TALLER DE PLANTES: UNA MIRADA AL MÓN BIOLÒGIC · Allow children to connect the flowering plant...

Llicència retribuïda 2005/2006 Carme Sentís Farrés

EL TRACTAMENT INTERDISCIPLINAR DE L’APRENENTATGE DE L’ANGLÈS A PARTIR DELS TALLERS DE CIÈNCIA

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Què volem ensenyar? L’estudi dels éssers vius. Aprendre a fer-nos preguntes sobre el cicle vital de les plantes. Per què? Per comprendre el món biològic i la seva diversitat. Per entendre la importància de l’hàbitat. Per observar els canvis .Per aprendre a alimentar-nos d’una manera sana. Com? A partir d’activitats experimentals. Observant la germinació de les llavors i els factors que influeixen en aquest procés. Mesurant el creixement de les plantes. Participant en el conreu de l’hort de l’escola. Aprenent a distingir del què ens mengem, quina part de la planta és.

TALLER DE PLANTES:

UNA MIRADA AL MÓN BIOLÒGIC



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What ? To know green plants as organisms. To understand that plants change with time. Allow children to connect the flowering plant with what it was before or after. Why? To develop the experience of growth from seeds. To know the right conditions to germinate, grow and start the cycle again. To help children notice the slow but relatively continuous changes that take place. To encourage children for a healthy diet How? Observing and measuring plants as they grow from seeds. Provide children to observe at least a significant part of plant’s cycle of life. To show that we need to eat different kinds of food.



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Teacher ‘s notes

• Science learning objective

To know that humans and

the other animals need

food and water to stay alive

To find out about the different

kinds of plants and animals in

the local environment To recognize

and name the leaf, flower,

stem, and root of flowering

plants

To know that plants need

light and water to

grow

To relate life processes to

plants found in the local

environment

To make and record

observations

Science learning

objectives



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• Possible curriculum links

• Living things have the ability to breathe, feed, grow, move, excrete and reproduce. Children find difficult to see that plants move, feed or excrete.

Growing plants

LITERACY Use the correct vocabulary :

Words for making comparisons. Words relating to plants.

Name of some common plants.

GEOGRAPHY Walk around school. Finding all types of places where plants grow

ART Careful observation of

one or two plants. Drawings of plants

growing

NUMERACY Measuring

Height/ fast –growing plants using plastic

cubes or similar.

All living things show seven life processes

nutrition movement growth reproduction respiration excretion sensitivity

Plants make food (sugar)

in their leaves using the

process of photosyntesis

Plant’s leaves and

flowers follow the sun

Most plants carry on

getting bigger all their

lives

All living things die eventually but they

leave behind

young so that their species

continues

Plants break down food using

oxygen. They

produce carbon dioxide

as a waste

product

Plants as a living thing

produce waste

Plants are sensitive and can respond to light

and gravity.



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References

• Across the Curriculum Science for ages 5-6. Andrew Brodie Publications. © A & C Black Publishers LTD. • The Dorling Kindersley PICTUREPEDIA PLANTS. DK.ISBN 0-7513-50850 • Knowledge Box .2005 .© Pearson Education Ltd and its licensors .

• Newton Douglas,2004. Teaching Tricky Science Concepts. Scholastic Ltd.

ISBN 0-439-98448-3.

• Starting Science 2. Living things. Key Stage 1. Schofield & Sims. ISBN 0-7217-0860-9 • Gin Science Skills Support Sheets Resourcing Scientific investigation. Gin Science

Skills. ISBN 0-602-25549. • Martin Linda, Watch Them Grow. A Darling Kindersley Book

• Phillips Sarah, Young Learners.,© Oxford University Press1993 ISBN 0 19 437195 6

• Vale David & Feunteun Anne, Teaching Children English © Cambridge University

Press 1995.ISBN 0-521-42235-3

• Cameron Lynne, Teaching Languages to Young Learners, .© Cambridge University Press 2001 ISBN 0-521-77434-9

• Evans Jean, All about me Displays © 2000 Scholastic Ltd ISBN 0439-01638-X

• The Usborne Big Book of Experiments(1996) Copyright © Usborne Publishing Ltd.

ISBN 0 7460 22883 • Morton Lone,(2001) Grow organic eat organic.© b small publishing ISBN 1 874735 913 • Essentials in Science. Year 2 Key Stage 1.WH Smith Essential series. ISBN 0-340-81545-0

• Eat 5 a day The Sefton Way.Sefton Health Improvement Support Service

• www.bbc.co.uk/schools/scienceclips • www.acblack.com/developingscience • www.dh.gov.uk/healthtopics • http://office.microsoft.com/es-es/clipart



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What to do?

