Plant POWER Learning Through Experience About this resource This resource is designed to support the Plant Power programme at Arataki Visitor Centre in the Waitakere Ranges. It contains curriculum links and ideas for teaching and learning designed to motivate and engage students. Plant Power is a Learning Through Experience (LTE) programme, provided by Auckland Council’s Education for Sustainability team. The LTE programmes are delivered in the rich and diverse environments of Auckland’s regional parks, by experienced teachers and park rangers. LTE provides students with experiential learning activities in the environment, and teachers with a range of supporting curriculum resources. Auckland Council provides more than 50 LTE programmes that enable students to learn in, about and for their environment. A range of other Education for Sustainability programmes and services, including professional development opportunities for teachers, is also provided. Visit us online and discover how Auckland Council supports young people in creating a sustainable future for Auckland. www.aucklandcouncil.govt.nz/educationforsustainability Acknowledgements Authors:Auckland Council Education for Sustainability team Updated: 2013 1 Contents Section 1: INTRODUCTION Plant Power, the programme . . . . . . . . . . . . . . . . . . . . . . 4 Learning through exploring the environment . . . . . . . . 6 Links to the New Zealand Curriculum . . . . . . . . . . . . . . . 7 Section 2: TEACHING & LEARNING SUGGESTIONS Getting started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Learning activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Cross curriculum activities . . . . . . . . . . . . . . . . . . . . . . . 13 Learning centre approach for Plant Power . . . . . . . . . . 17 Writing about plant power . . . . . . . . . . . . . . . . . . . . . . . 18 Investigators wanted here . . . . . . . . . . . . . . . . . . . . . . . 19 “I say, I say what have we got here?” . . . . . . . . . . . . . . . . 20 Design a garden centre . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 A bit of this and that . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Dispersing seeds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 The grass island . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 It’s time for action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 2 Section 3: STUDENT ACTIVITIES The life cycle of a plant . . . . . . . . . . . . . . . . . . . . . . . . . 29 Plant needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Make a tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 What’s in the bush? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Travelling seeds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Moss, lichen or fern? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Plant parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Why are plants so important? . . . . . . . . . . . . . . . . . . . . 37 Section 4: teacher’s RESOURCES Plant Power learning centre blank template . . . . . . . .39 Fascinating facts and interesting ideas . . . . . . . . . . . . . 40 Planning an individual or group inquiry . . . . . . . . . . . . 41 My work plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 My learning summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 My self-evaluation sheet . . . . . . . . . . . . . . . . . . . . . . . . . 46 Student self-assessment template-teacher’s guide . . . . 47 My self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 How did our group do? . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Learning from other people’s work . . . . . . . . . . . . . . . . . 50 Suggestions for assessment . . . . . . . . . . . . . . . . . . . . . . . 51 3 Plant the Power programme Key concepts Life cycles of plants Pollination Seed dispersal Seed propagation Programme description Through a series of fun classroom activities including puzzles, puppets and stories, students will learn about plant life cycles, pollination, seed dispersal and what goes on inside a flower. At the nursery, they will find out how seeds are collected and grown, before planting some of their own to take home. 4 5 Learning through exploring the environment The Plant Power programme should provide important information for students and a basis for further inquiry. Students should also be given time to explore the local environment and to make their own observations of the variety of plants, conditions needed for their growth and the different stages in the life cycles of plants. Essential skills of observing, classifying, predicting, inferring and hypothesising can develop as time is spent investigating and exploring. Questions can be asked, reframed and extended as students become familiar with concepts to their inquiry. Taking care out there It is vital that students are aware of the need to explore the environment carefully. They should examine plants gently, with