Olivia Alfonzetti

Lesson 4: What do plants and animals need to survive?Stage Early Stage 1 Focus KLA Science Cross KLA Links HSIE Duration 1hr

RATIONALEThe purpose of this session is to reinforce learning about the needs of animals from lesson 3, and for children to discover that plants share the same basic needs for survival as animals, including humans, as a precursor to learning about plant and animal adaptation to seasonal change that will take place in lessons 5 and 6 (STe-8NE).

OBJECTIVES1) For students to reach the conclusion that plants and animals have the same four basic needs by revisiting concepts learned last week, and by engaging them in hands-on learning (STe-8NE; STe-4WS). 2) For students to strategize ways to improve the condition of a school garden bed by using the knowledge that they have gained about plant needs and by collecting information about the garden bed (ENES1). 3) To develop students knowledge about Aboriginal history and culture of the land on which our school sits by inviting a local community Elder to explain how Aboriginal people met their needs on this land (OI1.16; SSES1).

OUTCOMES & INDICATORSSTe-8NE: Identifies the basic needs of living things Living things have basic needs, including food and water.

o describe what plants and animals, including humans, need to stay alive and healthy, eg food, water and air

o identify the needs of a variety of living things in a range of situations

STe-4WS: Explores their immediate surroundings by questioning, observing using their senses and communicating to share ideas Students process and analyse data and information engaging in

discussions about observations Students communicate by using a range of methods to share

observations ideas

Cross-curriculum linksHSIE (NSW BOS, 2006)ENES1: Gathers information about natural and built environments and communicates some of the ways in which they interact with, and can care for, these environments. SSES1: Identifies ways in which their own needs and the needs of others are met, individually and cooperatively. Cross curriculum priorities:OI1.16: Aboriginal and Torres Strait Islander histories and cultures (ACARA, 2014)

KEY SCIENTIFIC KNOWLEDGE RESOURCESPlants and animals have the same needs for survival - food, water, oxygen and shelter. Plants produce their own food through photosynthesis in which carbon dioxide absorbed from the air, and water, are combined with sunlight, creating energy for growth and repair.  Water also transports nutrients from the soil throughout the plant.  Plant leaves and roots need shelter from extreme environmental conditions including wind, water, light and temperature – shelter type depends on plant type.

Moreno, Tharp, & Cutler, 2013

Skamp, 2012

Yarrow, 2009

Prezi: http://prezi.com/i7wb_u9r216u/?utm_campaign=share&utm_medium=copy&rc=ex0share (Appendix A); small plastic animals; 5 shoe boxes; IWB; digital camera

LESSON DEVELOPMENTIntroduction: (15m) Children revisit planted Chia seeds and represent growth progress in box 3 of Scientific Journal Proforma (Appendix B). Groups briefly summarise findings to the class – what they did, their hypothesis, what happened, and conclusions drawn about plant needs. Explain that plants actually have the same basic needs as animals – select student to recall and type them into Prezi [4] (STe-8NE; ENES1). Enhance understanding of discoveries by filling in KSK gaps in a developmentally appropriate manner. (20m) Visit school garden bed that needs attention – students to make observations of plant condition and how their needs are/are not being catered for (ENES1). Record children’s ideas for an improvement plan. Take a photograph of the garden and improvement plan and add to Prezi slide [4] to be revisited later in a gardening spin-off project that reinforces the importance the four basic needs of plant for survival [4.1] (ENES1). Inform class that a visitor will meet them in the classroom. (10m) Community Elder to describe local area from an historical perspective, linking to garden bed visit by describing native plants that once grew here before describing to how the traditional owners of the land met their needs using this land, its resources and each other (OI1.16). Conclusion: (15m) (STe-8NE; STe-4WS; ENES1; SSES1)After following up curiosities, children, in their small groups, collaboratively design and make shoebox habitats for small plastic animals, demonstrating the relationships between animals, land and resources in meeting their needs. Children can use leaves, sticks, soil and Lego, and if possible, the community Elder will stay to assist. Take photos of the habitats and uploaded to Prezi for students to label in spare time (slide [3.5]). Explain that in the next lesson they will discover how seasonal change effects plant and animal access to their needs, and how animals have to adapt to weather changes in order to continue meeting their needs for survival.

SUPPORT EXTENDMultiple modes of knowledge acquisition and representation; scaffolded questioning; prezi displayed on classroom computer for student to revisit & URL given for home access (Bond, 2007).

Information texts available for students to increase accuracy and understanding of shoebox habitat they are making; opportunities to add to presentation

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References

ACARA. (2014). Aboriginal and Torres Strait Islander histories and cultures. Retrieved from: http://www.australiancurriculum.edu.au/crosscurriculumpriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures

Bond, N. (2007). Questioning strategies that minimize classroom management problems. Kappa Delta Pi Record, 44(1), 18-21. doi: 10.1080/00228958.2007.10516486

NSW Board of Studies. (2006). Human Society and Its Environment K-6 Syllabus. Sydney.

NSW Board of Studies (NSW BOS). (2012b). Science K-10 (incorporating science and technology K-6) syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/science/science-k10/

Moreno, N., Tharp, B., & Cutler, P. (2013). Living things and their needs. Retrieved from Center for Educational Outreach at Baylor College of Medicine website http://www.bioedonline.org/lessons-and-more/teacher-guides/living-things-and-their-needs/

Skamp, K. (Ed.). (2012). Teaching primary science constructively (4th Ed). Melbourne: Nelson Australia.

Yarrow, G. (2009). Habitat requirements of wildlife: Food, water, cover and space. Retrieved from Clemson Cooperative Extension http://www.clemson.edu/extension/natural_resources/wildlife/publications/fs14_habitat_requirements.html

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Appendix A

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Appendix B: Scientific Journal Proforma

Growing Chia SeedsGrowing condition:

1. The seed looks like this now:

2. I think it will look like this next week:

This is what it actually looks like after a week:

Olivia Alfonzetti