K-2+HSIE+and+Science

16th July || SDD || 23rd July || - Discuss what are our needs as human beings to survive. -As a class list our needs and wants in two columns. Discuss the difference between need and want. 30th July || - Discuss how humans grow and change - Relate how humans grow and change to the ways in which plants and animals grow and change. [] - Discuss experiment; Task Design and use a way of identifying the needs of plants. __#|Activities__ Pose the problem – to find a way to tell what things affect how plants grow. Brainstorm ideas students think will affect the growth of a plant (ie variables). Devise ways to eliminate one of these variables at a time. Explain the need for a control plant. Discuss the need for keeping records, eg over a period of time for comparison of data. Collect materials and set up test, exploring one variable per group, eg no fresh air, no water. Make regular observations, recording and measuring changes. || 6th August || - Brainstorm what are students’ basic needs to survive. Give reasons for suggestions. - Organise the needs in order of importance (may be some at the same level because you cant live without them). Identify the things everyone thought were important. - Write the things everyone thought were important up on the board. Get the students to copy these onto a piece of A4 paper each and draw a picture of each. Write these down for Brodie and he can trace your writing ( I dont think I have __#|books__ yet for this subject). - Discuss what makes us ‘want’ things. - Discuss ways we use plants and animals apart from satisfying our basic needs eg animals for pets, plants to make our environment attractive If there is still a lot of time left; - work with Brodie to identify pictures of things that are needs and wants in maganizes. Cut the pictures out and place into the coresponding column. - everyone else- find things in that magazine that are made from animals eg meat, yoghurt, milk, wollen jumpers etc. || 13th August || Stage Day || 20th August || - Group the students into working groups (Group 1: Matthew, Jess & Hayley. Group 2: Brodie and Grace. Group 3: Molly and Ryan) - Set up the science experiment. - Fill in w/s on the experiment - Students take pictures of the experiment with the ipad. - Demonstrate how to copy pictures into power point and make a title page. - Put pictures into power point Only one student finished worksheet. Did not get time to copy pictures into power point. Have decided to use an app on the ipad instead of powerpoint as it is less time consuming and easier to use. || 27th August || - Working groups look at experiment and take photos. - Demonstrate how to get a new slide, write a heading and copy the photos. - Discuss changes. - Discuss how animals and people grow, change and develop over time. - Discuss that human babies develop within their mothers before being born. - __Learning today;__ Finish worksheet and discuss. Take photos of experiment and discuss. Discuss how people grow change and develop over time. Discuss how people change. As a class make a time line of average changes from birth to 8 years old. - Work as a class to finish the science experiment worksheet. Grace can take photos of the experiment while this is happening. - Look at the experiment and discuss any changes. - __Teacher sets task__- In the next 3 weeks students will make their own time line of development from when they were born till now. This will be an assessment task. - Discuss how people grow and change over time. Discuss things students can do now they couldn't when they were younger. Discuss how old there were when they started doing certain things eg going to school. - As a class make a time line of average changes from birth till 8 years old on A3 paper. - Students are given a sheet to take home and fill out about what they could do at each age. || 3rd September || - Demonstrate how to finish the power point presentation. - Working groups take pics and finish power point - Discuss findings from the experiment and what this means. - Discuss how plants grow, change and develop over time. - Students take turns to explain what they did in the experiment and what they learnt. EXPLANATION ASSESSMENT TASK When planning I tried to fit to much into this lesson and have changed these lessons to be more focused and meaningful. - __Learning today;__ Take photos of the experiment and discuss. Work on individual time line. - A chosen students takes photos of the experiment. - Look at the experiment and discuss any changes. - __ Teacher sets task __ - Students will make their own time line of development from when they were born until now. This will be an assessment task - __Teacher sets expectations__- Teacher uses the class developed time line from the previous lesson to set expectations and discusses. The teacher will write what needs to be done on the board. - Students begin to make their time line- should be mostly completed this lesson.ASSESSMENT TIME LINE Brodie looks for pictures in a magazine of babies and children. He orders them by age. || 10th September || - Discuss how we have grown and changed. - Make a time line on the board and discuss what they could do at each age and how they looked. - S1 students write their own time line from birth to now focusing on how they have grown and changed. - Brodie- Discuss what living and non living means. Discuss what things are living and non living. - __Learning today;__ Take photos of the experiment and discuss. Create book of experiment findings using iPad app. Work on individual time line. - __Teacher sets task__; In working groups students will make a book on the experiment they have completed. - __Teacher sets expectations__; Students are told how their book needs to be set up and what it needs to include. - Students take photos of the experiment in working groups. - Students create book on the experiment. - If finished early students work on their time line. Brodie works with the teacher to discuss living and non living and find pictures of each in the magazine. || 17th September || - S1 Students finish off their time line. S1 ASSESSMENT TIME LINE - ES1 Smart board activity- sort items into living and non living. ES1 ASSESSMENT LIVING AND NON LIVING
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 * ES1** Draw pictures of all the things a human needs to survive.
 * S1** Discuss how our needs can be met eg heater or blanket to keep warm, or a healthy meal. Choose a product to make an advertisment for. List the things you like about your product. Select points that might encourage other people to want the product. Choose the type of advertisment and plan. ||
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- __Learning today;__ Explain what happened in the experiment to the class. ASSESSMENT EXPERIMENT. Finish individual time line. - __Teacher sets task__; Explanation to the class of what happened in the experiment. - __Teacher sets expectations__; Students need to talk about; what happened, what this means and what you found out. - Discuss as a class the results of the experiment and what this means. - Students take turns giving an explanation to the class of what happened in the experiment. - If finished work on time line. Brodie is tested on living and non living by having to find these in a magazine. ASSESSMENT LIVING NON LIVING ||
 * || __**@Outcome and Indicators- HSIE Sci**__ ||