curriculum resource module year 1 plant growth...year 1 – plant growth overview arable farm land...

Curriculum resource module

Year 1

Plant growth

The STEM Learning Project is funded by the Department of Education and implemented by a

consortium in STEM education comprising the Educational Computing Association of WA, the

Mathematical Association of WA, the Science Teachers Association of WA and Scitech.

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Attributions:

Microsoft PowerPoint, iMovie, PuppetPals, PowerPoint

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Version 2.0 (Trial) – July 2017

Table of contents

The STEM Learning Project ...................................................................................................... 2

Overview ................................................................................................................................... 3

Activity sequence and purpose ............................................................................................ 5

Background .............................................................................................................................. 6

Activity 1: The needs of plant ................................................................................................ 8

Activity 2: Sunny or Shady .................................................................................................... 12

Activity 3: Planting Time ........................................................................................................ 16

Activity 4: Gallery walk .......................................................................................................... 20

Appendix 1: Assessment rubric ............................................................................................ 23

Appendix 2: General capabilities continuums .................................................................. 27

Appendix 3: Materials list ...................................................................................................... 30

Appendix 4: Design process guide ..................................................................................... 31

Appendix 5: Reflective Journal ........................................................................................... 32

Appendix 6: Teacher resource sheet 1.1: Cooperative learning – Roles ...................... 33

Appendix 7: Teacher resource sheet 1.2: Cooperative learning – Think, Pair, Share .. 34

Appendix 8: Student activity sheet 1.3: Recording observations ................................... 35

Appendix 9: Teacher resource sheet 2.1: Vocabulary word wall .................................. 36

Appendix 10: Student activity sheet 2.2: Observation of sun and shade ..................... 37

Appendix 11: Student activity sheet 4.1: Design review .................................................. 38

Appendix 12: Teacher resource sheet 4.2: Construction skills ......................................... 39

Notes ....................................................................................................................................... 44

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The STEM Learning Project

The STEM Learning Project’s aim is to generate students’ interest, enjoyment and

engagement with STEM (Science, Technology, Engineering and Mathematics) and

to encourage their ongoing participation in STEM learning and the world of work.

The curriculum resources will support teachers to implement and extend the Western

Australian Curriculum and develop the general capabilities across Kindergarten to

Year 12.

Why STEM?

STEM education will develop the knowledge and intellectual skills to drive the

innovation required to address global economic, social and environmental

challenges.

STEM capability is the key to navigating the employment landscape changed by

globalisation and digital disruption. Routine manual and cognitive jobs are in

decline whilst non-routine cognitive jobs are growing strongly in Australia. Seventy-

five per cent of the jobs in the emerging economy will require creative and critical

thinking and problem solving, supported with skills of collaboration, teamwork and

literacy in mathematics, science and technology. This is what we call STEM

capability. The vision is to respond to the challenges of today and tomorrow by

preparing students for a world that requires multidisciplinary STEM thinking and

capability.

The approach

STEM capabilities are developed when students are challenged to solve open-

ended, real-world problems using problem-based learning pedagogy which

engages students in the processes of the STEM disciplines working collaboratively in

teams.

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Year 1 – Plant growth

Overview

Arable farm land for growing crops and land for naturally occurring flora is

becoming increasingly restricted by urban development. The design of

communities has also changed over time and as a consequence many families

live on small plots of land with limited space for vegetable gardens. There are

challenges at many homes to find a suitable place for growing plants. In this

module, students are faced with the problem of growing plants in confined

spaces.

What is the context?

Plants are living organisms essential to human existence. They have five basic

needs for survival including sunlight, nutrients, water, air and a suitable

temperature. There is limited space available for growing food plants, so that new

spaces and ways of growing food plants need to be developed.

What is the problem?

How do we find new places to grow food plants?

How does this module support an integrated STEM learning approach?

STEM learning provides contexts for real world problem solving, as students work

through this module they develop an understanding of the needs of plants

including; sunlight, nutrients, water, air and temperature. Plants grow where their

needs are met (ACSSU211).

Science Inquiry and conceptual skills are developed as students respond to

questions, predicting where a plant might grow best (ACSIS024). Students work

collaboratively to investigate and answer questions (ACSIS025)and record their

observations (ACSIS026), analysing data and comparing findings with other groups

(ACSIS027). They understand that science is used as part of their daily lives when

caring for living things

Students collect data about the conditions their plant is exposed to over three

days, measuring and comparing the amount of light the plant is exposed to (eg,

full sun, part shade or full shade) at intervals of time (ACMMG020). They measure

((ACMMG019) and record plant growth using informal units of measurement such

as markings on string or pop sticks. Data from the observations is represented as a

graph (ACMSP263) and students make simple inferences about the data, using

the graph to help describe and justify influencing factors.

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/codes/science/year-1/acsis025



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Students design and create a solution to enhance the conditions for plant growth

(ACTDIP003) and use digital technology to create a presentation to present

findings to an audience beyond the classroom.

Throughout the module there are opportunities to develop the general

capabilities associated with literacy, numeracy, ICT, critical and creative thinking,

personal and social capability and ethical understanding.

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Activity sequence and purpose

The needs of plants

What does a plant need to grow?

Students participate in a school walk to explore

plants in their local environment, identifying

different varieties, where and how well they are

growing. Students describe conditions

necessary for plant growth, research annual

planting and harvest times and choose an

edible seedling to plant for their investigation.

Sunny or shady

Space is limited, where should we grow our

plant?

