Page one Lesson Plan Term: Summer - your.morrisons.com Stage 2 Lesson Plans.pdf · Lesson Plan Term: KS2 (7-11 year olds) Science Curriculum ... (page 3) Equipment and ... for example

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

Children should know or be guided in how to plan a scientific experiment, including ensuring only one variable is changed Lower KS2 may need to be supported in this.

Prior knowledge

Page one

Lesson Plan Term:

KS2 (7-11 year olds) Science CurriculumLeaves

• Masking tape

• Pictures of different leaves and different environments, e.g. forest, desert, garden etc.

• A suitable area/plant that children can use for leaf experiment

• Science experiment template and scaffold (page 3)

Equipment and resources

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

• Understand that plants need healthy leaves to grow properly

• Know that leaves need sunlight, air and water to grow

• Understand that a plant makes its own food

• Identify some leaves serve as food

Objectives

Summer

SC1: 2c Think about what might happen or try things out when deciding what to do, what kind of evidence to collect, and what equipment and materials to use

SC1: 2d Make a fair test or comparison by changing one factor and observing or measuring the effect while keeping other factors the same

SC2: 3a The effect of light, air, water and temperature on plant growth

SC2: 3b The role of the leaf in producing new material for growth

KS2 Science Curriculum

• Enjoy and achieve

• Make a positive contribution

Eco-Schools topics:

• School grounds

Every Child Matters

Maths MA2: 1f Organise work and refine ways of recording

Other curriculum links

Page two

What to do

Starter: With five minute timer: teacher to show picture of a plant. Children to list all the things they can investigate about the plant.

Main teaching phase:

1. Go on ‘leaf safari’. Look at variety of different leaves in the school environment: single compound leaves, leaves adapted for defence – nettle/holly, leaves used for climbing tendrils on beans and clematis. Show leaves on evergreen/deciduous trees.

2. Discuss the changes in leaves that take place in autumn. Ask: What happens to the leaves? What colours do they change to? Why does this happen? Is autumn the only time of the year that orange, yellow and red leaves are found? What time of the year do we notice another change in the leaves? Why?

3. In partners discuss what you already know about leaves. Ask children to share what they know about leaves.

4. Share background information with children about leaves including:

• Leaves are factories for plants. That’s where the food is made using sunlight, air and water. Only plants can make their own food and this process is called photosynthesis.

• The effects of winter on leaves, i.e. less sunlight and less water elements essential to photosynthesis.

• Leaves can be eaten as food, give examples of edible leaves, i.e. part of a food chain.

5. Pose question for children to investigate: What are the effects on a leaf when there is no light?

6. Children can plan an investigation to find out the effects of light on the colour of leaves (support in planning the experiment can be differentiated depending on ability).

i) Select a green plant or outside tree.

ii) Use masking tape and paper; cover a leaf on the tree. Write name on the leaf.

iii) Can children predict what might happen?

Plenary: Provide children with a range of edible leaves including some from school garden if you can (coriander, cress, lettuce). Children can taste (optional).

Recap on what children have learned from lesson. Show other types of leaves that can be found in other environments e.g. desert, overgrown area, hot climate, cold climate. Why are some leaves prickly? Why are some leaves poisonous or harmful? Ask children to match environment to leaves.

Homework

Find examples of leaves and think about the shape and texture – how have they been adapted to suit their environment?

Further work:Display leaves in classroomIn PSHE create a leaf tree of different targets/feelingsSchool trip to botanical gardens

Page three

How are leaves affected when there is not any light?

Method

Firstly, I will

Next, I will

After that, I will

Finally, I will

Equipment

I will need:

Prediction/Hypothesis

I think that when the leaf doesn’t get any light it will

Results (Observation)

When I took the masking tape off, the leaf looked

The leaf that was not covered looked

Conclusion

My results support/do not support my prediction. I think leaves need light/do not need light because

Evaluation

My test was fair because

My results could be more accurate by

Page four

Method

Equipment

Prediction/Hypothesis

Results (Observation)

Conclusion

Evaluation

Children need to know:

That in the world around them, there are living and non-living things.

That seeds are produced by plants and they are part of the plant’s life cycle.