• Warm-up activity

“Living things “ and “non-living” ones

Show to the children a set of flash cards with different objects:

Display them on the floor and help children to divide the objects into these two important groups. Ask them:

� What is it? Is it a book or a snail ?

� It’s a . Is it alive or dead?

The is dead.

� Which group should we put in, living or non-living?

And the is alive or is dead?

� Which group should we put in, living or non-living?

NON- LIVING THINGS

LIVING THINGS



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• Categorizing.

Prepare a sheet of paper with living and non-living things. Ask them to colour red all the living ones and to colour blue all non-living things.

• Comparing Artificial flowers

Observing living and non -living – real and artificial flowers. You need:

Some dried flowers; some real fresh flowers and a matching artificial flower; a real plant and its artificial counterpart. 1. Let children to look the flower set: the dried, artificial, real. 2. Take the real flower and its artificial counterpart. Look carefully the colour, the shape, texture, smell, and any other feature that they notice

� Ask them :

o Predicting

� Where did the two flowers come from? � What will happen to them if we keep them?

� Should they be kept until tomorrow to see what happens.

Do not put the real flower in water.

� Keep the real flower and the artificial flower together and show that eventually the real flower dies, but the artificial flower does not matter whether or not is in water.

� Ask children to draw the artificial flower and the real flower.

Which one is real?

Which one is artificial



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o Observing

� Let the children examine the dried flowers. � Ask them how are different from the fresh flowers and how are they different

from the artificial flowers? � Where do they come? � Are they alive or are they not alive

This is an intriguing subject which will cause much discussion,

o Flower detective

• Raising ideas or questions

� What do you think about the hen? Is the alive?

� And a plant? Can a plant move by itself? � And what about you?

What can you do that a plant can’t do? Is there anything about a plant and you that is the same?

Help the flower detective to find the real flower

Is this flower real?

i

The flower is yellow

The stem is green

It has no smell

It does not need water

The stem is green

The flower is yellow

It needs water

It has a smell

Is this flower real?



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� Colour a box every time you see a plant

Small plants

Trees

Bushes

Flowers

.I saw small plants

trees

bushes

flowers

A tree is a large plant Bushes are plants . They are woody-stemmed plants

Some plants grow flowers

Small plants and are soft-stemmed plants.

o Let the children to observe that living things change and they have essential needs and functions

Display on the board the characteristics of life.

Move , eat, excrete , grow breathe

• Observational walk

Talk to the children that there are many different kinds of plant. Encourage them to observe how different they can be and help them to distinguish between the two major groups of plants. The woody- stemmed plants and the soft-stemmed plants.

� Go into the playground and look for plants.



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� Record data

• Communicating Prepare a diagram about the variety of plants

• Creative development

Find a sort of a collection of plants from magazines. Encourage children to observe similarities and differences between plants. Try to identify them and classify according the two major groups. Display on the board.

Draw a bush you can see

Draw a tree you can see

Draw a plant you can see

Draw a flower you can see

Small plants

Flowers

Trees

Bush es

Soft -stemmed plants. House plants-grasses, edible plants

Woody-stemmed plants



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• Raising ideas or questions � What’s inside a seed? We need:

1. A bean

2. Cut the bean in half lengthwise. 3. Lets children to use the magnifier

glasses to see what it is like inside. Encourage them to draw what they see..

4. See the seed leaf.

5. See the two little tips that will become the roots.

6. Be ready to growing seeds!

• Looking into

o How does a plant grow?

Allow children to understand what makes a plant grow.

I am a small seed . My name is a BEAN

Someone plants me. A new plant germinates

The leaves and the flowers will grow.



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� Put the pictures in the right order. Introduce the appropriate vocabulary related with the parts of the plant: seed-plant-leaves-flower-roots-stem



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• Growing seeds

Sprouting seeds

You will need

• Dried kidney beans • See-trough jar • Water • Kitchen paper towel.

1. Line the jar’s slides with a kitchen paper towel and add a little

water Put some dried kidney beans next to the glass between the paper and the jar. Then stand the jar indoors, somewhere warm and dark, and wait for a week.

• Which part of the bean plant grows first? • Look the way that the roots grow.

• The beans should germinate (sprout shoots and roots) They are now ready to grow into fully formed plants. • Leave the jar in a light place for about a week. Look at the

seeds each day. � How do they change

� Recording data Ask children to draw the germination and growth of a bean.

Monday Wednesday Friday Thursday Tuesday



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� Observe how quickly they grow

Measure the height of a plant at the same time each day with a strip gummed paper. Stick the paper on a chart. Help the children to record the results.