Students collect data about sunlight, at set

times and places around the school. Students

work collaboratively to interpret and analyse

the data to justify best locations, considering

space, to plant their seedling.

Planting time

Choose your spot!

Students design an enhancement of the

conditions at their site for the growth of the

seedlings.

They measure and record graphically the

height of their plant and update this over a

period of weeks.

Gallery walk

Share how your plant grew

Students choose appropriate media to present

findings to a wider audience beyond the

classroom. Students hypothesise about how this

investigation could work as a larger scale

project at school, in the community, or as a

farming exercise.

RESEARCH

Activity 1

INVESTIGATE

Activity 2

IMAGINE & CREATE

Activity 3

EVALUATE &

COMMUNICATE

Activity 4

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Background

Assessment The STEM modules have been developed with the intention

of providing learning experiences for students to solve

authentic real world problems using science, technology,

engineering and mathematics capabilities. While working

through the module, assessment opportunities will arise as

outlined below.

Formative Assessment:

Anecdotal records of:

Group and class discussions.

Science inquiry skills throughout the activities

Measuring and comparing

Telling time and counting days

Use of PowerPoint when collecting data.

Summative assessment:

Collecting, representing and analysing data displays.

Explanation of how the needs of their plant were met

and how the design solution further enhanced the

environment.

Classifying successful and unsuccessful plants and

developing criteria for this.

The assessment rubric links outcomes to activities, and

shows content descriptions and standards from

mathematics, science and technologies.

Students will also have the opportunity to further develop

the general capabilities within Information and

communication technology capability, Critical and

creative thinking and Personal and social capability.

Progress maps for these are included in the General

capabilities continuums but are not for assessment

purposes.

Learning

outcomes

The students will be able to:

1. Identify the basic needs of plants and describe how the

placement of plants meets these needs.

2. Make and record observations.

3. Analyse observations to make simple inferences.

4. Present multimodal data using a variety of digital tools.

5. Measure, record and compare the height of plants

using informal units of measurement.

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6. Create data displays representing plant heights on a

graph.

7. Develop, represent and explain a design solution to

enhance the environment of the seedling.

Timing There is no prescribed duration for this module. The module

is designed to be flexible enough for teachers to adapt.

Activities do not equate to lessons; one activity may require

more than one lesson to implement.

Vocabulary This module uses subject specific terminology, some of

which is shown in Teacher resource sheet 2.1: Vocabulary

word wall.

Consumable

materials

A materials list is provided for this module. The list outlines

materials outside of normal classroom equipment that will

be needed to complete the activities.

Safety notes In Activity 1, students are given the opportunity to use their

senses to observe plants. Teachers should check whether

any students have documented allergies to plants and

modify the task accordingly. They teacher should also

observe students in case there is a reaction to any of the

plant material.

Teachers should ensure students are appropriately

supervised when conducting their experiment. If the

location is out of direct sight then considerations should be

made in advance for adult assistance eg, education

assistant, parent helper or teacher.

Teachers should ensure students are sun smart when

observing and measuring plants outside, especially during

the hours of 11am to 3pm. Direct contact with potting mix

should be avoided through the use of gloves and bags

should be opened in an area with adequate ventilation.

Caring for the plant will involve watering. Teachers should

ensure students are well supervised when accessing water.

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Activity 1: The needs of plant

Activity focus What does a plant need to grow?

This activity is designed to engage students in investigating

variables that influence plant growth.

Students participate in a school walk to explore plants in

their local environment, identifying different species, where

and how well they are growing. Students describe

conditions necessary for plant growth.

Teacher

background

information about

content and

disciplinary

processes

All plants have specific needs including sunlight, nutrients,

water, air and a suitable temperature for them to grow and

thrive. The extent to which these conditions are met

depends on location. Each place represents a different

habitat with unique soil and weather conditions. Most plants

grow well in deep, well-drained soils containing some

organic matter. It is the soil that supplies nutrients and water

for the plant through its roots.

Green plants use the energy of sunlight to convert water

from the soil and carbon dioxide from the air into sugars

through photosynthesis. The sugars are converted into other

molecules required for plant growth. Some of the sugars are

broken down in cellular respiration using oxygen to release

energy for the plant’s metabolism.

Sunlight is crucial for plant growth. North facing locations

get full sun but can be rather hot for plants in summer. Hot

winds in summer dehydrate plants so that shelter from wind

and a regular supply of water are needed for plants to

thrive. South facing locations are often covered in shade,

particularly in winter, and can be rather cold.

By growing food plants at our homes, the vegetables, herbs

and fruit are fresh and healthy. Growing food locally

reduces our carbon footprint as fuels are not required for

transport.

Learning outcomes Students will be able to:

1. Identify and classify plants that are thriving or just

surviving at different locations around the school.

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Equipment required For the class:

Access to local garden areas.

The book The Tiny Seed by Eric Carle

Paper or projected page to create a brainstorm of what

the class thinks a plant needs to survive.

For the students:

A variety of plants, some of which are edible to explore.

Preparation It is recommended that broad bean seeds are planted at

least a week before commencing the module. Plant about

20 seeds in small pots so that there will be sufficient

seedlings for Activity 3.

Prepare time for a school walk to examine the gardens for

plants that are thriving and surviving.

