EDUC2013: Exploring Plant Life Cycle - Science & Tech Stage 2 Plan

This assignment presents a sequence of three lessons designed for Stage 2 students, focusing on the plant life cycle and its connection to food sources. The lessons integrate Science and Technology outcomes with Mathematics and English, incorporating Indigenous perspectives through visualized learning processes and community connections. Differentiation strategies, such as group work, hands-on learning, and technology use, are employed to cater to diverse learning needs, including a student with ADHD. The assessment, framed as assessment for learning, involves observation, group activities, and the use of visual creation tools to depict the life cycle. Students explore plant germination, the requirements for growth, and the role of plants in the food chain, culminating in a practical activity of planting seeds and creating visual maps of food chains. The lesson sequence aims to build upon prior knowledge, reinforce understanding of life cycles, and promote learning in related fields.

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EDUC2013 Sequence of Three Lessons Template

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Sequence title: Science and Technology Stage: Stage 2
Content Strand: Living World Concept: Growing seeds for plant germination to produce grains used
as human and animal food
Outcomes:
KLA Science and Technology Content Outcome
ST2-1WS-S Describes the life cycle process of plants by discussing
how seeds are grown, their germination, their flowering, production of
seed, and death through questioning, developing plans and conducting
scientific investigations, and communicates using scientific
representations
Related KLA Science and Technology Outcomes \
Working Scientifically
Student is able to plan and conduct investigations, process and analyze
scientific data, and be able to summarize and present this data
Design and Production
ST2-2DP-T - The student is able to select and use tools, materials, and
equipment in the development of solutions for a given need or
opportunity
KLA Mathematics Outcomes
Mathematics life skills
engages with appropriate tools, units and levels of accuracy in
measurement
MALS6-3
KLA English Outcomes
A. Communicate through speaking, listening, reading, writing, viewing
and representing
Communicates with a range of people in informal and guided activities
demonstrating interaction skills and considers how own
communication is adjusted in different situations

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EN1-1A
B. use language to shape and make meaning according to purpose,
audience and context
Recognises that there are different kinds of texts when reading and
viewing and shows an awareness of purpose, audience and subject
matter
EN1-8B
Indigenous Perspectives (8 Ways Learning Framework) Summary
The Eight Aboriginal Learning Ways framework entails 8 pedagogies that are interconnected as described below;
Story sharing which entails narrative driven learning
Visualized learning processes: learning maps
Reflective/ hands on non verbal learning techniques
Use of symbols and metaphors – using images and symbols in learning
Land based learning- land links
Indirect, non-linear, synergistic logic and interdisciplinary approaches in learning
Scaffolded/ modeled genre mastery through concept of deconstruction reconstruction
Community links: community connections
For this lesson plan, the following two pedagogies will be incorporated;

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Visualized learning processes: learning maps- Learning mas will be used to show the overall learning picture in the subject areas to display the
individual students’ learning
Community links: community connections- Community knowledge used to help the student understand the learning concept better and use the
knowledge so learned for the benefit of their community
These two approaches have been chosen to help the students understand using visual mapping what they need to know and the importance of the
lessons learned to them; how the knowledge gained from community resources is used for the benefit of their communities.
Differentiation Summary
To ensure the students are able to participate fully and equally in the lesson and learn new content, fulfilling requirements of outcomes in
science, English, and Math in a learning style that is best suited to them. To achieve this objective; the following differentiations have been
incorporated in the learning sequence
Group work
 Students will be placed in groups and encouraged to collaborate, exploring their strengths as individuals for the benefit of their individual
and collective learning
 The students will be able to learn more comfortably and effectively in a group setting in a way that would not be possible form individual
learning
 Peer supported learning and collaboration that exposes them to new learning styles and aspects of team dynamics
Hands on learning/ oral tasks
 Students will have a chance to engage in active learning and learning environments and this enables them to learn more effectively
through hands on engagement in classroom activities and games connected to what they are learning. This helps them utilize all their
senses and this creates pathways in their brain that enable quicker learning and better information retention, while also improving

