Lesson 2: Photosynthesis and Reproduction
Stage 2 Duration: 1hr
Objective: : To
enable students to gain an understanding of the role of flowers in reproduction as
well as identify each of the parts of the flower and it’s function. Students will also explore the role of photosynthesis in providing food for plants as they grow.
Curriculum Links
Science and Technology K-6:
CONTENT STRAND: LT S2.3 – Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment INDICATORS: UT S2.9: experiments with using blogs to communicate scientific learning on conditions necessary for germination INV S2.7: Devises and implements a fair test with assistance, to find out the effects of different variables on plant germination DM S2.8: Devises a model to demonstrate how photosynthesis occurs VALUES AND ATTITUDES: VA4 – Gains satisfaction from their efforts to investigate, to design, to make and use technology VA5 – Works co-operatively with others in groups on scientific and technological tasks and challenges KLA INTEGRATION: English: TS2.1 & TS2.2 Mathematics: DS2.1 – Data displays |
Australian Curriculum:
CONTENT: Biological Sciences OUTCOME: ACSSU072: Living things have life cycles ACSIS071: Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports. INDICATORS: ACSSU072:Describing the stages of life cycles of different living things such as flowering plants ACSIS071: Communicating with other students carrying out similar investigations to share experiences and improve skills KLA INTEGRATION: English: ACELA1489 & ACELA1489 Mathematics: ACMSP096 – Data displays |
Key Scientific Knowledge
Parts of a flower
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How do flowers produce seeds?
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What is photosynthesis and how does it work?
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Lesson Overview
Students break into groups to complete workshops - 15 minute rotations
Flowers & Pollination
1a) Pollination Animation: Students access and read information about pollination on the “Kids growing strong website” and view a 30 second animation on pollination via IPADs. 1b) Dissection: Parts of a flower: The students work in pairs to dissect a lily flower. As they pull their flower apart, display the pieces on a white foam core and label each of the parts with a small blurb of the function of each part is. Each group will then take a picture of their flower dissection to stick into their science journals. |
Resources
a) IPADS with the following pages marked as favourites: b) Science Journals
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2) Seed Dispersal: Students watch a 5 minute video on the different ways seeds are dispersed. Students then create a drawing representing each type of dispersal and label their drawings in their science journals and using their diagram of a plant life cycle from lesson 1, students will label where seed dispersal takes place in the cycle.
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3) Observation of group experiments: Students will observe and record the changes in their experiments that were established in lesson one. They will construct graphs and result tables to upload to the class edublog.
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4) Photosynthesis: Students
will work with the teacher to create a models of the parts of a plant involved in photosynthesis. Whilst creating these model, the teacher should explain the
process of photosynthesis in full.
Before students move away to work independently, show students the difference between a plant in the sunlight and one that has been in the cupboard for a week to demonstrate lack of photosynthesis. Students will then work with their groups to create a model display of photosynthesis using the pieces they have created out of play dough and a reference diagram of photosynthesis. Their work will be mounted onto foam core with labels and drawings to demonstrate how photosynthesis occurs. |
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Modifications
Simplification: Students work in groups for each workshop. Students who require additional assistance can seek assistance from peers or only be required to complete a reduced number of workshops. As links are available on the class edublog, they can then revisit the content when appropriate.
Extension: Students who finish early can be encouraged to continue their independent explorations of a life cycle of interest to them and publish their findings on our class blog.
Simplification: Students work in groups for each workshop. Students who require additional assistance can seek assistance from peers or only be required to complete a reduced number of workshops. As links are available on the class edublog, they can then revisit the content when appropriate.
Extension: Students who finish early can be encouraged to continue their independent explorations of a life cycle of interest to them and publish their findings on our class blog.
Resources for learning and teaching
EduBlog: developed by Ashleigh Dickinson