Prepare card to write key words for a word wall

Paper or interactive whiteboard for brainstorming

Edible plants will need to be sourced and brought into the

class room for Part 1. For example: root vegetables such as

potatoes and carrots; leafy green vegetables such as

cabbage and broccoli; herbs in pots such as mint; fruit such

as oranges and apples. It would be good to include some

whole plants such as herbs growing in pots or some baby

carrots with the foliage still attached.

IPads or digital cameras will need to be sourced and

charged ready for the school walk.

Activity parts Part 1:

Introduce the class to a variety of edible plants. Working in

small groups of 3 – 4, students move around the room to

study the plants at different stations.

Encourage students to explore what the plant looks like,

feels like, tastes like and smells like.

After the students have observed the plants in small groups,

convene a whole-class discussion in which students can

share their observations and discuss the importance of

plants as a food source:

Which parts of these plants do we eat? The leaves,

stem, roots?

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Where do these plants usually grow? Farms, gardens or

do they come from overseas?

Could some of these plants be grown at home? Why or

why not?

Children discuss the words thriving and surviving,

developing definitions. They describe what this may look like

in plants and develop a criteria set for the school walk.

Part 2:

Working in small groups with a teacher assistant or parent

helper, children take a school walk to investigate plants,

identifying where they are growing and if they are thriving

or surviving. Stop at sections of the garden and discuss what

the factors are that may influence this.

Encourage children to use the digital devices to take

photos of the plants, ensuring they also take photos of the

environment around the plant. Use questioning to focus the

students’ observations of the plants and the location. Ideas

for questions include:

What type of plant is this?

Is this plant thriving or only surviving? How can you tell?

Does the soil look rich and healthy or is it just sand?

Is the soil moist or dry?

Do the plants get plenty of sunlight or is it shady?

Is this spot sheltered from wind?

The parent helper should help students take notes on

Student resource sheet 1.3: Recording observations or video

students to record thinking.

Part 3

Using either printed photos from the walk in Part 2 or the

smartboard to show images digitally, students work

together as a class to classify photos into two categories;

plants that were thriving and those that were not.

Identify one plant that was thriving and ask students to

report their observations about the soil, moisture, sunlight

and shelter. Compare these observations with those for a

plant that was barely surviving.

Identify the conditions that are needed for plants to thrive.

Identify the locations where these conditions allow

plants to thrive.

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Part 4:

Read the text The Tiny Seed by Eric Carle and discuss how

the tiny seed grew. Watch stimulus videos in the digital

resource section. Ask students;

Is there anything that should be added to what we

have learned about what plants need to thrive?

Start a word wall with key words in a place that is visible

and accessible to all students.

Part 5:

Students reflect on learning through a teacher led whole

class mat discussion and new learnings are documented in

the class journal.

Resource sheets Student resource sheet 1.3: Recording observations

Digital resources The Tiny Seed by Eric Carle

www.youtube.com/watch?v=ls6wTeT2cKA

See what to plant right now

www.gardenate.com/zones/Australia%2B-%2Bsub-

tropical?month=8

The veggie guide

www.abc.net.au/gardening/vegieguide/

Stimulus videos

Peep plants a seed

www.youtube.com/watch?v=Yxs7P7LWzDg

Franklin plants a tree

www.youtube.com/watch?v=EEaEvdU0XiE

Peppa pig gardening

www.youtube.com/watch?v=V-4J_0vpszM

What a plant needs to grow

www.youtube.com/watch?v=dUBIQ1fTRzI

Plant needs

www.youtube.com/watch?v=tkFPyue5X3Q&list=PL_J-

AyLJZjWCV8hONkunXn6RdvQfVX65N

Time lapse of plant growth

www.youtube.com/watch?v=eDA8rmUP5ZM

http://www.youtube.com/watch?v=ls6wTeT2cKA

http://www.gardenate.com/zones/Australia%2B-%2Bsub-tropical?month=8

http://www.gardenate.com/zones/Australia%2B-%2Bsub-tropical?month=8

http://www.abc.net.au/gardening/vegieguide/

https://www.youtube.com/watch?v=Yxs7P7LWzDg

https://www.youtube.com/watch?v=EEaEvdU0XiE

https://www.youtube.com/watch?v=V-4J_0vpszM

https://www.youtube.com/watch?v=dUBIQ1fTRzI

https://www.youtube.com/watch?v=tkFPyue5X3Q&list=PL_J-AyLJZjWCV8hONkunXn6RdvQfVX65N


https://www.youtube.com/watch?v=eDA8rmUP5ZM

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Activity 2: Sunny or Shady

Activity focus Where should we grow our plant?

Students collect data about sunlight, at set times and

places around the school and record findings using digital

technology. Students work collaboratively to interpret and

analyse the data to justify best locations for plant growth.

Teacher

background

information about

content and

disciplinary

processes

Selecting the prime position for a plant will depend on a

number of factors including local climate, microclimates,

soil and plant choice. Some plant types thrive in hot sunny

locations while others prefer partial shade during the hottest

part of the day.

Microclimates of a site change according to their

orientation ie, north, south, east or west, wind exposure and

the other objects in the environment like buildings or large

trees.

The amount of light a plant is exposed to affects its growth

as plants get their energy from light using the process of

photosynthesis. Too little light and they may have small

leaves or the stems are spindly and growth is slow. The

orientation of a plant’s location will determine the amount

of light it will receive. For example, north facing locations

are exposed to sunlight all of the day, south facing locations

may be in the shade all day.

Teacher

background

information about

instructional

procedures

Considerations for parent helpers or buddy class help will

need to be made prior to the lesson.

