htm

• Photographs of brocolli, cauliflower, marigold and nasturtiums (cooked and raw)

Equipment and resources

By the end of the lesson pupils should be able to:

• Make careful observations of flowers in the immediate environment

• Know that plants have leaves, stems and flowers

• Know about the different kinds of plants in the local environment

Objectives

June half term

SC1, 2f Explore, using the senses of sight, hearing, smell, touch and taste as appropriate, and make and record observations and measurements

SC2, 3b Recognise and name the leaf, flower, stem and root of flowering plants

SC2, 5a Find out about the different kinds of plants and animals in the local environment

KS1 Science Curriculum

• Enjoy and achieve

• Make a positive contribution

Eco-Schools topics

• School grounds

Every Child Matters

Page two

Main teaching phase

1. Distribute a flower (if possible) or a picture of a flower: one between two.

2. Tell children the main parts of the flower (stem, leaves, flower) and give kinaesthetic actions for each, i.e. leaves: arms out; stem: stand tall; flower: hands on head.

3. Hand out the senses chart for children to say/write what they see/smell (teachers might wish to create a word bank for lower ability pupils).

4. Teacher to remind children of the parts of a flower, i.e. leaves, stem, flower.

Extension Children to look for flowers in the school grounds.

Ask them to compare two of the flowers – what is the same and what is different? Can they name the flowers?

Plenary Play game to reinforce the parts of the plant: Teacher to say leaves/stem/flower and children to fulfil relevant action, i.e. leaves: arms out; stem: stand tall; flower: hands on head. Vary speeds to catch children out. The winner is the last one to be caught out. Sing ‘The Flower Song’ by Nancy Stewart.

Homework

Draw and label a flower found on the internet or in real life.

Sense Flower 1 Flower 2 Flower 3

Sense

Sense

See

Feel

Smel

lSi

ze

Children need to know that in the world around them, there are living and non-living things

Prior knowledge

Art and Design: 2b Try out tools and techniques and apply these to materials and processes, including drawing

PHSE: 3a How to make simple choices that improve their health and wellbeing

Music: 5b Responding to a range of musical and non-musical starting points


Page one

What to do

StarterChildren to discuss their favourite fruit with a partner – why is it their favourite? Create a class list of fruits on the whiteboard.

Main teaching phase

1. Lay out plates of fruit on each table: melon, apples, strawberries, grapes, oranges. Can we see seeds in these fruits? Ask children to take out some of the seeds. Are all the seeds the same size?

2. Ask the children why there is a seed inside this apple.

Lesson Plan Term:

KS1 (5 - 7 year olds) Science CurriculumFruits and seeds

• Paper

• Drawing and writing equipment

• A variety of fruits, e.g. melon, apples, strawberries, grapes, oranges. Cut open fruit carefully so the seeds are visible

• Classical music

• The apple life cycle visual (page 3)

• Paper plates and split pins if wanting to include a Design Technology link



• Understand the life cycle of plants

• Know that fruit contains seeds

• Know how to plant and look after seeds

Objectives

March half term

SC2, 3C To know that seeds grow into flowering plants

SC2, 3a To recognise that plants need light and water to grow




Eco-Schools topics

• School grounds

Every Child Matters

Page two

3. Explain to children that the seed is part of the apple’s life cycle.

4. Illustrate on the board how a seed turns into an apple (page 3).

5. Children to make a cycle wheel to show the life cycle of an apple (optional: make a cycle wheel using two plates and a split pin for Design Technology links).

6. Look up the March entry in the Growing Planner (available at www.morrisons.co.uk/letsgrow). Plant sweet pea and tomato seeds outside in the school garden. Continue harvesting as necessary and continue to weed.

Extension Draw pictures of sweet pea and tomato seeds and the fruits they will grow into.

Plenary Recap the life cycle of the plant. Play classical music, starting off at a low volume. Ask children to make themselves small to represent a seed. As the volume increases, they should grow. When they hear the music suddenly mute, they represent the seed again. Then the cycle can continue. This can be played as a game like musical statues or “musical plants”! The last class member to become the seed will be “out”. This can continue until there is a winner.

Homework

Children to collect different types of seeds to share with the class or even try to plant.

Page three


Prior knowledge

PSHCE: 2g Understand what improves and harms their local, natural and built environments and about some of the ways people look after them

Citizenship: 2e To realise that people and other living things have needs and that they have responsibilities to meet them


Page one

What to do

Starter Introduce the class to the Growing Planner, which will help them to create their own school garden. Talk through and outline different stages for completing the garden. Children should understand that the garden will need to be cared for and will take some time to develop and grow.

Lesson Plan Term:

KS1 (5 - 7 year olds) Science CurriculumIntroduction to Growing Planner

• Drawing and writing equipment, clipboard, labelled diagram of a plant (text book)

• Gardening tools, seed packets, compost. Let’s Grow Growing Planner (available at www.morrisons.co.uk/letsgrow)

• This lesson will be most effective and enjoyable if conducted outside. Locate an area outside with seating or where a garden can be grown. If your school does not have space, plants in tubs and containers work just as well.



• Understand what the Morrisons’ growing planner is about

• Introduce the school garden

• Discuss reasons for starting/establishing a school garden

• Learn about the tools used in the garden

Objectives

September half term

SC2, 5a Find out about the different kinds of plants and animals in the local environment

SC2, 5c Care for the environment

SC2, 3c Know that seeds grow into flowering plants




Eco-Schools topics:

• School grounds

Every Child Matters

Page two

Explain to children the benefits of having/maintaining a school garden, i.e. they will be able to explore different wildlife and grow their own produce.

