Page one Lesson Plan Term - your.morrisons.com Stage 3 - Lesson Plans.pdf · Page one Lesson Plan Term: ... plan and carry out practical and investigative ... Place the squares flat

Pupils should be aware that heat energy can be transferred by radiation.

Prior knowledge

Maths, History, PSHE

Other curriculum links

Page one

Lesson Plan Term:

Per project: Prepared planting areas and potatoes as described below.Per student: Paper or exercise books to record ideas and results.Per group: Thermometer, meter rule or tape measure, samples of the covering materials used (foil, black plastic and bubble wrap).

Equipment and resources

Key stage 3 (11-14 year olds) Science CurriculumTrapping the sun’s energy

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

• Describe how the absorption of radiated heat is affected by the colour of different materials

• Make and justify a prediction based on scientific knowledge

• Collect and record data accurately

• Draw a conclusion and explain it

Objectives

January half term

1.1b Critically analysing and evaluating evidence from observations and experiments.

2.1a Pupils should be able to use a range of scientific methods and techniques to develop and test ideas and explanations.

2.1b Pupils should be able to assess risk and work safely in the laboratory, field and workplace

2.1c Pupils should be able to plan and carry out practical and investigative activities, both individually and in groups.

2.2a Pupils should be able to obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations.

3.2c The study of science should include elements and compounds show characteristic chemical properties and patterns in their behaviour.

3.3d The study of science should include all living things show variation, can be classified and are interdependent, interacting with each other and their environment.

4.a The curriculum should provide opportunities for pupils to research, experiment, discuss and develop arguments

4.c The curriculum should provide opportunities for pupils to use real-life examples as a basis for finding out about science

KS3 Science Curriculum

Be healthy, enjoy and achieve, make a positive contribution, achieve economic wellbeing

Every Child Matters

Page two

Preparation

If growing potatoes in the ground then it is necessary to prepare a suitable area the autumn before planting. It is preferable to grow potatoes in soil that has been enriched with compost or well rotted manure and where they have not been grown the previous year.

Cut squares from foil, black plastic and bubble wrap. Make sure the squares are the same size, at least 1m along each side. Place the squares flat on the prepared soil and peg down or weigh down with stones. Mark off a similar sized area as a control. Leave for at least a week before the lesson.

It is possible to grow potatoes in specially designed potato barrels (please see the Let’s Grow catalogue), stacked old tyres or even large compost bags. If using containers make sure that there are lots of drainage holes and half fill with good topsoil mixed with fresh garden compost. Prepare four identical containers and cut covers from foil, black plastic and bubble wrap. Place over three of the pots and leave for at least a week before the lesson.

Buy seed potatoes when available and place in an egg box on a cool, dry windowsill for the “eyes” to grow.

What to do

Settling activity: Word search (page 3) based on key words from heating topic.

Starter: Explain the problem – you want to grow potatoes to sell at the school fair/enter the county show but they take 16 weeks to grow. They need to be planted early but the ground is too cold. How can we heat up the ground enough to get the potatoes to start growing early? Pair/Share to get ideas.

Main teaching phase:

1. Put pupils into groups.

2. Distribute the sample materials (foil, black plastic and bubble wrap) and encourage pupils to discuss with their groups which one will help the soil to warm the most. Ask for verbal explanations for their choice. Groups can change their mind after hearing other groups’ ideas. Final choice and explanation should be recorded in writing.

3. Pupils decide how to collect data, where to measure, how many repeats, how to make the test fair. Make a note of decisions and draw a table to collect results.

4. Groups measure and record soil temperatures in the four areas/containers following their own plan.

5. Compare results with predictions. Try to explain what has happened. Use diagrams to help with the explanation.

Extension: Suggest improvements to their experiment and ideas for other experiments that you could try to find out more.

Plenary: Feedback on conclusions. Encourage use of key words: reflect, absorb, insulate etc. to describe the materials used.

Homework

Write a letter to a farmer explaining the best way to warm up the soil for early potatoes. Use your results and draw diagrams to convince him.