It is recommended that students work in small groups of

three to four from this activity onwards. Mixed ability groups

encourage peer tutoring and collaboration in problem

solving. Collaboration is an important STEM capability.


1. Identify the basic needs of plants and describe how the

placement of their plant meets these needs (Science

and Technologies)

2. Pose questions, make predictions and respond to

questions about the placement of plants and their

growth (Science).

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Four witches hats or markers to indicate the different

locations students choose from to plant their seedlings.

For the students:

Labeled marker to identify seedlings; a pop stick with

student’s names works well.

Compass (some tablets have digital compasses)

Recording sheet and slideshow template; one per group.

Preparation Access a digital device to record students' activities.

Determine the north, south, east and west positions at your

site. It is important to have four areas with different

orientations as well as a variety of sunlight and shade

throughout the day. Students will investigate these areas

choosing one to plant their seedling. Mark the four areas

using witches hats or similar.

If you did not to grow broad bean seedlings for Activity 3

then you should source punnets of suitable seedlings from a

garden centre. You will need to choose a plant that grows

vertically as students will be measuring growth in height.


Review conditions required for plants to thrive from

Activity 1.

Consolidate this information with an interactive game, How

plants grow, and discuss the effect light and water have on

growth.

Working in small groups, students create an information

poster showing criteria necessary for plant growth.

Part 2:

Introduce the problem to the students:

You want to grow some plants but you don’t know the best

place at your site to grow them.

Explain that the light from the Sun is important to a plant

because it helps the plant produce food so it can grow. A

stimulus video clip is beneficial to students here to increase

engagement. There are many available on YouTube and

some examples are given in the digital resource section.

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Split children into the small, mixed ability groups they

worked in during Activity 1.

Take the students outside to investigate the four different

planting sites they will have to choose from. Colour coding

the sites will work well for site identification in later discussion.

Prompt student discussion and thinking using questioning:

How much sunlight do you think the plants would get

here?

Would it be sunny here all of the day?

Back in the classroom, use critical thinking framework, four

corners. Place a photo of each location or matching colour

code card in each corner of the classroom. Using photos is

a good way to encourage students to remember the areas

they investigated around the school. Ask students to stand

in a corner of the classroom they think will be the best

location to plant their seedling. Encourage students to

discuss why they have chosen this location in their small

groups. If students changed their mind give them the

opportunity to change corners.

Part 3:

Explain to students they will continue to work in their small

groups of three or four to gather and record data about the

amount of sunlight at their chosen location over the coming

days.

Set times for data collection over three days. For example,

9:30am, 12:30pm and 2:30pm. Students use Student

resource sheet 2.2 Observation of sun and shade to record

amount of sunlight at different times of the day. A

framework will need to be modelled, perhaps children

could take turns to record, rotating within their groups.

Part 4:

At the conclusion of the three days, review the data as a

whole class. Return students to the four corners they

selected in Part 2 of this Activity. Ask students to report on

the conditions at their location. Discuss which area was the

sunniest and which was the shadiest. They record ideas and

thinking in their learning journals.

Resource sheets Student resource sheet 2.2 Observation of sun and shade

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Digital resources Science kids – How plants grow

www.sciencekids.co.nz/gamesactivities/plantsgrow.html

How Does A Seed Become A Plant?

www.youtube.com/watch?v=tkFPyue5X3Q&list=PL_J-

AyLJZjWCV8hONkunXn6RdvQfVX65N

Peep and the Big Wide World: Peep Plants a Seed

www.youtube.com/watch?v=Yxs7P7LWzDg

Sid The Seed

www.youtube.com/watch?v=jm12JKhNnWY

Franklin - Franklin Plants a Tree / Franklin the Hero - Ep. 32

www.youtube.com/watch?v=EEaEvdU0XiE

The Berenstain Bears Bears For All Seasons Grow It Ep. 39

www.youtube.com/watch?v=jk3NGE0wWPc

http://www.sciencekids.co.nz/gamesactivities/plantsgrow.html



https://www.youtube.com/watch?v=Yxs7P7LWzDg

https://www.youtube.com/watch?v=jm12JKhNnWY

https://www.youtube.com/watch?v=EEaEvdU0XiE

https://www.youtube.com/watch?v=jk3NGE0wWPc

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Activity 3: Planting Time

Activity focus Choose your spot!

Students design an enhancement of the conditions at their

site for the growth of the seedlings.

They measure and record graphically the height of their

plant and update this over a period of weeks.

Teacher

background

information about

content and

disciplinary

processes

It is worthwhile noting that while light in an important part of

the growth of a plant, the lack of light can also lead to

plants growing taller. Plants will become spindly in their

search for light so, in the short term, they may appear to

outperform plants living in more optimal positions.

By observing other aspects of the plant such as its colour

and size of leaves and thickness of stem, it is easy to see

that one plant is thriving more than the other.


1. Measure and record the height of plants using informal

units of measurement. (Science & Mathematics)

2. Create data displays representing plant heights on a

graph. (Mathematics).

3. Develop a design solution to enhance the environment

of the seedling using a clearly labelled drawing.

(Technologies).


Materials suitable for creating design solutions (eg, plastic

containers, pop sticks, shade cloth, plastic bottles)

Potting mix, gloves, seedlings

Tools and materials for construction of materials. Refer to

Teacher resource sheet 4.2 Construction skills.

For the students:

Pop-sticks labeled with student names

String or tape to measure height of plant

Optional: Access to a camera to take digital photos as a

record of plant growth and the design process.