care and respect, and try hard not to damage or destroy the living environment. This message should be reiterated and reinforced throughout their learning. PLANT POWER 6 Links to the New Zealand Curriculum Vision Our vision is for students to be Connected To the land and environment Actively involved Protecting and conserving our forests Lifelong learners • Critical and creative thinkers • Active seekers, users and creators of knowledge • Informed decision makers Principles The Plant Power programme encourages students to develop Future focus By learning about life cycles and relationships between people, animals and plants Values Students will be encouraged to value Ecological sustainability Through learning about life cycles, the importance of plants and the impact of humans Key competencies Students are given opportunities to become competent at Using language, symbols and texts • Using new language including: seedling, pollination, pollinators, seed dispersal, anther, filament, stamen, stigma, pistil, ovary, style, pollen, fertiliser, pricking out, native tree names • Using arrows to make sense of a flowering plant life cycle Managing self Following instructions, knowing when and how to act independently Relating to others Being an active listener, sharing ideas, cooperating with their peers Achievement objectives Science – Living World Level 1 & 2: Recognise that all living things have certain requirements so they can stay alive Life processes Level 3 & 4: Recognise that there are life processes common to all living things and that these occur in different ways Level 1 & 2: Recognise that living things are suited to their particular habitat Ecology Level 3 & 4: Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced PLANT POWER 7 TEACHING and learning SUGGESTIONS 8 Getting started Gather before views Ask students “What is a plant?” and record ideas. Record ideas about where seeds come from and how they get spread around. Record all the things that students already know about plants. List and group the questions students have about plants, plant reproduction or seed dispersal. live or not alive? Look through magazines and cut and paste pictures of things we think are A living/non-living. Group on a class mural. Make a list of what students think living things need to survive. se the school environment to go on an “I spy something that starts with… U and is living/non-living”. Not sure if it’s living/non-living? ›Does it need food? ›Does it need water? ›Does it need oxygen/carbon dioxide? ›Is it alive/not alive? Go on an environmental treasure hunt. o on a walk to locate different lichens, mosses, ferns, trees. Note and record ideas about how G these plants are different/the same. Have a ‘feely’ box with objects (not alive) for discussion and sorting. ake a close look at flowers. Note the stages of a flower’s growth including the flower opening, T petals falling etc. Examine the parts of a flower. E xamine seeds: soak a bean in water for 24 hours. Students predict what they think they will see, or what will happen. Remove the seed coat after 24 hours and open the seed coating to reveal the embryo. Record ideas. Complete a P.M.I. (Plus, Minus, Negative) for ‘A world without plants’. PLANT POWER 9 atementsproviding students with key words, Using kecaynwbe ocordllectsedausningd st statements or by and as should be accepted ng. All ide Before views s, grouping, or explaini nt pla of towards the end of rts pa ing ell e.g. for lab r to them and revisit fe re to s nt de stu les enab recorded in a way that before views. as below for collecting ide t en em at St . dy stu e th “Plants get their food from...” “Plants are helpful to us because...” “Seeds/roots/leaves are...” “Flowers are colourful because...” PLANT POWER 10 LeArning activities E xplore the world of plants in the school environment. Record observations and generate questions from the exploration e.g. can we estimate the ages of trees in the school environment? If possible check these ages with the school groundsperson. Record observations throughout the year e.g. flowering seasons, production of seeds etc. Design experiments to test the growth of plants without water, sunlight or soil. Label seed parts (seed coat, stored food, the shoot, the root). Grow plants in the classroom. Kumara and runner beans are good examples. Grow seeds such as cress, grass or mustard, and record the growth rates. Students can vary the conditions such as amount of water, sunlight, etc. and observe the results. Complete identification charts of the main plant groups – algae, mosses and liverworts, ferns, gymnosperms (conifers), angiosperms (flowering plants). Different groups of students could complete more in-depth investigations of plant groups Find the habitats of plant groups – sketch things that surround the plant. Experiment with using plants for dyeing. Collect a file of interesting/fascinating facts about plants – the biggest, the