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analytical skills
Technology use as a learning aid
 Visual creator- this will enable students learn the life cycles of plants and be able to visually represent the process in the visual image
creator with a focus on the stages and processes/ activities at each stage rather than on the visual aesthetics. The goal is to ensure the
students know the process and not just how it looks.
 Projector- Used to depict the life cycles of plants visually to reinforce student learning; visual images are powerful learning tools that
enhance understanding and retention of content
Assessment
Assessment will be used in the context of assessment for learning so the teacher uses information on students to inform teaching. The assessment
of learning that entails using evidence of students learning to evaluate the achievement of the students will involve observation of students during
group learning and their ability to accurately depict life cycles using the visual creation tool.
Students:
Class demographics:
Kindergarten Year 10 Stage 2 (years 3 to 4)
The class has 20 students consisting of 9 boys and 11 girls
One girl has special education/ learning needs due to a reported ADHD (attention deficit hyperactivity disorder) where the student is unable to
stay focused for long time periods and difficulty controlling hyperactive behavior.
The remaining students have no known learning disabilities and are found in the medium to higher range of learning ability and skills
The school is found in an urban setting but with a lot of greenery, including a small garden for learning

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Anticipated skills, interest and prior knowledge: (What you expect students will already know – Refer to previous stages)
At present, the students have already met the requirements of the K6 Stage one requirements of the NSW syllabus for students in years 1 and 2
and are therefore ready and prepared for the K10 Stage 2 syllabus for years 3 to 4.
Relevant t the concept of this lesson learning, the students have learned and understood
The characteristics of living things their needs, and the uses of living things
Objects are made up of materials that have specific observable characteristics
Understand motion and changes in motion in living things
Understand how daily and seasonal environmental changes affect life (humans and other living things)
Identified digital systems and have explored digital devices are controlled using instructions
Plant and animal life cycles
Understood the cycle of life, plants obtain energy from the sun to grow
Animals obtain this energy indirectly from plants and so plants are an important source of energy and food for all other life systems
Understood the plant life cycle
The present lesson sequence is aimed at building upon the knowledge gained by the students in the previous K6 stage to reinforce the previous
knowledge and learn new things in the context of life cycles and biodiversity and interdependencies in different stages of life. Based upon
previous learning, the students will be able to extend their understanding of life cycles and appreciate the life cycle of plants as well as
demonstrate learning in the related fields of English (communication) and mathematics

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Learning Sequence
Teaching & Learning Activities Resources
This lesson focuses on plants as being sources of sustenance for other life forms; plants that produce grains or seed/
fruit are the primary focus of this lesson and their life cycle from being a seed back to the plant producing new
seeds to start a new life cycle.

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Lesson 1
Students knowledge on their previous studies will be evaluated through a group activity and hands on learning in
which the students will be asked to arrange various materials (learning aids) provided to them in class to show the
general cycle of life
The students will be asked to arrange the provided items to demonstrate their understanding and appreciation of the
overall plant life cycle.
Their ability to function properly I groups will also be tested and observed. After arranging the items, each student
will need to write the sequence in their books correctly
Lesson 2
An assessment will be done on the knowledge of the students and their understanding of plant life cycles
Their group performance will be observed an noted, including participation and ability to function cooperatively
within a group
The students will be assessed based on their individual learning based on group activity by seeing how accurately
they have been able to represent the plant life cycle.
The next lesson will also be a group activity and will involves the students being asked to show the correct
sequence of life, using the added materials including water to demonstrate the energy patterns and life
Provided learning
materials
Seeds, young plant
shoots, adult plants,

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dependencies.
Based on their lesson 1 individual and group work, the students will be asked to associate each picture/ element
with a different life cycle of the plant
The outcomes of this lesson is that the students should be able to show what materials or inputs are required for the
sustenance of life
The students will then be asked to name some of the products that are produced by plants and used as human food,
including fruits, grains, rots, and tubers ; each student will be required to name at least five
flowers, seeds
Provided with a meal
(image) showing a fruit
and a grain. Also
provided with some
water and soil and the
image of the sun and an
animal picture