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Preparation Prepare a display area for groups to build their plant height

graphical display.

Plan for a parent helper or education assistant to be

available when children are planting seedlings.


Review the four locations and summarise the conditions at

each site. Classify the four sites as ideal, too hot and sunny,

too shady and cool; poor sandy soil; too windy.

In their groups, students design a solution to improving the

conditions at their site. Prompt questions might include:

How could you provide shade?

How could you increase exposure to sunlight?

How could you provide shelter?

How could you improve the soil?

Will your plant need a support to grow up?

Will the plants need to be watered?

Continuing to work in small groups, students draw an

annotated diagram of their design solution, labelling the

materials and outlining the construction process. Students

also justify how their design solution and choice of materials

will enhance the environment for the seedling and impact

on growth. Students build their design, taking photos of the

process which can be used when reporting in Activity 4.

Part 2:

Each group plants their seedling at the location chosen in

Activity 2. Instruction about how to dig the soil and plant the

seedling will need to be given. Students should wear gloves

and use trowels or their fingers to dig. This activity works best

in small groups, provision for parent help or a teaching

assistant will need to be considered.

Pop sticks with group names can be placed next to the

seedlings to help with identification.

Students record the initial (day 1) height of the seedling

using string or similar.

With assistance, they then use the string to transfer the

height onto a graphical display as shown below. (Discuss

the importance of keeping the string taut).

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Note that the correct graph to be constructing for height

against time is a line graph, so emphasis needs to be on the

height at each measurement (the blue dots). This can be

achieved by transferring the string height (red) onto the

graph, emphasising its top point.

Students water the plant as needed; a roster may need to

be established (optional: Take a photograph of the plant

each time it is measured).

Part 3:

Explain to students they will record the height of the plant

over a period of time. Two or three times a week for a

period of two or three weeks is a good timeframe to show

the growth.

Each measurement is added to the groups graph and

students individually record observations about the plant or

the environmental conditions in their journal. These can be

illustrations or written observation.

After new measurements are added, the dots are joined to

focus on the growth trend (the blue line).

Part 4:

At different points use the data collected by students, to

discuss plant growth;

Which plant had the most growth? Which plant had the

least? Why?

Which plants were healthy and thriving? Why?

Were there any differences between plants in different

locations?

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Part 5:

Students reflect on learning through a teacher led whole

class mat discussion and new learnings are documented in

the class journal.

Resource sheets Teacher resource sheet 4.2 Construction skills.

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Activity 4: Gallery walk

Activity focus Share how your plant grew

Working in small groups’ students choose appropriate

media to present findings about their plant growth. Students

share their findings with their classmates, teacher and the

wider community such as the school gardener or local

horticulturalist in the form of a gallery walk or exhibition.

Teacher

background

information about

instructional

procedures

Students will need support to prepare and give their

presentation. This could be scaffolded into three phases:

deciding on the content of the presentation, selecting

appropriate media and preparing the posters or slides, and

giving the presentations. It is suggested that presentations

are group based and that each student has a particular

group role and responsibility to support collaborative work.

This will provide an opportunity to develop leadership and

collaboration skills associated with the Personal and social

general capability.

This activity provides opportunity for cross-curricular

assessment with literacy, listening and speaking.

Depending on student prior knowledge or ability, time may

need to be dedicated to developing speaking skills.

Students will present using applications they are familiar

with. These can then be shared by the teacher through a

digital portfolio platform such as Seesaw or Class Dojo,

added to a class blog, or shared on the interactive

whiteboard.

If digital technology is not accessible, students could share

their project using a traditional poster or recount.

To allow the design process to be completed, students

should be given time to reflect on their work based on

feedback received from the presentations. Time should be

taken to discuss how to give constructive feedback and

how to take feedback positively.

The students should be encouraged to use the class word

wall when talking about the changes in the plants.

P a g e | 21



1. Share observations about the growth of their plant.

(Science)

2. Present data using a variety of digital tools.

(Technologies)

3. Hypothesise about how this investigation could work as

a larger scale project at school, in the community, as a

farming exercise.


Media for presentations.

For the students:

Nil

Preparation Ensure required technology is accessible.

Prepare a design review sheet Student resource sheet 4.1:

Design review for each group.


Group based presentations could be prepared in groups of

3 to 4 students. To scaffold cooperative group work, each

member of the group could have a role and responsibility.

For example, one student could be the Content Director,

the Media Director or the Presentation Director. All students

would contribute with the three phases of deciding on

content, preparing media and giving the presentation. One

student may have overall responsibility for managing each

phase of the task.

Decide what the content of the presentation will be:

Conditions at the location

What improvements were made to the conditions

The graph and photos of the plant over time

Evaluation and reflection

Part 2:

Decide what media will be used for the presentation.

Talk using the model or a poster.

Speak to slides which include photos.

P a g e | 22


Part 3:

Making the presentation.

It is assumed that presentations will be made by groups. If

the group size is three or four there may be 8 to10 groups

which means the presentations may have to be scheduled

for two separate sessions.

How long will the presentations be? Perhaps two minutes.

Then with two minutes for questions and two minutes swap

over between groups.

Who will speak? One person might introduce the

presentation, another give the presentation, and a third

answer any questions.

Part 5:

Students complete a design review, Student resource sheet

4.1: Design review, in their groups and reflect on feedback

from presentations.

Resource sheets Student resource sheet 4.1: Design review

Digital resources Apps available via app store: iMovie, PuppetPals,

PowerPoint

There is also a wide variety of design apps available for use

on android devices.