Prior knowledge

Page one

What to do

Starter: Teacher to show children a picture of a plant. Ask children to roughly draw and label the parts of the plant. Discuss any misconceptions.

Lesson Plan Term:

KS2 (7-11 year olds) Science CurriculumSeeds

• Packets of seeds

• Checklist of which children have nut allergies

• Plants with seeds attached

• Fruits with seeds

• Compost

• Small pots or recycled containers

• Small plastic bag

• Picture of plant (from a text book)

Important: be aware of tree nut allergies in the group.



• Know that seeds make plants reproduce

• Understand what is inside a seed

• Understand that seeds can be eaten

• Know how to sow seeds

Objectives

Autumn

SC2: 3d To know about the parts of the flower (for example, stigma, stamen, petal, sepal) and their role in the life cycle of flowering plants, including pollination, seed formation, seed dispersal and germination

SC2: 3c Know that the root anchors the plant and that water and minerals are taken in through the root and transported through the stem to other parts of the plant




Eco schools topics:

• School grounds

Every Child Matters

Citizenship: 9a Respect for property

PSHCE: 5a Take responsibility (for example, for planning and looking after the school environment)


Page two

Ensure that children understand the root anchors the plant and that water and minerals are taken in through the root and transported through the stem to other parts of the plant. Remind children about the life cycle of a plant and ensure children are clear that plants mostly grow from seeds.

Discuss vocabulary, including: dispersal, germination.


Sowing seeds indoors See October in the Growing Planner (available at www.morrisons.co.uk/letsgrow) for recommended indoor and outdoor sowing.

1. Explain to children that some seeds need to be grown inside as it is too cold outside. Seeds need protection from predators like slugs. Some seeds need a higher temperature to germinate.

2. Recap on health and safety – for example some seed is coated with fungicide, so must not be put in the mouth.

3. Teacher to model sowing a seed.

4. Give children a pair of small pots or recycled containers.

5. Get children to mix up their own compost in a large open container (one per table). The mix can be one multi-purpose, one seed compost.

6. Label pots with child’s name.

7. Distribute seeds into children’s hands and sow the seeds following the advice on the back of the packet.

8. Label your plants with the name of the seed.

9. Water the seed.

10. Cover the pot with a plastic bag (but make sure you remove after germination takes place to prevent damping off).

Extension: Investigating different types of seed dispersal: explosion, animal, wind, gravitational. This can be done using laptops, the internet or an information book, depending on resources.

Plenary: Discuss where would be best to keep the seeds so that they germinate most quickly. Remind children it is important to check the back of the packets. Try eating sunflower seeds, peanuts, pine nuts, etc. Talk about the seeds that can be found in fruits like strawberries, tomatoes, cucumbers.

Homework

Continue to investigate seed dispersal.

Further work: Keep a log of germination of seeds and record of them growing. Within this, different variables can be changed to investigate conditions affecting germination.


Know that compost and soil allow plants to grow.

For upper KS2, how to use weighing scales.

Understand the importance of repeating tests to check accuracy of results.

Prior knowledge

Page one

What to do

Starter: Show children some compost and soil. If you have a school garden, take a walk with the children through the garden. Discuss differences between compost and soil, i.e. compost is only organic matter (more pure) whereas soil has rocks, sand etc. Ask children what it looks like and how it feels. What is soil used for? What is compost used for?

Lesson Plan Term:

KS2 (7-11 year olds) Science CurriculumSoil and separating materials

• Sieve

• Weighing scales

• Samples of 3 different types of soil Check soil is free of any harmful substances (animal faeces) or sharp, foreign objects



• Separate different size particles

• Understand where soil comes from

• Know soil provides nutrients for foods we eat to grow

Objectives

Autumn

SC1: 2e,g Use simple equipment and materials appropriately and take action to control risks, check observations and measurements by repeating them where appropriate

SC3: 3a Know how to separate solid particles of different sizes by sieving (for example, those in soil)




Eco-Schools topics:

• School grounds

Every Child Matters

Maths MA3: 4a Recognise the need for standard units of length, mass and capacity


Page two


SAFETY FIRST! Make children aware of hygiene standards, including washing hands thoroughly at end of task and avoiding touching any part of the face during activity.

