01-+UNIT



 This unit introduces children to the idea of plants as living things which grow and change. Children should become aware of similarities and differences in plants. Experimental and investigative work focuses on: · turning ideas into a form that can be tested · making and recording observations · using results to communicate what happened and to draw conclusions. Children also have opportunities to link their knowledge of how plants grow to their understanding of science and to ways in which growing plants should be treated with sensitivity. This unit takes approximately 9 hours. || Children need to know that animals (including humans) are alive and grow. || In this unit children will have opportunities to use: · words and phrases for making comparisons //eg tall/taller/tallest, like, similar to, different from.// · words relating to plants //eg branch, flower, root, stem, seeds, seedlings, plants, leaf, weed.// · words and phrases relating to living and non-living things //eg living, non-living, alive, not alive, dead, healthy.// || · planted seedlings or seeds. · small plants in pots or tubs or garden which will flower either during the winter or later in the year //eg pea, broad bean, mung bean, amaryllis, sunflower, marrow.// · pot plant to be re‑potted. · soil and containers for growing plants. · collection of pictures of plants of a variety of types. · large labelled plan/drawing of the school grounds. · artificial plant || At the end of this unit all the children must |||||| Name some common plants, identify the leaf, root, stem and flower of a plant; recognise that plants are living and need water and light to grow and recognise they can investigate the conditions plants need for growth. || At the end of this unit most of the children should |||||| Name some common plants, identify leaf, root, stem and flower and recognise that plants need water to grow. || At the end of this unit some of the children could |||||| Describe differences between plants grown in the light and in the dark and suggest how to find out about what plants need in order to grow well. || || Lesson || Learning goals || Learning outcomes || Main activity || Assessment criteria || 1 ||  ||  ||  ||  ||  2  ||  ||  ||  ||  ||  3  ||  ||  ||  ||  ||  4  ||  ||  ||  ||  ||  5  ||  ||  ||  ||  ||  6  ||  ||  ||  ||  || ||  Learning objectives  |||||||||| Learning outcomes |||||| Evidence for Assessment || |||||||||| ||||||  ||  Dicourse/Text targeted  |||||||||||| Languaje targeted- Non-verbal L Targeted || |||||||||||| ||  Outline of leading activities  || || Classroom Management  || Timing || Grouping |||||||| Pupils |||||||| Teacher || Resources || || ||||||||  ||||||||  ||  || ||  ||||||||  ||||||||  ||  || ||  ||||||||  ||||||||  ||  || ||  ||||||||  ||||||||  ||  || Assessment Criteria || All children must be able to |||||||||| Most of the children will be able to |||| Some of the children could ||
 * About the unit/ Where this unit fits ** ||
 * About the unit/ Where this unit fits ** ||
 * Prior Learning ** ||
 * Language used in the unit ** ||
 * Important Resources ** ||
 * Important Resources ** ||
 * Expectations ** ||
 * Expectations ** ||
 * Lesson # ** ||||||||
 * Lesson # ** ||||||||