Class: Stage 2

Date: 21.10.13

Rationale: Students are learning about life cycles and have previously discussed the difference between living and non-living things and discussed what they already know about life cycles. Outcomes/Indicators: ST2-10LW- Describes that living things have life cycles, can be distinguished from non-living things & can be grouped, based on observable features. - Living things have life cycles (ACSSU072)- Observe first-hand one animal or plant as it grows & develops, & sequence the stages of its life cycle ST2-1VA Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities. - develop interest and positive, informed values and attitudes towards science and technology ST2-4WA Investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on their processes undertaken - develop knowledge, understanding of and skills in applying the processes of Working Scientifically LTS2.3- Identifies and describes the structure & function of living things & ways in which living things interact with other living things and their environment - Designs, makes and uses a database to record information on selected flora and fauna INVS2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions. UTS2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.

Time: 11:30KLA:Science&Tech/English 12:30pm Objectives: - For students to develop their understanding of life cycles through observation and discussion

EN2-2A Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language. Context: Materials/Resources: - In the library, with different stations set - Library (though can be done in classroom) up around the room (book corner, plants - Access to computers/iPads near a window, frogs in a fishtank, DVD - Pencils and paper area etc) - Life cycle books (on mammals) - Children all together to begin with and - Flight of the Butterflies DVD (SK Films, 2012) then in small groups - Tadpoles in their life cycle (and pictures to show - Librarian there to help all the stages) - Seeds in plastic sleeves with wet paper in different stages of life cycle Experience: - Start with a group discussion to refresh everyones memories about the last lesson, including what they know about life cycles (5mins) - Split the students into 5 even groups and explain what each of the stations around the room are, and that they get 10 minutes at each station. During that time they are expected to either draw out the life cycle of the creature or plant at that station, or write it out. (10mins at each station) - The groups include: Looking at books on the lifecycle of particular mammals Watching 10 minutes on the Flight of the Butterflies Observing the tadpoles/frogs

Observing the plants in different life stages Watching Youtube video on the lifecycle of reptiles - At the end, the students come together to discuss what they have learnt, show each other their life cycle pictures or writings (5mins) Support: Extend: - Allow students to just draw the pictures - Get students to label their diagrams of if they are not strong writers and label animals/plants in each stage of their life cycle them - Encourage students to write a description below - Put pictures up on the board with each of their pictures of the life cycle stages labels, so that some children can write them down from the board Evaluation: - Were students able to draw, label and describe the life cycles of multiple animals and plants