1. Give children background information about soil including:

• Almost all 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.

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

• There are four different layers of soil (the profile). These are topsoil, subsoil, regolith and bedrock. The first layer, topsoil, is where plants take root and grow. Topsoil is as the name indicates, the top layer of soil and is composed of both inorganic (sand, clay and/or other granular matter) and organic matter (humus). Compost is composed of strictly organic matter in a partially broken down state.

2. Explain that soils can be made from rocks and particles of different sizes and can have a different colour depending on the type of rock they have come from.

3. Ask the children how can they compare which soils have the biggest particles. How can you separate larger particles from smaller particles? What do you use at home to separate rice from water or lumps from flour? Children to identify that a sieve will separate large particles from smaller particles.

4. Children to compare three different types of soil, looking at the size of particles and the colour of the soil.

5. Children to record in an observation table.

6. Remind children that the experiment should be a fair test. What factors need to be kept the same?

7. Children should weigh the amount of soil before and after they sieve to ensure results are accurate (optional: lower KS2 can compare size).

Extension: Children to research different layers of soil and draw a diagram showing where bigger particles of rock are found – nearer the topsoil or further away?

Plenary: Share results. Which soil had the biggest particles? Why do you think this is so? Which seeds would grow best in which soil?

Homework

At home children should investigate which materials can be separated using a sieve (larger particles) and which materials can be separated using a filter (e.g. filter paper). This will depend on varying particle sizes.

Further work: Separating other materials, e.g. salt from sea water.

Children need to know:

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

The different parts of the flower

Prior knowledge

Page one

What to do

Starter: Bring in a variety of flowers. What are flowers used for in everyday life? For example, celebration, offerings etc. In talk partners, can you recap on the parts of a flower and the function of the various parts? Listen for accurate vocabulary and encourage.

Lesson Plan Term:

KS2 (7-11 year olds) Science CurriculumFlowers

• Flowers

• Magnifying glass

• Diagram of flower (page 3)



• Understand that the main purpose of a flower is to make seeds

• Dissect and name the parts of a flower

• Know that some flowers can be eaten

• Learn that plants produce flowers which have male and female organs

Objectives

Summer



Eco-Schools topics:

• School grounds

Every Child Matters

SC2: 3d To know about the parts of the flower (for example, stigma, stamen, petal, sepal) and their role in the life cycle of flowering plants, including pollination, seed formation, seed dispersal and germination.


PSHCE: 5a To take responsibility (for example, for planning and looking after the school environment)

Art & Design: 4a To use visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and how these elements can be combined and organised for different purposes


Page two


1. Show children a detailed diagram of a flower and provide background information about parts of the plant including the following:• All flowers have male and female parts• The female part is called the carpel• The male part is called the stamen• The flower helps the plant to reproduce

2. Distribute flowers one between two. Tell children to look carefully at the flower with your partner. What does it smell like? What can you see? Can you identify the male and female parts?

3. Show children an enlarged diagram of the carpel (page 3). Point out the stigma, style and ovary. Can they identify these female parts in their own flower?

4. Show children an enlarged diagram of the carpel (page 3). Point out the anther, filament and pollen. Can they identify these male parts of the flower?

5. Model draw a detailed diagram of the flower labelling the male and female parts. Show different ways of shading to give picture texture, including varying the light and dark tones.

6. Children to work on own and evaluate in pairs at end of session.

For less able children provide a template or a word bank to support them when labelling.

Extension: Find out what each part of the flower, e.g. the stigma is used for.

Plenary: Link the role of the flower with the plant life cycle. Ask how are the seeds dispersed. Discuss answers. How do the different parts of the flower promote reproduction?

Flower is bright and colourful to attract insects.

Stigma is sticky, so that the pollen from the insect stays on the ovary etc.

Create a class rap, e.g.

Here is the flower that opens wide,

To attract the insects to go inside,

Here is the...

Homework

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

Further work: In ICT, these pictures could be collaborated into a multimedia presentation.