Page three

Heat wordsearch

Student worksheetTrapping the sun’s energy

F Y I C O N V E C T I O N N T

D T M T C O N D U C T I O N H

E S U R L M R D D L D P N I E

R L U E A S C O L D K O J N R

A R C X L W H X F R I E L S M

R E E N T O X P U T B G N U A

F A A T T B M I A I Y L C L L

N Y G O E N F I Y S E E Y A Q

I R L F U M D W S L L L D T N

O R N S H A O G E S R J O E N

A S D K R O C M I N B F T O N

H O I Q J I D U R A E L M I C

U B W Q W O S K M E Y R Y P T

W S E E R G E D A S H J G A H

D E R U T A R E P M E T Q Y E

CELSIUS ENERGY TEMPERATURECOLD HOT THERMALCOOL INFRARED THERMOMETERCONDUCTION INSULATE WARMCONVECTION RADIATION DEGREES SUN

This can be used as an introduction to the topic.

Prior knowledge

Maths: Using graphs to display resultsDesign Technology: Design and make a seed gauge, a planter or a bird feeder


School grounds

Eco-Schools topics

Page one

Lesson Plan Term:

Key stage 3 (11-14 year olds) Science Curriculum (fits into “Variation” topic)Variation in seeds


• Recall that all living things show variation

During the lesson most pupils will have the opportunity to develop their skills in:

• Collecting and recording data accurately

• Analysis of data

• Representing data in the form of a graph

Objectives

March half term

2.2a Pupils should be able to obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations

2.3a Pupils should be able to use appropriate methods, including ICT, to communicate scientific information and contribute to presentations and discussions about scientific issues.

3.2c The study of science should include elements and compounds show characteristic chemical properties and patterns in their behaviour.


4.c The curriculum should provide opportunities for pupils to use real-life examples as a basis for finding out about science

KS3 Science Curriculum (Y9)

Make a positive contribution

Every Child Matters

Per project: Bag of seeds.

Per student: Ruler, paper for recording results, graph paper.


Page two

Preparation

Buy seeds. You should get enough for each pupil or group to have 10 or more to measure. Large seeds with one length longer than the other are best. Sunflower seeds are particularly good as they show other variations such as colour and thickness as well as being cheap to buy as bird food and easy to grow.

If you have a school garden, check if there are any seeds available to use.

Settling activity: “One in a Million?” sheets (page 3). Answer questions and colour in the squares in the correct colours. Compare with the rest of the class.

Starter: Hand out seeds, one each. Discuss in small groups how the seeds are different to each other. Write a list on the board of ideas. Explain that the variation that we are going to study is length.


1. Give each individual or group a bag of seeds.

2. Measure the seeds using a ruler; pupils in each group to decide how to measure them.

3. Write the measurements down.

4. Find out the length of the biggest and smallest seed.

5. As a whole class, decide how big to make the size categories e.g. 0 - 5mm, 5.5 - 10mm, 10.5 - 15mm, 15.5 - 20mm. The decision will depend on how much variation there is in your bag of seeds, you might have to make the categories much smaller to get a useful bar chart.

6. Put a table on the board and gather the class data together in the form of a tally sheet.

7. Each pupil to use the data to produce a bar chart to show the variation in the length of the seeds.

Extension: Already quite challenging. To support weaker pupils you may want to make a seed gauge, to sort the seeds into small, medium and large.

Plenary:Ask pupils to use their bar charts to answer questions e.g. which bar has the most seeds, how many seeds between 10 and 15mm etc. Compare this type of data with the settling activity (all yes or no answers). Emphasise the difference between continuous data and discrete data. Use an example of continuous variation in humans to emphasise, e.g. height.

Homework

Try the “One in a million” questions on your family. Make a table to show their answers. Is there anyone the same as you?

Further work in science: Use the seeds for investigations. Try planting different sized seeds under the same conditions and see if there is a similar size variation in the plant. Take seeds from the same size category and see what affects germination – pre-soaking, gently warming or cooling before planting, light and dark, type of growing medium, depth of planting etc. Test whether birds prefer one type of seed, use size or colour variation.

Page three

One in a million?

Student worksheetVariation in seeds

Answer the questions in the boxes. If the answer is “yes” colour the box in green. If the answer is “no” colour the box in red. If you don’t know or can’t decide, colour the box in yellow.

YES = GREEN NO = RED DON’T KNOW = YELLOW

Do you have blonde hair? Are you left handed?

Do you have attached earlobes? Can you roll your tongue?

Do you have a cleft chin? Do you have blue eyes?

No specific prior knowledge needed.

Prior knowledge

Page one

Lesson Plan Term:

Key stage 3 (11-14 year olds) Science CurriculumBranching out

By the end of the lesson pupils should be able to:• Test and describe at least one

difference between supermarket and home grown produce

During the lesson most pupils will have the opportunity to develop their skills in:• Working safely• Collecting data from a range

of sources• Planning and carrying out

investigative activities• Communicating scientific informationSome pupils will have the opportunity to develop their skills in:• Analysing and evaluating evidence• Drafting/writing detailed reports

Objectives

May half term

1.1b Critically analysing and evaluating evidence from observations and experiments.