Ask them to think about another garden they have been in. Children to talk to partner about five living things they may find in a garden. Ensure children are clear that plants are living things as well as animals. How can we look after plants and encourage them to grow? Ensure children understand that plants need light and water to grow.

Introduce plants as food. Why do we grow fruit and vegetables? Has anyone ever grown their own fruit and vegetables? In partners discuss why people may grow their own food.

Main teaching phase

1. Lead pupils to the area where they will be growing their garden. Allow children to explore plants/weeds that are currently there.

2. Hand out paper and clipboards.

3. Ask pupils to sketch as many living things as they can find. Remind children that the plants are living and therefore they should be careful not to disturb their habitat.

4. Take the children back to class. Remind them they will be growing plants, flowers, fruits and vegetables. Children should talk to their partner about the different shapes and colours that they will see in the garden.

5. Children to sketch all the plants they would like to see growing in the school garden.

Extension Ask children to write a sentence about how their garden will improve.

Plenary Recap on the main aims of the Growing Planner. Why do they think it is a calendar (12 months)?

Homework

Ask the children to look for examples of plants/flowers/leaves/fruits to bring in and share with class.

Further work Display pictures and photographs on the classroom walls.


Prior knowledge

PSHE: 2e To realise that people and other living things have needs, and that they have responsibilities to meet them


Page one

What to do

Starter Discuss contents of lunchboxes; say that bread, fruit, vegetables and plants come from soil. Can anyone explain how?

Main teaching phase

1. Give children background information about soil including:

• Much of the food we eat, fibre (material) for the clothes you wear and wood for the house you live in is produced by soil.

• Soil is the top layer of the earth’s surface.

Lesson Plan Term:

KS1 (5 - 7 year olds) Science CurriculumSoil

• Magnifying glasses

• Suggested song, ‘Dirt Made My Lunch’ by the Banana Slug String Band available online

• Small container to collect dirt

• Small trowel



• Understand that plants grow in soil

• Know that many other living things live in soil

• Understand that a lot of our food originates from things grown in soil

Objectives

January half term

3a To recognise that plants need light and water to grow

1c To relate life processes to animals and plants found in the local environment

2e How to treat animals with care and sensitivity




Eco-Schools topics:

• School grounds

Every Child Matters

Page two

• Soil is made from rocks that are broken up in tiny pieces, as well as dead leaves, roots and twigs. It also contains water and air.

• Many living things can be found in soil.

2. Listen to song: ‘Dirt Made My Lunch’. There’s a lot of Science in this fun song!

3. Encourage children to learn the song.

4. Take a walk around your school or neighbourhood and look at different soil types that may be found there.

5. Ask children to look at the variety of different plants growing in the soil. Dig up a section of soil and bring back to class. Using magnifying glasses children can see the different matter that makes up the soil and creatures that live in it. Remind children that insects are living creatures and it is important to take care not to disturb them.

Extension Children to create collage of the soil and creatures that live in it using natural substances found in the garden. They can draw and cut out their own insects/animals to include.

Plenary Ask children: Why do we need soil? Share what they have found in the garden. Ensure children understand that soil has nutrients and water that can feed plants.

Homework

Children finish their collage at home.


Prior knowledge

PSHE: 2e To realise that people and other living things have needs and that they have responsibilities to meet them


• Enjoy and achieve• Make a positive contribution

Eco-Schools topics:• School grounds

Every Child Matters

Page one

Lesson Plan Term:

KS1 (5 - 7 year olds) Science CurriculumWhat plants need to grow

• Cress seeds • Growing containers • Cotton wool • Jugs of water



• Understand what plants need to grow

• Investigate different conditions to grow plants

Objectives

May half term

SC1, 2a-e: Pupils should be taught to:

a: Ask questions (for example, ‘How?’, ‘Why?’, ‘What will happen if… ?’) and decide how they might find answers to them

b: Use first-hand experience and simple information sources to answer questions

c: Think about what might happen before deciding what to do

d: Recognise when a test or comparison is unfair

e: Follow simple instructions to control the risks to themselves and to others

SC2, 3a: Pupils should be taught to recognise that plants need light and water to grow

SC2, 3c: Pupils should be taught that seeds grow into flowering plants


What to do

Starter Tell children that plants are living things and need water, air, soil and light to grow. Tell children that they will be experimenting today looking at different conditions for growing cress.

Page two

Main teaching phase

1. Distribute containers, cress seeds and cotton wool to groups of 4-5 children.

2. Ask children how we can check which are the best conditions for growing plants.

3. On the board write: warmth/cold, no water/water, lots of air/little air, food and water/no food and water, water and light/water and no light, a lot of water/a little water.

4. Children can choose which one they will investigate. Make predictions and plant cress seeds.

Follow-up lesson Check results of cress investigation and compare with predictions.

Discuss the following: Were your predictions correct? Were there any surprises? What are the best conditions for growing seeds?

Extension Investigate another condition.

Plenary: Recap the best conditions for growing cress. Play: “Simon Says… there is/is not light”. Children pretend to be cress seeds and if there is light, for example, they can grow tall; if there isn’t, they should stay small. This can be varied and extended by incorporating different conditions for the seeds to grow.

Homework

Keep a diary about the growth of the cress seeds and record how often you are watering them.

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