Lesson+5

**Domains:** Science and English, Interpersonal development and Personal learning. **Dimensions:** Reading, Writing, Speaking and listening. Science knowledge and understanding. Science at work. ||
 * **LESSON 5 : Don’t Over Water it! (3 part lesson) ** || **Strands:** Physical, Personal, Social learning and Discipline-based learning.
 * ^  || LEARNING FOCUS - **As students work towards the achievement of Level 3 standards in Science, they use their senses to explore the world around them; for example, living and non-living things.** ||
 * ^  || OBJECTIVE(S) – **To identify that all living things need clean water to grow. Through the use of experiments to see how plants grow with salt water, no water and too much water.** ||

Q: Who knows what plants need to grow? Q: Do they need lots of water? Q: What about salt water? Q: Will a plant grow without water?
 * **TIMING** || **LEARNING ACTIVITIES** || **TEACHING ACTIVITY** || **RESOURCES** ||
 * Introduction || Children sit on the floor and await instructions || Set the scene for the children by giving them background information on the activity.

Today we are going to start to grow a plant and see what it needs to grow.

We have a few different types of seed that you can grow.

We are going to look at what happens if a plant has no water, lots of water, salt water or just the right amount of water. So lets follow the instructions and grow out own plant. || A ziploc bag paper towels beans soaking dish pot soil water paper and pencil ||
 * Activity || Children move back to the tables where they start to germinate a seed.

Allow the children to make up their bag with the bean seeds in it. || Give the children explicit instructions and step them through it. Show them one that you have made and get them to build their own.

Instructions: Place a paper towel inside the zip lock bag. Add just enough water to dampen the paper towel. Have child count out 3-4 beans. Seal bag. Label with child's name and date. Hang baggie in a sunny area. ||  || [] || Part 2
 * Conclusion || Children draw what they think will happen to the seed in a few days || Get the children thinking about what might happen to the seed, show them the life cycle of a seed and get them to draw what they think the seed will look like. || Interactive Whiteboard


 * **TIMING** || **LEARNING ACTIVITIES** || **TEACHING ACTIVITY** || **RESOURCES** ||
 * Introduction || Children are on the floor actively engaged in the questions.

Children pass around the bags to look at how the seeds have changed. || Q: What did we do last time with our seed? Q: What do you think it will look like? Q: Will it have changed?

Its not time to plant our seed and see how well it will grow.

Lets have a look at them. Q: Have they changed? Q: What is different? Q: Are they all the same? Why/Why not?

Lest pot them. “Explanation” Plants need soil, water and sunlight to grow. What we are going to do today is plant our seeds into some dirt and watch them grow. || Seed bags made in the previous lesson.

Potting mix Plastic cups to plant the seeds into Water Salt Water Place to put the finished plants. Squares of paper with “Salt Water” “No Water” “Lots of Water” written on them. ||
 * Activity || Children move back to their desks to plant the seeds into some dirt.

Children come back to the floor for the next set of instructions.

Get the children to water or not water their plants and put them on the window sill with the piece of paper underneath to identify them. || Show the children how to plant the seeds into the dirt. And let them plant their own, choosing the best seed from their bag of seeds.

Bring the children back to the floor

It is not time to choose if your plant will have lots of water, not water or salt water. Give the children a little bit of time to choose which one they want to do. When they have chosen give them a square of paper with their choice on it (this makes it easier as the experiment continues. ||  ||
 * Conclusion || Children draw or write what they think the bean will grow up and look like. They identify that their plant has either no water, salt water or lots of water. || Get the children to write or draw a picture about what their plant will look like in a weeks time. The also have somewhere on the picture how they are going to water or not water their plant. ||  ||

Teacher grows a control plant with appropriate amounts of water to show the children what the plant should look like.

Children water and monitor their plant to see how it is changing.

Part 3
 * **TIMING** || **LEARNING ACTIVITIES** || **TEACHING ACTIVITY** || **RESOURCES** ||
 * Introduction || Children get their plant and come sit on the floor. || Get the children to get their plant and come sit on the floor.

Lead a group discussion. Show the children the one that you have grown and explain that this is what the plant should look like. || The plants that the children have grown. ||
 * Activity || Children explain their plant and how well they think it has grown. || Get the children to explain which condition they used to grow their plant and how well the plant grew.

Encourage children’s responses and get them to think about what is required to grow a plant.

Explanation Once all the children have had a chance to talk about their plant, explain that the best one was the one that had just the right amount of water. Salt water, no water and lots of water isn’t the best environment for growing plants. ||  ||
 * Conclusion || Children draw a picture of how their plant looked compared to the one the teacher has grown. || Get the children to draw a picture with their plant and the teachers plant in it. ||  ||