2.1b Pupils should be able to assess risk and work safely in the laboratory, field and workplace

2.1c Pupils should be able to plan and carry out practical and investigative activities, both individually and in groups.

2.2a Pupils should be able to obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations.

2.2b Pupils should be able to evaluate scientific evidence and working methods.

2.3a Pupils should be able to use appropriate methods, including ICT, to communicate scientific information and contribute to presentations and discussions about scientific issues.

3.4c The study of science should include human activity and natural processes can lead to changes in the environment.

Other:


4.b Pursue an independent enquiry into an aspect of science of personal interest

4.c Use real-life examples as a basis for finding out about science

4.d Study science in local, national and global contexts, and appreciate the connections between these

KS3 Science Curriculum (Y9)

4.e Experience science outside the school environment, including in the workplace, where possible

4.g Recognise the importance of sustainability in scientific and technological developments

4.k Make links between science and other subjects and areas of the curriculum

Healthy livingSchool grounds

Eco-Schools topics

Enjoy and achieveMake a positive contributionAchieve economic wellbeing (self sufficiency).

Every Child Matters

Page two

Geography: Origins of different vegetables and fruitHistory: Researching traditional crops/discovering when specific types of fruit/vegetables/other produce arrived on supermarket shelvesMaths: Calculating number of exotic items consumed vs more common equivalents, presenting findings in graph formatEnglish: Report writing, writing for a purpose.ICT: www for researchPHSE: How we respond to change


Per project: A variety of fruit, vegetables and other supermarket produce especially including exotic and non-exotic produce (preferably paired (e.g. grapes/star fruit, bananas/plantain, potatoes/squash), seed packets, camera


What to do

Settling activity:Write a fruit and vegetable top ten.

Starter: Introduce the produce from the supermarket.

Ask students how often they try a completely new food item (fruit, vegetable, confectionery, fast food, soft drinks)? Do they experiment or tend to stick with what they know and like?


Group work: Pupils familiarise themselves with the fruit and vegetables and taste a cross section of items (allocated different items to pupils). Ask pupils to provide feedback as to which items they especially enjoyed, which they enjoyed but did not expect to.

Class discussion: Are we reluctant to try new products, foodstuffs and more unusual varieties of familiar products? If so, why? Or: Which sector of the population is most reluctant to try new things: young people up to 13, teenagers, middle-aged people or senior citizens? Can pupils provide examples of surprising answers?

Page three

Individual or pair work:

• Research the geographical origins of one or two items allocated by teacher.

• Research and make notes on the biological origins of selected items e.g. which family of fruits/vegetables does the selected item belong to?

• Research and make notes on health values of selected items.

• Research various methods of preparing/cooking the selected items.

• Select one or more items they would recommend to parents/carers to add to home menus.

Plenary: Pupils to report back to class on their research findings.

Extension:Research seasonal factors in the supply of more exotic food items.

Homework

Write up a fully illustrated and labeled report (with drawings and/or photos) of new fruits and vegetables based on the research carried out in class.

Further workDisplay diagrams and photographs on the classroom walls.

Pupils could research more exotic items which can be grown from seed at school. Experimental project to grow at least one exotic item within the school year.

Page one

Lesson Plan Term:


• Describe the general structure of a plant

• Recall that plants can be classified

During the lesson most pupils will have the opportunity to develop their skills in:

• Working safely in the field

• Recording data accurately

• Communicating scientific information

Some pupils will have the opportunity to develop their skills in:

• Obtaining data from a range of secondary sources

Objectives

2.1a Use a range of scientific methods and techniques to develop and test ideas and explanations2.1b Assess risk and work safely in the laboratory, field and workplace2.2a Obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations2.3a Use appropriate methods, including ICT, to communicate scientific information and contribute to presentations and discussions about scientific issues3.3a Energy can be transferred usefully, stored, or dissipated, but cannot be created or destroyed3.3d Living things show variation, can be classified and are interdependent, interacting with each other and their environment

KS3 Science Curriculum:

Key stage 3 (11-14 year olds) Science Curriculum (this will follow on from work on human organs and systems)Part of a plant

June half term.

