6172RB Science a STEM approach Year 2 low res watermark

Lesson 3
Biological sciences
GROWING AND CHANGING
Lesson plan
Introduction:
1. Revise the needs of plants by displaying various images from the internet on the whiteboard.
Students say yes or no to whether a plant needs this to survive. Images to locate include: donuts,
paper, air, sunlight, orange juice, water, soil with nutrients, bed. PC C
Development:
2. At the front of the class, display a fully-grown strawberry plant, blueberry plant or cherry tomato
plant (anything that is compact and has fruit on it). Ask students to name the parts of the plant.
Where are the flowers on the plant? Where are the seeds? Which part becomes the fruit? How does
a plant begin its life? Students may wish to examine inside the fruit to see the seeds. QP
3. How does a plant look as it grows? How does it change? Ask students to predict the stages of a
fruiting plant and write the suggestions on the board in an order that the whole class agrees with.
QP PA
4. Using the QR codes on page 13, students watch time-lapse videos of plants growing and discuss
with a partner what they observed. What grows first? What grows next? Students individually
complete page 13, drawing and writing the stages of a plant. Suggested stages include: a seed
is planted, roots grow underground, a stem and leaves grow above ground, stems and leaves get
bigger, flowers are formed and fruit is formed. PC PA C
5. As a class, watch the life cycle of a tomato stop-motion video and
the clay-mation video at . In pairs or small groups, students use a
similar style (either draw or use plasticine) to recreate the simple stages of plant growth based on
the information from Step 4. Students use an application like iMovie® or PowerPoint to create a
slide show. This involves a maximum of five or six photographs or scenes to be created, so it should
not be too time consuming. PA C
Differentiation:
• Less capable students can complete page 13, which has drawings to assist with recognising the
stages of plant development.
• More capable students can complete page 14, which allows them to identify, draw and write
about the stages of plant development.
Reflection:
6. Students play their stop-motion movie to the class and discuss any differences or similarities with
the stages of development. Students also compare the development stages to their predictions. Is
this what you predicted? Is anything similar to how a human grows and changes?
© R.I.C. Publications
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12 Science:
A STEM APPROACH
YEAR
2
978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au