Suggested Activities:

Induction Set

Teacher review previous lesson.

Development stage: Stage 1

1. Using PowerPoint presentation, teacher show slide presentation and video of the growth process of a plant;

Germination

Production of flower

Development of fruit

Fruits ripen to produce seeds

Dispersal (begin new cycle).

1. At the same time, when the slide presentation is shown to the pupils, teacher will involve them by discussing together or by allowing them to answer questions presented in the slide.

          Questions that teacher going to ask:

1. How many stages are there in a life cycle of a plant.

2. Name the stages.

Stage 2: Activity – What Plant need in order to grow.

1. Set up an area in the classroom and outside the classroom for pupils to observe a living plant. (placing the plant in a very bright sunlight and in a box).

2. Ask them to write down what can they find on the plant (observable appearances). Identify and label the parts of the plant.

3. Ask the children,

• What will happen to the plant when it is put in a box and in direct sunlight? And, why might this occur?

1. Teacher let the pupils to try on games from the Internet. 

       Link from internet:

http://www.crickweb.co.uk/assets/resources/flash.php?&file=lcycles5b

http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm

Closure

Teacher review the lesson by asking several questions orally and ask them to complete the worksheet given.

Teaching aids

• PowerPoint Presentation on Life cycle of a plant 

life_cycle_of_plant_ppt21

• Video on life cycle of plant

• Worksheet

plants-worksheet-1

worksheet-2

• Websites from the Internet  

http://www.crickweb.co.uk/assets/resources/flash.php?&file=lcycles5b

http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm

1. Basic
2. Integrated

The basic (simple) process skills provide a foundation for learning the integrated (more complex) skills

Basic skills

1. Observing ( using the 5 senses – seeing, hearing, touching, smelling and tasting )
2. Classifying – grouping or ordering objects or events into categories based on properties or criterias.
3. Measuring – comparing an unknown quantity with a known metric units like time and so on.
4. Inferring- interprating or explaning observations, making a conclusion based on a reasoning to explain. for example, inferring the light can be reflected.
5. predicting – forming an idea of an expected result. for example, weather forecasting
6. communicating – using the written and spoken work, graphs, demonstrations, drawings,diagrams, or tables to transmit information and ideas to others
7. using number relationships – applying numbers & the mathematical relationship to make decisions

Integrated skills

1. Making models
2. Defining operationally
3. Collecting data
4. Interpreting data
5. Identifying and controlling variables
6. Formulating hypotheses
7. Experimenting

University of Bradford suggested that mobile phones can help to improve Science education across Europe.

They also suggested that “mobile technologies have already become very widespread amongst children and young people, especially in the UK. These technologies are generally deemed as a distraction in children’s lives, moving their attention away from educational content and on to activities that are commonly seen as irrelevant to their personal development.”

Hence, they have the feelings that they can make use the mobile technologies for teaching science. They also suggested to include games so that students or learners can be active and progressive.

In my opinion, I agree that the use of mobile phones in teaching might be handy but we also need to consider the consequences. However, I think it will not hurt much if we try this approach and when things do not work as what we expected, we should try another approach that is reasonable.

To further read about this article, go to the website, http://www.brad.ac.uk/admin/pr/pressreleases/2005/grid.php (May 2005)

The websites :

1) http://www.primarygames.com/science.htm

2) http://www.sciencenewsforkids.org/pages/search.asp?catid=26

3) http://www.sciencemadesimple.com/