Enjoy and achieveMake a positive contribution

Every Child Matters

School grounds

Eco-Schools topics

Pupils should know that living things can be classified (roughly) as plants and animals and that plant and animal cells are different. It would be helpful if human organs and systems are studied first.

Prior knowledge

Art: Use initial sketches and photographs to produce botanical paintingsICT: Use for research into classification of plants

Other curriculum opportunities

Per student: Paper, drawing and writing equipment, clipboard, labelled diagram of a plant (text book).Per group: Digital camera(s) if available, or mobile phones if allowed. Diagram of a human or animal showing organs and systems (from text book).


Page two

Preparation

This lesson will be most effective and enjoyable if conducted outside. Locate an area outside with seating or where seating can be placed and where growing plants are clearly visible. Plants in tubs and containers work just as well.

What to do

Settling activity: Show children a diagram of a human or animal showing organs and systems.

Starter: Look through the window with a partner (or groups of three) to see how many different types of plants that you can see. (If your view from the window doesn’t allow for this activity, project a picture onto the whiteboard or hand out different pictures.) No need to identify, just count. Give feedback to the class. Ask how they could tell the difference between species. Explain that although they are different, all plants have the same or similar basic organs and systems.

Main teaching phase: 1. Lead pupils to the area where they will be working. Allow to explore and choose a plant to study. Try

to encourage a diversity of plants but make sure that there is evidence of the reproductive structures (buds, flowers, berries or seedcases will all do).

2. Hand out paper and clipboards.3. Ask pupils to sketch their chosen plant in as much detail as possible. Explain that the idea is to produce

a diagram similar to the starter activity, but for plants. Encourage pupils to imagine what is under the soil and sketch that too. Don’t dig plants up!

4. Take photographs of the plants being drawn.5. When they have finished, give out the labelled diagrams of a plant. Pupils should use these to add

labels to their own diagrams. This part can be done back in the classroom.

Extension: Use books or the internet to classify the plants and give them their correct species name.

Plenary: Back in the classroom, ask pupils to recall the parts of the plants that were drawn and labelled, use a large diagram as an aide-memoire. Ask them to compare the organ system of a plant with a human. (E.g. flowers are like human reproductive system, leaves are like the digestive system etc.)

Homework

Make a crossword using some of the labels from the plant diagram. Use the generic plant diagram and replace some of the labels with numbers instead of writing clues.

Further work in science: Display diagrams and photographs on the classroom walls.Carry on to study the different parts of the plant, using examples from the school grounds as much as possible.

ICT, PSHE (global warming, sustainable farming)

Other curriculum opportunities

Be healthy, enjoy and achieve, make a positive contribution, achieve economic wellbeing

Every Child Matters Pupils should have used wide range pH paper and be familiar with the colour matching technique.

Prior knowledge

Per student: Garden plan, vegetable list (page 4) student worksheet (page 5), graph paper, mini whiteboard and marker.

Per group: 3 sample jars, 3 spatulas, 3 sticky labels, test tubes, test tube rack, distilled water bottle, filter funnel, filter paper, pH paper.


Page one

Lesson Plan Term:

Key stage 3 (11-14 year olds) Science Curriculum (fits into “Acids and Alkalis” topic. Results can be used for planning crops for the spring).What can we grow?


• Recall that the pH scale is used to show how acidic or alkaline a substance is

• Use a narrow range pH colour scale to measure the acidity of a liquid

• Collect and label samples in the field for later testing in the classroom

• Decide whether a soil is suitable for growing a particular vegetable

Objectives

September half term

1.1b Critically analyse and evaluate evidence from observations and experiments.

2.1a Use a range of scientific methods and techniques to develop and test ideas and explanations.

2.1b Assess risk and work safely in the laboratory, field and workplace

2.1c Plan and carry out practical and investigative activities, both individually and in groups.

2.2a Obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations.

3.2c Elements and compounds show characteristic chemical properties and patterns in their behaviour.

3.3d All living things show variation, can be classified and are interdependent, interacting with each other and their environment.

4.a Opportunities for pupils to research, experiment, discuss and develop arguments

4.c Opportunities for pupils to use real-life examples as a basis for finding out about science

KS3 Curriculum

Page two

Preparation

Divide class into small groups, preferably mixed sex and ability. Test pH of soil beforehand to check it is within the range expected. Make a plan of the vegetable garden area and photocopy. Make sufficient copies of the student worksheet (page 5).

