MTP Plants Science

St Nicholas School Focus/ Topic:

Science, Horticulture and World Studies

Gardening Work Skills Care of community Recycling

SMSC: Building relationships, well-being, self and others, achievements, caring for an environment, respect and values, Functional Living, Identifying differences in food and growing in all cultures and societies, developing awareness and appreciation for produce, healthy eating, physical well-being

Class : S5

Term 3 and 4 2020

Curriculum Links: PSHE/WRL, English, Maths, Art, DT, Humanities, PE, Science, Computing.

Individual Prog.

C & I group OT, Physio, SALT Shared goals Hydro Music therapy, active Ed MOVE Rights Respecting Schools programme within school.

Resources: Seeds, Garden tools, safety elements (e.g. boots for digging, gloves for weeding etc), IWB resources, Plants, plant pots, art materials Vocabulary/signed and verbalised: plants (names, fruits, vegetables), watering, sun light, digging, cutting, life cycle, produce, tool names.

Learning Objectives:

Activities:

Expected outcome: Date/ comment/how they carried out task:

To develop an understanding of recycling and its importance in global economy

Introduce students to plants and harvesting. Watch video on espresso. Students to investigate the garden areas, explore the outside areas and identify plants growing.

Students to complete a tick sheet identifying any plants / fruits / vegetables they can see and to note where they are. Students can pick and taste if they like.

Science: P6: Biology: Recognise the features of living things in their environment and know where they belong: Describe the growth, development and aging or plants / animals Compare and contrast a range of plants and seeds The vocabulary of living things Make associations between plants, animals and where they live Chemistry: Closely observe changes that occur Physics: Show they know some sources of sound and light P7: Biology: Pupils understand the scientific use of some simple vocabulary and can communicate related ideas and observations using simple phrases Consistently categorise and sort examples of plants Identify the anatomy of plants Describe how they can help their environment Chemistry:

To develop an understanding of how plants grow To identify the key requirements to grow plants, fruits and vegetables To be able to identify the difference

Students to investigate what shrubs / vegetables fruits can be planted during the year and create a monthly list e.g. in September you can plant: onions, etc. Students

between plants and weeds

could hand write or type up their lists.

To plant, grow and manage a variety of fruit, vege and flowering plants

Shopping trip: Students to go to a local garden centre and purchase a variety of plants / shrubs / seeds, noticing the time to sow / harvest them Students to use functional money handling and literacy skills (e.g. write and read a list during the trip, read packet labels / instructions etc).

To investigate different habitats To create specific habitats for specific animals / insects and bugs To develop methods of monitoring rain fall To identify the purpose of animals / insects etc in the environment To recycle rain water to water plants

To understand how and why fertilizer and / or pesticides are used To understand health and safety when using tools and equipment To understand health and safety when using fertilizer

Students to think about the planting process and how things grow. Students to look at the seeds and think about how they will turn into plants.

IWB activity: using education city activity (Science; Year 2 – plants – Granny’s garden, basic needs) students to listen to the information and respond to the questions in the game. Students to consolidate learning by completing the worksheet.

Discuss plants / vegetables / fruits that students have in their own gardens / places they visit etc. Students to prepare pots in the green house / earth in the beds for planting.

Students to look at the plants – what can they see?

Can they name any parts of the plants? Can they explain the important role of these parts of the plant? IWB activity: using education city (Science: year 1; activities; pick a tomato) students to listen to the information and respond to the questions in the game. Students to consolidate learning by

 Make simple records of their findings.  Begin to make suggestions for planning and evaluating their work, Physics:  Communicate related ideas and observations using simple phrases P8: Biology: Pupils show they have observed patterns or regular changes in features of objects, living things and events: sequence the life cycles of plants How do plants and animals adapt to their environment How do plants and animals interact with each other in the environment Chemistry:  Explore and observe similarities, differences, patterns or regular changes in features of objects, or events  Describe changes when questioned directly Physics:  Make their own observations of changes of light, sound or movement that result from actions, and can describe the changes when questioned directly L1 (phase 9): Biology: Pupils should be taught to:  Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees  Identify and describe the basic structure of a variety of common flowering plants, including trees Chemistry:  Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock Physics:  Recognise that sound and light come from a variety of sources and name some of these Geography: Level 1 Pupils show their knowledge, skills and understanding in studies at a local scale. They recognise and make observations about physical and human features of localities. They express their views on features of the environment of a locality. They use resources that are given to them, and their own observations, to ask and respond to questions about places and environments.