Does the plant grow the same amount each day?

cm HEIGHT OF PLANT 18cm

16cm

14cm

12cm

10cm

8cm

6cm

4cm

2cm

DAY 1 2 3 4 5 6 7 8 9 10 11 12 13 14

� Make a growing book Measure the exact growth each four days and draw the plant to that height on equally wide pieces of paper. Staple them together as a book which will look like the finished plant. Note the date on each leaf of the book.

A GROWING BOOK

Staple the pieces of paper together and Hill look the finished plant.

Draw the plant every day and note the date on each leaf of the book.



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TALK ABOUT : *This is a conversation about this Topic from Year 1.Green Park Primary School Maghull.Liverpool.2005-2006

• Knowledge and understand the world

o After taking care of the seeds ask the children what conditions the young

plants might need to grow well.

THE SOIL or COMPOST

With magnify glasses looks the compost. The compost looks a little bit muddy. For plants compost is great ,it is a kind of soil, extra bit of goodness for plants. The compost it helps the plants grows with more energy

WATER & LIGHT A seed needs water and light. Rain water the seeds. Roots grows at the bottom of the seed. Outside is the best place where plants grow. The light is necessary for the green leaves. Plants use the light to make food (sugar)

WIND When a plant is bigger it makes seeds The seeds landed with the wind. The hole cycle starts again.



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• Apply learning

What plants need to live?

� Water

Encourage the children to predict what will happen if some seeds are watered and others are not watered .Ask them to draw it in a sheet of paper. .

� Watering experimenting Ask the children to record the observation

I water this plant every day

I don’t water this plant every day

DAY 1

DAY 2

DAY 3

Water

No water

Seeds

A plant

Conclude that Plants need water to grow



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� Light & Dark

Encourage children to plant an investigation to find out if plants need light. Put two sets of seeds. Treat them in the same way except one will be given light and one will not. Water both plants every day for two weeks.

o Prepare a sheet of paper and draw what you will do.

There is a plant in this dark cupboard. Here in a plant in daylight Draw the pictures to show what happened

Draw both plants on day 1 After 3 days

After 7 days

After 10 days After 14 days

We are going to sep one plant in the dark…

…and one plant in the daylight



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o What happened?

In the cupboard with no light The plant has pale yellow leaves

In the daylight The plant has green leaves

Conclude that Plants need light to grow healthy.

� Soil Encourage children to experiment if all plants need soil to grow. Give the children a range of containers with different growing mediums, e.g. compost, soil, gravel, stones, sand, cotton, water.

Observe if some plants grow better than others. Observe if the same kind of plant grows in a different medium, which plant grows best in.



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• Communicating

� Prepare a mind map

• Apply learning � Complete a sheet of paper.

How does a plant grow?

Seed cracks

Germinates

Roots grows at the bottom of the seed The plant

grows

Leaves and flowers grow from the stem

A plant begins its life as a tiny seed in the soil

The seed cracks and tiny roots and shoots appear

Roots grows down into the soil

The plant gets taller and the stem gets ticker

A shoot grows up and becomes the stem.

Label the parts of the plant.

roots

stem

flower

leaf



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• Knowledge and understand the world

� A story booklet rhyme. Practice with the children the main vocabulary related with the parts of the plant .Ask them to draw each part and memorize the rhyme.

� Explore how a sunflower develops. Giant sunflowers grow very fast. You can plant seeds outside.

THESE ARE THE ROOTS THIS IS THE STEM THIS IS THE LEAF

THIS IS A FLOWER

THIS IS A SUNFLOWER



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• Observing differences Seeds everywhere!

� Observing Plants grow from seeds.

Apples grow from the tiny brown seeds you find inside apples. Tell them that these are flowering plants and that seeds grow from the flowers.

� Counting Allow the children to observe seeds of plants .

Cut an apple in half down the stalk and across the middle. How many seeds can you find? Have all apples the same number of seeds?

Cut open other fruits and look with the magnifying glasses different seeds such avocados, watermelon, beans, oranges, peaches, peas, tomatoes. �Classify

How many seeds are in each fruit? o Are the seeds the same size? o Are some seeds large, medium sized, small? o How big (long) are the seeds?

� � � � � � � � � � �

Number of seeds Size Length Plant 1 2 3-10 11-20 Over

20 large medium small cm



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� Talk about The names for the different seeds Classify the different plants in order of the name of the seed.

• Growing plants A tomato plant Helps children to realise that the seeds bought in packets come from plants. You can grow tomatoes from seeds or small plants.

