LSK3701 - Science And Technology Assignment 02 2022.

LSK3701 - Science And Technology Assignment 02 2022. Phase 1: Introduction Teacher outcome: The teacher will The teacher will read the book “A Seed is Sleepy” and introduce the topic of plants and seeds. Learner Objective: The learner will Learners will listen to the story and ask questions where they don’t understand. Resource The Book “A Seed is Sleepy” by Dianna Aston Integration Language: Listening and comprehension Teacher activity Learner activity Possible questions based on the domain and the big idea The teacher reads the book to the learners about how seeds grow and turn into plants. The learners listen to the story about the seeds and occasionally ask the teacher questions based on the book. - How can plants survive for a long time? - How many seeds can grow into plants? - When do plants become trees? This study source was downloaded by from CourseH on :20:46 GMT -05:00 Phase 2: Exploration Teacher outcomes: The teacher will - The teacher will show the learners pictures of some of the different seeds that were discussed in the book. - The teacher will facilitate a discussion with the learners about what she has just read to them. The teacher will then follow up with questions to the learners to stimulate a conversation. Learner objectives: The learner will - The learners will engage with the pictures and ask the teachers questions about conservation. - The learners will participate in the discussion and ask the learners questions to help them participate more. Resources Seed and plant poster pictures Integration Language and vocabulary Teacher activity Learner activity Possible questions based on the domain and the big idea The teacher will put up posters of different seeds and plants with their names on the board. The teacher will then facilitate a discussion with the learners about how seeds turn into plants and trees. The teachers will occasionally ask the learners some questions to encourage maximum participation. The learners will view the pictures and repeat the names of the plants and seeds after the teacher. The learners will ask questions about the seeds and the plants which will lead to a discussion based on the posters and the questions from the learners. - How are the names of the seeds made? - Does the size of the seed determine the size of the plant or tree? - What living conditions are applied to make sure the seeds survive long enough to grow? - How many plants can grow from one seed? Phase 3: designing an investigation Teacher outcomes: The teacher will The teacher will facilitate group discussions to ensure that groups come up with a research question, a plan and resource list Learner objectives: The learner will Learners will work in groups to come up with a research question, research plan and a resource list. Resources Paper, pencils, science journals and books Integration Language, speaking, listening and planning Teacher activity Learner activity Possible questions based on the domain and the big idea The teacher will facilitate discussions between the learners about what questions they want answers to regarding seeds and The learners will discuss what questions they want answers to in regard to seeds and plants. They will then - What kind of questions should we look at when doing this investigation? - Are there any wrong questions to ask in an investigation like this? - What if our research question is This study source was downloaded by from CourseH on :20:46 GMT -05:00 plants. The teacher then encourages the learners write out their research plan and resource list. The teacher will then explain what a proper investigation looks like to ensure that the learners’ investigations are doable. proceed to write down their research plan as well as their resource list. The learners will follow the teachers’ instructions about the proper way to do a proper investigation so that the learners can follow through. similar to another group’s question? - Can we have more than one research question? 4. Questions a. Social science “big idea”: How are plants conserved? What can we do to help plants survive longer? What kills plants? b. Nature of science: How many seeds grow a full plant? How do seeds turn into plants? How long does it take for seeds to grow? c. Conceptual change: What impact do we have on plants? How can we make the growth process better? How can we save plants from extinction? d. Social or group work skills: What role do people play in the conservation of plants? How do we keep the plants in our homes growing? How to plants help us? e. Process skills: how do plants come about? What resources and materials are needed to help plants grow? How long does it take for plants to grow from seeds? 5. The learners will work with the seeds, plant a few and observe them for a week. They will then write down their observations in their science journals. They will use their hands (muscles) to plant the seeds, then their fine motor skills to write down their findings which will trigger his thinking with regards to what he has just observed. 6. Three processes a. Comparing: I could assess how the learners make comparisons to the different seeds that they would have planted and observed for a week. Their initial response to the colour, growth rate and length can be used as a tool of assessment. b. Classifying: The learners can be assessed informally based on how they classify the different seeds that they have planted. This can also be done by how they choose to label each seed. c. Communicating: As the learners will be working in groups most of the time and they will have to communicate with each other and discuss their findings. How they interact with each other can be assessed informally as they discuss their findings. 7. Language: The learners communicating with each other and writing down their findings in their science journals interlinks with language.