Level 2 Pupils show their knowledge, skills and understanding in studies at a local scale. They describe physical and human features of places, and recognise and make observations about those features that give places their character. They show an awareness of places beyond their own locality. They express views on the environment of a locality and recognise how people affect the environment. They carry out simple tasks and select information using resources that are given to them.

They use this information and their own observations to help them ask and respond to questions about places and environments. They begin to use appropriate geographical vocabulary.

To identify and know hazard signs and follow safety instructions

completing the worksheet. roots, stem, leaves, flower, fruits

Planting: students to observe, learn and practice the planting process for items that can be planted in Autumn, e.g. winter potatoes, bulbs for spring etc. Discuss watering / feeding and weeding techniques.

Students to make a record of what they have planted, when and where.

Students to conduct weekly garden checks which should involve watering / feeding the plants. They should also weed the beds, and conduct any necessary pruning.

Difference between plants and weeds: IWB activity observe pictures of weeds / plants and note differences.

Students to go into the garden and participate in general clearing and tidy up activities, including weeding / watering etc.

Parts of the plant: IWB activities and games about plants and their parts.

Students to label parts of a plant (roots, stem, leaves etc). Some students could go and take photos of plants in the garden and then label them. Some students could make sensory pictures etc.

Materials and Recycling: Students to participate in IWB activities about

different materials and their properties (plastic / metal / wood etc). Go into the garden area and complete work sheet noticing the materials used for plant pots / green house / tools etc. Students to tidy up and discuss whether any of the materials can be re-used or recycled to make things for the garden.

Discuss what the materials might be used to make, and some of the processes that may be used to recycle them.

Environmental studies: Students should think about and discuss their local environment focusing specifically on the school and the garden area. Students to create a group mind map of animals / insects / features (man-made/natural) in the school garden. Discuss how humans could nurture some of these things. Explain that the following sessions will focus on encouraging natural growth of insects/animals/plants etc by creating additional, manmade habitats.

Butterfly house: Students to find out the role of butterfly’s within our environment. Discuss do students like / dislike them why etc. Students to build their own butterfly house to hang out in the garden area.

(Follow instruction sheet provided).

Ladybird hotel: Students to find out the role of ladybird’s within our environment. Discuss do

students like / dislike them why etc. Students to build their own ladybird hotel for the garden area. (Follow instruction sheet provided).

Log Garden: Students to find an appropriate area in the garden to create a log garden. This will provide a place for a variety of minibeasts, insects, and mammels. Students should investigate what this would attract. (Follow instructions sheet provided).

Animal detector: Students to create a contraption that will attract animals / insects etc so that they can research what regularly visits our local area.

(Follow instruction sheet).

Rain gauge: Students to build a rain gauge to investigate the amount of daily / weekly / monthly rainfall. They should create a recording sheet to show their findings for each check conducted.

Wormery: Students to build a wormery to investigate the role of worms within our environment. (Follow instruction sheet).

Nettle Fertilizer: Students to discuss and find out what is fertilizer, what is it for and what does it do.

Discuss the type of fertilizers and pesticides used across the world for

different fruit / vege plants.

Students to create their own nettle fertilizer carefully collecting nettles, and mixing with water. Discuss what / where and when this will be used.

Harvest any produce weekly.

Money handling: Students to price up usable produce to sell to the school community.

They can total up any proceeds and use this to plan and budget for plants for the following spring / summer.