smallest, the most unusual shape (in the school grounds, in New Zealand, in the world). Students complete their own investigation and share findings with the class e.g. “Lichens: This is your life!” Plant a garden at school. Students take responsibility for making sure it is cared for. PLANT POWER 11 Want to become a plant expert? Research the following... Growth of plants Parts of plants Plant families How plants are named External differences between flowering plants, conifers, ferns and mosses Adaptations of plants, or how different plants occupy special habitats Why is a plant living? Seasonal changes to plants Reproduction of plants e.g. cones/seeds, spores/sporangia Methods of seed or spore dispersal (wind, mechanical, animals, water, birds) Flower designs and colour to attract pollination by insects, birds, geckos etc Special types of plants, e.g. epiphytes, lichens, fungi Hydroponics What attacks or affects plants, and how? Acid rain and lichens Visit a garden centre tigate to explore, observe and inves List the different types of plants and products for sale Look at the groupings of plants at the garden centre Make graphs with information about the different types of plants found Draw a map of the garden centre Find out about the people who work there PLANT POWER 12 Cross curriculum activities Art Make leaf prints Make spore prints using mushrooms and ferns Press leaves and flowers to make pictures Create pencil sketches of plant parts, such as leaf veins Make up designs from plants using appliqué, embroidery or printing Paint terracotta pots, use tempera or acrylic paint and varnish Complete still life arrangements Make prints Use paints, pastels, Indian ink, water colours to create pictures of flowers, plants, and fruit Design wrapping paper or wall paper using plant/flower patterns ts in pr re o sp ke a m to i g n fu How to use 1. Pull the stalk off the fungi. 2. Place the cap, gills downwards, onto a sheet of paper or card. Cover with a container to stop draughts, leave overnight. 3. The next day, carefully pick the cap up. A pattern of spore should be left behind on the paper! 4. Carefully spray the pattern with hair spray or a matt finish spray. Make sure this is done very gently and from a height. 5. You can do the same with ferns, using the spores on the back of the frond. Smmaayrtpaytitopspray glue on the card first to help prevent the spores being blown away. It PLANT POWER 13 Clematis Maths Measure the growth of plants – use conventional and non-conventional tools for measuring Complete graphs of most common colours or types of flowers found in gardens at school or home, e.g. trees, ferns, mosses etc. Estimate, count and record the numbers of petals on different flowers Measure leaf sizes (and areas) from different plants and from the same tree. Look at averages Sort shapes of leaves Count tree rings Make a tessellating pattern with flower/plant designs English Collect poems about flowers/plants Make up a list of key words for this study and learn to spell them Use this list to make a word find, a quiz or a crossword Using diagrams and short sentences explain how to grow seeds List important and main ideas about the topic Write poems about flowers/plants Write acrostic poems about flowers, describing the special features of the flower PLANT POWER 14 Health Investigate the use of plants as medicines/herbs Look at what’s good to eat. Have a healthy lunch day. Students prepare a variety of sandwiches/ healthy food. Invite parents to eat lunch and spend time viewing and giving feedback about the students’ work. (Use one of the attached evaluation sheets) Grow cress, mustard or sprouts to eat for lunch Investigate the food pyramid and the importance of vegetables in our diet Find out about how moss has been used in the past, e.g. as nappy liners Find out about plants that are poisonous Māori perspectives Identify and draw the koru shape found in plants Investigate the traditional use of plants for medicinal purposes Do weaving using plant materials Study the use of plants for dyeing. Trial with different plant dyes and materials Investigate traditional Māori gardening techniques and the tools they developed and used to cultivate the soil: the kō, the patupatu, the kāheru, the ketu, the timo Read traditional Māori myths and legends, including the creation story Find the correct Māori names for common plants. Add these to identification charts PLANT POWER 15 Technology Design a flower to attract bees Design and make a seed disposal capsule Think about why trees don’t fall over (e.g. kahikatea, the tallest native tree). Use newspaper and card to design and make structures that will not fall over! Who can make the tallest or the biggest tree? Design a garden. Add specifications to challenge and extend students: ›› make environmentally friendly identification tags for gardens ›› design and make a gardening tool that can dig, rake and make holes in the