What to do

Settling activity:Odd one out ‘Pumpkin, Carrot, Orange and Tomato’ (page 3). Put on the board for pupils to consider, take a few ideas when everyone is in the room.

Starter: Pair/Share activity: What do vegetables need to grow well? Use mini whiteboards or verbal feedback to draw up a list. Bring in the idea of soil type if it hasn’t been mentioned.


1. Introduce task, put students into their groups and hand out garden plans and vegetable lists (page 4). Explain that these are the vegetables that we would like to grow next year and their preferred soil pH. As there is limited space in the garden it is important to only grow vegetables that will produce good yields so the soil pH must be tested and only suitable vegetables chosen.

2. Hand out the instructions and equipment. In their groups, ask them to decide where they would like to collect their samples from, mark the locations on the plan and label their sample bottles in advance. Follow the student worksheets (page 5).

3. When they are ready, go into the garden and collect small samples from their chosen location.

4. Bring the samples back into the lab and carry out the tests as described on the student worksheet.

5. Students record their results and select 3 vegetables from the list that would grow well in your school garden.

6. Tidy up.

Extension: Produce a graph showing the pH range of the vegetables on the list. Draw a line (or lines) to show the pH results for the school garden.

Plenary: Groups feedback on their findings, results and choices compared, improvements suggested.

Homework

Research the other growing conditions required for one of the vegetables that you chose. What else would be needed to ensure a bumper crop? Write a list including time to plant, spacing between plants and rows and any other special instructions. Do you still think that this is a good plant for the school to grow? Explain your answer.

Page three

Plants ne

Settling activityWhat can we grow?

Which is the odd one out?

Page four

Vegetable list

Student worksheetWhat can we grow?

Preferred soil PH

Asparagus 6 – 8

Beetroot 6 – 7.5

Carrots 5.5 – 7

Courgette 5.5 – 7

Cucumber 5.5 – 7.5

Leek 6 – 8

Lettuce 6 – 7

Pea 6 – 7.5

Potato 4.5 – 6

Pumpkin 5.5 – 7.5

Radish 6 – 7

Runner beans 6 – 7.5

Spinach 6 – 7.5

Spring Onion 6 – 7

Sweet Potato 4.5 – 6

Tomato 5.5 – 7.5

Page five

Plants need the correct growing conditions to produce the best crop. You are going to test the pH of the soil to find out which vegetables will grow best in our school garden.

Planning

1. In your group, decide where you want to collect soil samples from. Mark and label the places on your garden plan.

2. Write labels to go on the sample containers. Decide what information you should include. Make sure that your containers won’t get mixed up with another group’s.

3. Check with your teacher before going on to the next step.

Collecting the samples

1. Take your labelled sample containers, spatulas and plans into the garden.2. Collect a small sample from your first location. Put it in the correct container.3. Go to the second and third places and collect samples there. Use a clean spatula for each sample. 4. Take the samples back to the lab for testing.

Testing

1. Put a few spatulas of the first sample into a clean boiling tube.2. Add distilled water (NOT tap water).3. Shake for one minute to mix with the soil.4. Allow the soil to settle for a few minutes then pour the liquid gently into the filter funnel. Take care

not to tip the soil in as this will clog up the filter paper and slow things down.5. Collect the clear liquid (filtrate).6. Test using the pH paper.7. Record your results in the table.8. Repeat with the other samples.


Page six

Plants ne


Results

Sample number Location pH

Analysis

Look at your list of vegetables. Can you choose 3 vegetables that could grow in the school garden?

The three vegetables that I would choose to grow in the school garden are:

1.____________________________________________________________________________________________________________________________

2.____________________________________________________________________________________________________________________________

3.____________________________________________________________________________________________________________________________

Extension

How could you draw a graph to make it easier to choose suitable vegetables?

Page seven

Plants ne

Homework sheetWhat can we grow?

What can we grow?

Using the internet or library, research the growing conditions needed for one of the vegetables that you chose. What else would be needed apart from the right pH to ensure a bumper crop? Use the information you find to answer the questions below.

The vegetable that I have chosen is

When should this vegetable be planted?

Can you sow the seeds straight outside?

How far apart should they be?

Any special instructions?

Any pests or diseases?

When is it ready to pick?

Do you still think that this vegetable is suitable for school?

Explain your answer

Which website or book did you use to find out this information?

Documents

Page one Lesson Plan Term - your.morrisons.com Stage 3 - Lesson Plans.pdf · Page one Lesson Plan Term: ... plan and carry out practical and investigative ... Place the squares flat