• Fill the container with a mixture of compost and good soil. Push cane in firmly and then plant the tomato plant next to it.

o Tomato plants need regular watering to keep the soil damp.

o Tie the plant loosely to the cane, as it grows taller. o When it flowers, shake it gently once a day.

o Pick the tomatoes when they are ripe and red. • Growing food to eat:

� HERBS: Germinate cress on a window-box

Have you ever grown cress seed? Cress plants are tasty in sandwiches

• Soak your cress seeds overnight in a dish of water. • Put some layers of tissue or paper in a margarine tub. • Dampen the paper and sprinkle the seeds over it. • Place on a sunny, light position and make sure the paper

always remains damp. Watch the seeds grow. When fully grown, cut with scissors and eat immediately.

Stone Pip

Conker Acorn

Peach

Watermelon Chestnut Acorn

Avocados

Tomato Walnuts

Cherries

Groundnuts



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� ROOTS: Sprouting carrot tops

Talk about that you can grow plants from vegetable scraps. A carrot stores the food ready for a new plant to grow, just like a bulb.

You will need: • Carrot top .Saucer. Water. • Put some water in the saucer and sit the carrot top in the

middle. Leave it in a warm bright place for two to three weeks. Observe what happens to the plant. Ask children to draw how the carrot top begins to sprout leaves and gradually grows into a carrot plant.

� RHIZOMES:

Grow a potato Talk about that not all plants reproduce by spreading seeds .

Some grow new plants from special root like stems (rhizomes ) that spread underground.

• Find a sprouting potato and put it on the top of the soil and cover it with dense, black polythene.

• Make a little hole just over the potato for the stem to grow

through.

• To see how your potato is growing just pull back the polythene.

� LEAVES: Lettuce

• Sow just a few seeds about 1cm apart in trays. • Sprinkle more compost over them until they are covered with

just a very thin layer. • When the seedlings have 4-5 leaves plant them outside.

After one week The carrot top begins to sprout leaves

After two weeks The carrot gradually grows into a carrot plant



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• Using language

� Emphasize the use of mathematical language by talking about the parts of

the vegetables which are “over” and “under” the ground,

making comparisons between the “long”, “thin” carrot and the

“round”, “fat” beetroot. � Introduce words like “tall”, straight”, “wide” and “narrow”

• Creative development

� Talk about the different vegetables that grow underground. Encourage the children to draw them and display them on the board . Use the potatoes to make printing a border decoration.

� Make a three-dimensional garden



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• Moving game ONE POTATO

� Sing the song “One potato-two potatoes… � A TPR “potato action game”

( * This activity is described in “Teaching Children English” page 163)

• Personal emotional and social development.

� Observing the fruit colour. Provide a selection of fruits of various colours, with more than one of some colours, e.g. banana and lemon. Let children handle a selection of fruit and make comments about its colour. o What’s the colour of the fruits?

Yellow-green-black-red… ? � Investigating the fruit shape. Set up a selection of fruits.

Let children hold the fruit and ask them about the shapes.

Encourage the children to use words like “ long”, “thin”, “fat”, “wide”, “narrow”, ”curved”, “ends” “corners”

Classify the different fruits in a chart according to their shape. Spherical (round) Long Thin Pear-shaped

� Favourite fruit: Encourage the children to ask each other, “which is your favourite fruit?” and record the information in a graph. Prepare a sheet of paper to collect the information.

Names



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Results can be recorded pictorially on large scale displays

� Good health Talk about the importance of a healthy diet., “ 5 a-.day”. It is recommended that we eat at least 5 portions of fruit and vegetables a day. A portion means: 2 portions of vegetables + 3 portions of fruit= 5 portions 4 portions of vegetables+ 1 portion of fruit= 5 portion

o Fruit Feast Display different kinds of fruit and vegetables and encourage the children to classify them in each family member. Fruit VegetablesFruit VegetablesFruit VegetablesFruit Vegetables

3

7

2

5

OUR FAVOURITE FRUITS



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o Prepare a menu

Help children to realise how to eat more fruit and vegetables. Talk with the children that humans need water and food to stay alive. We need a variety of foods.

� Eat the food you have grown

Enjoy with the children the time to make delicious meals or snacks with some of your own vegetables and fruit.

Green salad. Tomato, cucumber, bean and basil salad.

Strawberry milkshake .

Strawberries and mint

Pumpkin soup

Baked potatoes with herb filling.

Display the foods and plan the meal for a whole day. peas mashed

potatoes orange juice salad sausages

banana water carrots strawberries cereal milk cheese bread apple juice tomato Morning Lunchtime Evening

TALLER DE PLANTES: UNA MIRADA AL MÓN BIOLÒGIC · Allow children to connect the flowering plant...

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