P a g e | 23


Appendix 1: Assessment rubric

Science:

A

Excellent

achievement

The student demonstrates

excellent achievement of what

is expected for this year level

B

High

achievement


high achievement of what is

expected for this year level

C

Satisfactory

achievement


satisfactory achievement

of what is expected for this

year level

D

Limited

achievement

The student

demonstrates limited

achievement of what is

expected for this year

level

E

Very low

achievement

The student

demonstrates very

low achievement of

what is expected for

this year level

Science Understanding

Biological

sciences

Content description:

Living things live in different places where their needs are met

(ACSSU211)

Learning outcome:

Identify the basic needs of plants and describe how

the placement of their plant meets these needs.

Activities

Activity 2

Describes and explains, using

examples, how the environment

meets the needs of plants.

Describes several ways in

which the environment meets

the needs of plants.

Describes how the

environment meets a need

of plants

Describes plants in the

environment as thriving

or not.

Does not meet the

requirements of a D

grade.

Science Inquiry Skills

Planning and

conducting

Use informal measurements to collect and record observations,

using digital technologies as appropriate (ACSIS026)

Make and record observations. Activities 2 & 3

Makes, describes and

documents complete records of

observations

Makes, describes and

documents incomplete

records of observations

Makes and describes

observations

Makes observations of

plants and locations.

Does not meet the

requirements of a D

grade.

P a g e | 24


Processing

and

analysing

Use a range of methods to sort information, including drawings

and provided tables through discussion, compare observations

with predictions (ACSIS027)

Analyse observations to make simple inferences. Activities 2 & 3

Describes patters in observations

recorded in tables and a graph

and draws inferences about the

relationships between conditions

and plant growth.

Describes patters in

observations recorded in

tables and a graph and says

why plants grew better at one

location.

Compares the growth of

plants at two locations

Describes the growth of

plants at one location.

Does not meet the

requirements of a D

grade.


P a g e | 25


Technologies:

A

Excellent

achievement


excellent achievement of what is


B

High

achievement




C

Satisfactory

achievement




year level

D

Limited

achievement

The student




level

E

Very low

achievement

The student

demonstrates very

low achievement of


this year level

Design and Technologies – Processes and production Skills

Designing Content description:

Develop and communicate design ideas through describing,

drawing, modelling and/or a sequence of written or spoken

steps

Learning outcome:

Develop, represent and explain a design solution to

enhance the environment of the seedling

Activities

Activity 3

Develops a design for improving

conditions which addresses

several factors, draws a sketch of

the design and explains how the

treatments will be applied

Develops a design for

improving conditions which

addresses several factors and

draws a sketch of the design.

Identifies an aspect of the

plant conditions which

need to be improved,

suggests a possible way to

improve that condition

and draws a sketch of the

design.

Identifies an aspect of

the plant conditions

which need to be

improved and suggests a

possible way to improve

that condition.

Does not meet the

requirements of a D

grade.

Technologies Contexts

Food and

fibre

production

Plants and animals used for production have basic needs, such

as food/nutrients, water, space, protection (ACTDEK003)

Identify the basic needs of plants and describe how

the placement of their plant meets these needs.

Activities 1 &2

Identifies and describes the basic

needs of plants and can explain

how some of these needs are

met using relevant examples.

Identifies the basic needs of

plants and explains how that

need is met.

Identifies the basic needs

of plants grown as a food

source.

Recalls one or two basic

needs of a plant.

Does not meet the

requirements of a D

grade.

http://www.scootle.edu.au/ec/search?accContentId=ACTDEK003

P a g e | 26


Mathematics:

A

Excellent

achievement


excellent achievement of what is


B

High

achievement




C

Satisfactory

achievement




year level

D

Limited

achievement

The student




level

E

Very low

achievement

The student

demonstrates very

low achievement of


this year level

Measurement and Geometry

Using units of

measurement


Measure and compare the lengths and capacities of pairs of

objects using uniform informal units (ACMMG019)

Learning outcome:

Measures, records and compares the height of

plants using informal units of measurement.

Activities

Activity 3

Uses informal measures to order

the heights of plants using a

column graph display and can

explain the trend in the data.

Uses informal measures to

order the heights of plants

and describe the order.

Uses informal measures to

compare the height of

plants.

Uses informal measures

to order the heights of

plants and describe the

order.

Does not meet the

requirements of a D

grade.

Statistics and Probability

Data

representation

and

interpretation

Represent data with objects and drawings where one object or

drawing represents one data value. Describe the displays

(ACMSP263)

Creates data displays representing plant heights on

a graph and makes simple inferences

Activity 3

Represents collected data in a

correctly ordered graph display

and can explain what the points

represent and the trend in the

data.

Constructs a graph from

lengths of string and makes

simple inferences by referring

to the data.

Assists with constructing a

graph display using

lengths of string which

represent the heights of

plants.

Describes the pattern in

a provided graph.

Does not meet the

requirements of a D

grade.

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Appendix 2: General capabilities continuums

The general capabilities continuums shown here are designed to enable teachers to understand the progression students should

make with reference to each of the elements. There is no intention for them to be used for assessment.