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The lesson plan will aim to help students understand the life cycle of a plant that produces seed or fruit
The students will be able to show that apart from grains and fruit, plants produce other things (seed) and that the
seed marks the end of the life cycle and the beginning of a new
The students will be expected to demonstrate an understand of the elements and conditions required for seeds to
germinate and develop into plants that produce food by associating the various elements and the stages in which
they are required. Teaching aid below will be used (image)
The students will know the various kinds of fruits and grains as well as roots that are produced by plants from seeds
The students demonstrate knowledge from their community/ immediate surrounding of different products produced
by plants that are used as human food

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Lesson 3

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The activities of lesson 2 will be reviewed and evaluated based on the students abilities to;
Describe the life cycle of seeds
The requirements for the germination to seeds to produce plants until they turn again into seed
Name five different products produced by plants in their life cycle
The third lesson will be practical and will require students to create visual maps to depict the general food chain
The students will also be required to take part in a hands on practical activity where they will be required to initiate
the life cycle process from the time a seed is planted to when it matures and produces either fruits or edible food.
The teacher will demonstrate a general life cycle involving the sun, plants and a few members in a hierarchical food
chain
The students will then be required to use their digital devices and draw the food chain, using images already
provided on the interface
The final activity will be for the students to demonstrate understanding of the various elements needed for plant
growth and they will plant the provided bean seeds into the garden and provide basic ingredients for seeds/ plants to
flourish. Students will be expected to plant seeds in holes, cover them, and then water them and subsequently look
after the seeds
The students will be assessed on their ability to correctly link different elements to correctly depict the natural food
chain.
Assessments will be made on students practical ability to correctly count the number of seeds, place a seed in the
soil, cover the seed and water I and be able to randomly explain why they watered the seed.
Concept Continuation
Students will look after the seeds as they germinate into plants for the rest of the term which will require them to

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water the plants regularly, remove any weeds, and harvest the seeds formed from the matured plant
Literacy Strategy
The use of literacy strategies are aimed at enabling the students be
able to communicate effectively, verbally during class lessons when
they are collectively asked to respond to situations and in writing by
being able to demonstrate ability for written expression. This also
helps students recognize different types of texts while reading and to
create awareness on subject mater and enables them be able to express
concepts and processes effectively (Preston, 2019).
Numeracy Strategy
These were applied in this course as a way of enabling students be
able to describe mathematical situations as well as methods through
the use of everyday language and mathematical actions and symbols.
Linking mathematics and science helps students develop their ability
to relate mathematics and science in everyday life situations (Preston,
2019).
Indigenous Perspectives
The visual learning maps will be utilized to enable students grasp concepts and processes and then demonstrate understanding by correctly
being able to draw life cycles and also create the correct visual maps showing the various life stages connections/ links.
Community learning will be reinforced by the students being asked to name various seeds or fruits they use within their communities that are
produced from plants to help reinforce understanding of the life cycle of plants
Assessment (How is assessment being used to promote learning/guide the learning activities?)
Assessment is used in three perspectives; assessment for learning, assessment as learning, and assessment of learning-areas
Assessment for learning: Used to assess evidence of student knowledge, such as used to evaluate previous stage learning for all learners
Assessment as learning: Used to help students understand what they know and what they do not know

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Assessment of learning: Used for evaluating the achievement of students against the required learning outcomes (Education Standards
Authority, 2017).
Special approach used on the student with ADHD to ensure his achievements were the same as those for other students

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References
Education Standards Authority. (2017). Approaches | NSW Education Standards. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches
Preston, C. (2019). Making Science and Technology a Prominent Part of the Primary Curriculum. Retrieved from
https://cpl.asn.au/journal/semester-1-2016/making-science-and-technology-a-prominent-part-of-the-primary-curriculum