PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 5 Earth and the Environment DAILY AND SEASONAL CHANGES Teacher Notes Science Inquiry Focus: How do seasonal changes affect plants and animals? Skills Development/Working Scientifically: • Questioning • Observing • Analysing • Recording and communicating Science Learning Outcome: • Pupils identify how seasonal changes affect plants and animals, including plant and animal reproduction in spring, trees bearing fruit in summer, animal hibernation and migration in winter and fruit harvesting in autumn. Technology/Engineering/Mathematics Links: • Viewing and extracting information from online videos. • Participating in an online interactive game. Background Information • Plants and animals sense changes in the environment from season to season. • In spring, as sunlight hours increase and frequent rain occurs, plants and animals reproduce. Flowers blossom on plants to allow for pollination. Animals begin courting rituals to find a mate and reproduce. Some animals will travel a long distance to find a mate. • Throughout summer, with the abundance of available food sources and sunlight, plants and animals are able to grow and mature. Some trees begin sprouting fruit/seeds and young animals begin to develop independence. It is also time for animals to begin storing food for winter. • In autumn, as sunlight hours decrease and temperatures become cooler, some trees shed their leaves to conserve energy for winter. Some animals continue storing food and others begin to migrate for the winter. • Winter is often a stage of dormancy as food sources become scarce. Plants will not produce leaves or fruit to conserve stored energy. Some animals may migrate to warmer places with more food or hibernate to conserve energy. Other animals may grow thicker fur to combat the cold. Assessment Focus: • View the pupil's completed copy of page 129 to assess their understanding of how animals cope with winter changes. • View the brainstorm conducted in Step 2 and Step 8 to assess the pupil's understanding of how seasonal changes affect plants and animals. Resources • Online interactive game— Sticks and the Seasons at • One A3 copy of page 128 • Online video—Hibernation at • Online video—What is Migration? at • One copy of page 129 for each pupil Viewing sample 126 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Earth and the Environment DAILY AND SEASONAL CHANGES Lesson 5 Lesson Plan Introduction: 1. As a class, explore the interactive game Sticks and the Seasons at . Pupils predict which season they think is showing and then hover over or click on different parts of the scene to see what happens. Using a think-pair-share, pupils describe each plant and animal’s appearance and behaviours. Repeat this activity for all seasons. 2. Display an enlarged copy of page 128. Brainstorm pupils' ideas about how each season affects plants and animals. Development: 3. Using the interactive game Sticks and the Seasons, tell pupils to look carefully at the tree and the flowers to see how they change. Flick between the seasons again and hover over the tree and the garden bed, the flowers, the clouds and the small, yellow birds so pupils can see the changes. Reinforce that plants grow leaves and flowers begin to blossom during spring. Towards the end of spring and through summer, some trees begin to grow fruit. In autumn, the fruit from the tree is harvested (collected) and the trees begin to shed their leaves. In winter, some trees will appear like lifeless sticks until the sunshine returns in spring. Note: These are general seasonal changes among plants. 4. Using the interactive game Sticks and the Seasons, tell pupils to look at the fish. Discuss how the fish’s environment changes with each season, including fishing in summer weather and frozen waters in winter. 5. Discuss that some animals have special ways to cope with the cold, icy winters. Using the interactive game Sticks and the Seasons, look at the bird and the squirrel in each season. When does the bird lay eggs? When does the squirrel collect food? What is the squirrel doing during winter? Where did the birds go during winter? 6. View the video Hibernation at . Pause the video at 1.23 as the rest of the video discusses more advanced concepts. Using page 129, pupils draw a picture of an animal hibernating. 7. View the video What is Migration? at . Using page 129, pupils draw a picture of a group of animals migrating. Differentiation • Less able pupils may be grouped together and provided with tablet computers or books to view images of animals hibernating and migrating. Pupils should be encouraged to describe what each word means in their own words with a teacher scribing their explanation. • More able pupils should be encouraged to write a sentence underneath their images to explain what each word means in their own words. Viewing sample Reflection: 8. Review the brainstorm conducted in Step 2. Read through pupils' initial ideas and add any other suggestions. Note: It may be useful to use a different colour for additional ideas to monitor pupils' learning. Using a think-pair-share, pupils answer the questions How do changes in the seasons affect plants? and How do changes in the seasons affect animals? www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants Science: A STEM APPROACH 127
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PR-6170RUK Science A STEM Approach - Primary 1

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