ICT capability learning continuum

Sub-element Typically by the end of Year 2 Typically by the end of Year 4 Typically by the end of Year 6

Create with ICT

Generate ideas, plans and

processes

use ICT to prepare simple plans

to find solutions or answers to

questions

use ICT to generate ideas and

plan solutions

use ICT effectively to record

ideas, represent thinking and

plan solutions

Create with ICT

Generate solutions to challenges

and learning area tasks

experiment with ICT as a

creative tool to generate simple

solutions, modifications or data

representations for particular

audiences or purposes

create and modify simple digital

solutions, creative outputs or

data representation/

transformation for particular

purposes

independently or collaboratively

create and modify digital

solutions, creative outputs or

data

representation/transformation

for particular audiences and

purposes

Communicating with ICT

Collaborate, share and

exchange

use purposefully selected ICT

tools safely to share and

exchange information with

appropriate local audiences

use appropriate ICT tools safely

to share and exchange

information with appropriate

known audiences

select and use appropriate ICT

tools safely to share and

exchange information and to

safely collaborate with others

P a g e | 28


Critical and creative thinking learning continuum


Inquiring – identifying, exploring

and organising information and

ideas

Organise and process

information

organise information based on

similar or relevant ideas from

several sources

organise information based on

similar or relevant ideas from

several sources

analyse, condense and combine

relevant information from

multiple sources

Generating ideas, possibilities

and actions

Imagine possibilities and

connect ideas

build on what they know to

create ideas and possibilities in

ways that are new to them

expand on known ideas to

create new and imaginative

combinations

combine ideas in a variety of

ways and from a range of

sources to create new

possibilities

Generating ideas, possibilities

and actions

Seek solutions and put ideas into

action

investigate options and predict

possible outcomes when putting

ideas into action

experiment with a range of

options when seeking solutions

and putting ideas into action

assess and test options to identify

the most effective solution and

to put ideas into action

Reflecting on thinking and

processes

Transfer knowledge into new

contexts

use information from a previous

experience to inform a new idea

transfer and apply information in

one setting to enrich another

apply knowledge gained from

one context to another

unrelated context and identify

new meaning

P a g e | 29


Personal and social capability learning continuum


Social management

Work collaboratively

identify cooperative behaviours

in a range of group activities

describe characteristics of

cooperative behaviour and

identify evidence of these in

group activities

contribute to groups and teams,

suggesting improvements in

methods used for group

investigations and projects

Social management

Negotiate and resolve conflict

practice solving simple

interpersonal problems,

recognising there are many

ways to solve conflict

identify a range of conflict

resolution strategies to negotiate

positive outcomes to problems

identify causes and effects of

conflict, and practise different

strategies to diffuse or resolve

conflict situations

Social management

Develop leadership skills

discuss ways in which they can

take responsibility for their own

actions

initiate or help to organise group

activities that address a

common need

initiate or help to organise group

activities that address a

common need

Access to this information is via the link here:

k10outline.scsa.wa.edu.au/home/p-10-curriculum/general-capabilities-over/general-capabilities-overview/general-capabilities-in-

the-australian-curriculum

k10outline.scsa.wa.edu.au/home/p-10-curriculum/general-capabilities-over/general-capabilities-overview/general-capabilities-in-the-australian-curriculum

k10outline.scsa.wa.edu.au/home/p-10-curriculum/general-capabilities-over/general-capabilities-overview/general-capabilities-in-the-australian-curriculum

P a g e | 30

Version 2.0 – July 2017

Appendix 3: Materials list

You will need the following materials to complete this module.

Materials for optional parts are marked as such.

Gloves

Trowels

Soil

Plants - 20 x seedlings (broad beans or similar)

If potting seedlings x 20 small pots and enough soil

A range of recyclable items, including:

newspaper

cans

plastic bottles

ice-cream containers

yoghurt containers

shoe boxes

plastic wrapping

boxes

foil

fabric scraps

egg cartons

bottle caps.

A selection of cutting and construction tools such as:

tape

scissors

cutting mats

glue sticks

paint brushes

hot glue guns

tacks

cable ties

string.

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Appendix 4: Design process guide

Development

Ideation

Analysis

Finding useful and helpful information about the design problem.

Gathering information, conducting surveys, finding examples of

existing solutions, testing properties of materials, practical testing.

Understanding the meaning of the research findings.

Analysing what the information means, summarising the surveys,

judging the value of existing solutions, understanding test results.

Idea generation – turning ideas into tangible forms so that they can be

organised, ordered and communicated to others.

Activities such as brainstorming, mind mapping, sketching, drawing

diagrams and plans, collecting colour samples and/or material samples

and talking through these ideas can help to generate more creative

ideas.

Using the SCAMPER model can assist with this:

www.mindtools.com/pages/article/newCT_02.htm

www.designorate.com/a-guide-to-the-scamper-technique-for-

creative-thinking/

Development of the design ideas. Improvements, refinements, adding

detail, making it better.

Activities such as detailed drawings, modelling, prototyping, market

research, gaining feedback from intended user, further research – if

needed – to solve an issue with the design, testing out different tools or

equipment, trialling production processes, working out dimensions,

testing of prototypes and further refinement.

Safe production of the final design or multiple copies of the final design.

Fine tuning the production process, such as division of labour for

batch or mass production.

Use of intended materials and appropriate tools to safely make the

solution to the design problem.

Reflection on the process taken and the success of the design.

Evaluation can lead into further development or improvement of the

design and can be a final stage of the design process before a

conclusion is reached.

Could be formal or informal and verbal or written.