Page four

Petal

Stigma

CarpelStyle

Anther

Filament

Sepal

Ovary

Ovule

Stem

Pollen

Stamen

Figure 2. A half flower, showing the basic parts: sepal, petal, stamen (anther, filament), carpel (stigma, style and ovary with ovules), and stem

Page four


Prior knowledge

Page one

Lesson Plan Term:

KS2 (7-11 year olds) Science CurriculumCompost

By the end of the lesson pupils should be able to:• Create their own composter• Investigate the role of insects in

the garden• Understand some of the benefits

of composting

Objectives

Spring

• Enjoy and achieve• Make a positive contribution

Eco-Schools topics:• School grounds

Every Child Matters

SC2: 3d To know about the parts of the flower (for example, stigma, stamen, petal, sepal) and their role in the life cycle of flowering plants, including pollination, seed formation, seed dispersal and germination

SC2: 3c Know that the root anchors the plant and that water and minerals are taken in through the root and transported through the stem to other parts of the plant

SC2: 5f Know that micro-organisms are living organisms that are often too small to be seen and that they may be beneficial (for example, in the breakdown of waste, in making bread) or harmful (for example, in causing disease, in causing food to go mouldy).


PSHCE 5a Take responsibility (for example, for planning and looking after the school environment)

Design Technology 2d Measure, mark out, cut and shape a range of materials and assemble, join and combine components and materials accurately


• Compost • Latex gloves• Suitable composters that are clear

and can hold approximately 2 litres e.g. plastic bottles (ask children to collect from home)

• Ask children to bring lunch box waste back to class


Page two

What to do

Starter: Using a two minute timer, list as many living things they may find in soil. Share with class and particularly draw attention to nutrients and water which help plants to grow. Where do the nutrients in the soil come from? Introduce compost by showing children a sample. Explain this is a special type of soil that helps plant to grow, giving them plenty of sustenance. Ensure children realise that compost is different to soil.

SAFETY FIRST! Ensure areas where children will be searching for waste are free of any harmful substances (animal faeces) or sharp, foreign objects. Make children aware of this safety aspect. Make children aware of hygiene standards, including washing hands thoroughly at end of task and avoiding touching any part of face during task.

Main teaching phase:Ask children what they think compost is? What is it made from? What is it used for? Show children a sample of compost from the school garden.

Give children background information on composting including:

• Compost is the breakdown of organic matter by micro-organisms which leads to the creation of compost.

• Compost consists of green waste and brown waste, what do you think constitutes green/brown waste?

• What should you not compost? I.e. items that are non-biodegradable and cooked animals as this will attract vermin.

• Insects that can be found in the garden, helpful and harmful to plants.

• How long does it take? 6-9 months.

1. Explain that we will be making a mini composter in the classroom and once we have learnt how to do it, then we can introduce a larger composter in the playground (optional). Our mini composter will take about 6-8 weeks.

2. Collect food waste from previous lunch time, wearing gloves.

3. Ask children to collect any other suitable green or brown waste they can find in the playground, for example: leaves, twigs, recycled paper.

4. Ask children to add waste to the composter: start with brown waste twigs etc., followed by food waste, followed by soil.

5. Add mini beasts from playground (ensure air holes) as they help to decompose the waste.

6. Explain that we will be making a larger composter out of a garden bin. Discuss how this would be similar to the miniature composter they have made. Once back in class, devise a rota so that all children get to collect green waste from the school dining hall, recycle bins, etc. To make the enlarged composter: cut a large hole at the base (big enough to dig out new compost); layer with brown waste, green waste and soil respectively. Continue to collect green waste to add to the composter. Once the composter is left for 6-9 months children will have made their own compost!

7. Once back in the classroom, devise a rota so that all children get to collect green waste from school dining hall, recycle bins etc.

Page three

Plenary: Together, draw up a table of good vs. bad waste for a composter. Discuss micro-organisms and ensure children understand that they help to decompose the waste.

Extension: Children to design posters for dining hall so that children and lunchtime supervisors know what is suitable for recyclable waste.

Homework

Continue with poster and organise a recycling system at home.

Further work: Write instructions for making a composter at home.

Documents

Page one Lesson Plan Term: Summer - your.morrisons.com Stage 2 Lesson Plans.pdf · Lesson Plan Term: KS2 (7-11 year olds) Science Curriculum ... (page 3) Equipment and ... for example