Research

Production

Evaluation

http://www.mindtools.com/pages/article/newCT_02.htm

http://www.designorate.com/a-guide-to-the-scamper-technique-for-

http://www.designorate.com/a-guide-to-the-scamper-technique-for-

P a g e | 32


Appendix 5: Reflective Journal

When students reflect on learning and analyse their

own ideas and feelings, they self-evaluate, thereby

improving their metacognitive skills. Reflective

journals allow students to express their learning

during any stage of the learning process in a way

that is individual. Journals or reflective processes can

be used in a variety of ways and are suitable for use

from kindergarten to year 12.

Early childhood classrooms may use a whole class reflective journal with pictures of

the learning experience and scribed conversations.

When students self-monitor or reflect, the most powerful learning happens.

Reflective practice can be supported in classrooms by creating opportunities for

students to think about their learning and the world around them. Successful learners

apply prior knowledge when posed with new questions and problems and use this

knowledge to decide how they will increase understanding.

Journals become a useful assessment tool that give teachers additional insight into

how students value their own learning and progress.

Students reflect on learning in their personal journals at any stage of a learning

activity and for any length of time. Teachers can model the journalling process, by

thinking aloud and showing students how they can express learning and thoughts in

a variety of ways including diagrams, pictures and writing.

Teachers should encourage students to revisit earlier entries to help them observe

the progression of their thoughts and understanding. Students should comment and

reflect on these entries to help them understand their own learning and the process

they have gone through.

P a g e | 33


Appendix 6: Teacher resource sheet 1.1: Cooperative learning –

Roles

Cooperative learning frameworks create

opportunities for groups of students to work

together, generally to a single purpose.

As well as having the potential to increase

learning for all students involved, using

these frameworks can fulfil part of the

Western Australian Curriculum General

Capability: Personal and social capability.

When students are working within groups, positive interdependence can be fostered

by assigning roles to various group members.

These roles could include:

working roles such as Timekeeper, Resources, Reader, Writer, Artist, Planner

social roles such as Motivator, Noise monitor, Observer.

Teachers using the Primary Connections roles of Director, Manager and Speaker for

their science teaching may find it effective to also use these roles for STEM learning.

Further to this, specific roles can be delineated for specific activities that the group is

completing.

It can help students if some background to the purpose of group roles is made clear

to them before they start, but at no time should the roles get in the way of the

learning. Roles may not always be appropriate in given tasks and the decision rests

with the teacher.

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Appendix 7: Teacher resource sheet 1.2: Cooperative learning –

Think, Pair, Share

This resource sheet provides a brief outline on a

collaborative learning technique known as

'think – pair – share'.

Cooperative learning frameworks create

opportunities for groups of students to work

together, generally to a single purpose.

As well as having the potential to increase

learning for all students involved, using these

frameworks can fulfil part of the Western

Australian Curriculum General Capability:

Personal and social capability.

In the 'think' stage, each student thinks silently about a question asked by the

teacher.

In the 'pair' stage, students are paired up to discuss their thoughts and answers to

the question.

In the 'share' stage, the students share their answer, their partners answer or what

they decided together. This sharing may be with other pairs or with the whole class. It

is important also to let students 'pass'. This is a key element of making the technique

safe for students.

Think – pair – share increases student participation and provides an environment for

higher levels of thinking and questioning.

P a g e | 35


Appendix 8: Student activity sheet 1.3: Recording observations

Plants and where they grow

Place: ________________________________________

Name of plant/s: ___________________________________________________________

Statement Tick one of these for each question

Is the soil healthy?

Is the soil moist?

Does this spot get plenty of

sunlight?

Is this spot sheltered from the

wind?

P a g e | 36


Appendix 9: Teacher resource sheet 2.1: Vocabulary word wall

soil

stem

roots

water

light

shade

leaves

plant

growth

height

hot

cold

rain

wind

seed

seedling

germination

sunlight

Content description

Understand the use of vocabulary in everyday contexts (ACELA1454)

P a g e | 37


Appendix 10: Student activity sheet 2.2: Observation of sun and

shade

Place: ________________________________

Orientation: Facing north/south/east/west

Day and time

Tick one box for each time

Sunny Some shade Full shade

Day 1

9.30am

12.30pm

2.30pm

Day 2

9.30am

12.30pm

2.30pm

Day 3

9.30am

12.30pm

2.30pm

P a g e | 38


Appendix 11: Student activity sheet 4.1: Design review

Things I would keep the same

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

Things I would change

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

Photograph/drawing

P a g e | 39


Appendix 12: Teacher resource sheet 4.2: Construction skills


Processes and production skills

Creating solutions by – Producing and implementing

Use given components and equipment to safely make solutions

Poke a

hole

with a

pin.

Make a

pinhole

bigger with a

sharp pencil.

Poke a hole

with a pin.

P a g e | 40


Tie a loop

with a

pipe

cleaner.

Use a paper

binder to fasten

two items

together.

Use cable

ties to tie two

items

together.

P a g e | 41


Make a tape

loop with the

sticky side on

the outside.

Cut a pizza slice

shape out of a

paper plate to

make a funnel.

Use a glue gun

to fasten two

flat shapes.

A leather hole

punch can make a

hole for cable ties.

P a g e | 42


Velcro tabs

to stick on

flat shapes.

A stapler can fix

some materials

together.

Cut a sector out

of a paper

plate to make a

funnel.

P a g e | 43


Cut the end of a

tube into a fan to

attach it to a flat

shape.

P a g e | 44


Notes

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curriculum resource module year 1 plant growth...year 1 – plant growth overview arable farm land...

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