ground for planting ›› design a planting map for the school grounds ›› investigate the design of cones. Make models. You could also try... Mime the growth stages of flowers and plants Have a flower show. Students create the programme, labels and invitations Create a database to record the measurement of plants Investigate the use of computers in garden design Explore the school environment Compare the school environment with built up areas Visit a bush area Investigate changes in types of plants over time Kauri tree PLANT POWER 16 Learning centre approach A learning centre model allows children to manage their own learning. Here’s an example of how you could set up a learning centre for Plant Power. See the blank Plant Power Learning Centre on page 39 to create your own. Colour in these shapes as you go Estimating Watch a seed grow Soak a bean in water. Predict what your bean seed will look like after 24 hours. Watch your seed carefully and show what it looks like after: one day, three days, six days, 12 days. Use pictures and writing to show the changes that take place. Draw a flower Label its parts. Instructions Estimate and then count the number of petals on three different flowers. Estimate and then measure the distance around three different tree trunks. Use chalk to mark the shadow of a tree at three different times of day. Measure how long each shadow is. Why does it change? Write instructions for how to grow seeds. Design and make Plants are helpful to us because… Can you think of two different ways to finish this sentence? List List three ways seeds are spread around. Three things we eat that have seeds in them. Three things that grow near your classroom. Make a collection of seeds The answer is lichen What could the question be? Work with a friend to see how many questions you can record. E.g. What can grow on rocks? Use newspapers and card to make a tree that won’t fall down. Remember Write down three really interesting facts you learned from your work about plants. Glue your seeds on a card in order from smallest to biggest. Name each seed and draw the plant it will grow into. Present your work as a chart. PLANT POWER 17 Writing about plant power What’s that you say? Boring? I don’t think so. There are lots of things you could try writing... Poetry › free verse (rhyming or not) › shape poem › cinquain › acrostic › haiku. Make up a crossword complete with clues and a grid. The adventures of a botanist Write a narrative about a botanist in New Zealand in 1875. Imagine you have just trekked into an area of bush that, as far as you know, has never been explored. What do you discover? Rewrite a traditional myth or legend about a plant, e.g. “Jack and the Beanstalk”. Storyboard six frames about the growth of a tree. A newspaper article about a unique plant or garden area. A description of a garden or plant. Instructions A story about how to grow a plant or garden. about a magical garden. PLANT POWER 18 Investigators wanted here Find out about one or more of these topics The reproduction of plants How seeds spread How different plants occupy special habitats Different plant groups gation ailable from ti es v in r u yo n a pl to d ee n l e av You wil ages 42-45), which ar e work plan sheets (p e th You might want to us a plan like this. e at cre your teacher, or The question/topic Other questions I need to ask for the investigation or key words I need to consider What I plan to do during the investigation Equipment/resources I will use How I plan to share my investigation Smart tiprted? You may need to turn the topic into a question. Hard to get sta Kereru poo PLANT POWER 19 “I say, I say what have we got here?” Early explorers, scientists and botanists didn’t have cameras to record their findings and so they had to very carefully write down everything about a ‘new’ place or plant or animal. They (or an artist) made detailed drawings of their discoveries, noting every tiny feature about the object and the environment it was in. Imagine that you are a botanist... Acknowledgment: Sir George Grey Special Collections, Auckland Libraries. You’re searching in an unexplored area of the school grounds You come across a plant no-one else has spotted before! You say… “I say I say, what have we got here?” What do you do next? Record every little detail about the plant Describe it carefully. What time of day did you find it? What was the weather like? Exactly how did you come across this ‘mysterious’ plant? What colour is it? How does it feel? Does it have a smell? How big? How small? What else is growing near and around it? Draw a pencil sketch of the plant. Include every detail. Give it a name. Yes, go on, make one up! When you’ve finished give your description to someone else and ask them to locate the plant. is? They study t is n ta o b a at h w w o n k Do you any’, or plant life. es who focuses on ‘bot ntist uce, and diseas A botanist is a scie ey grow and reprod th w ho , ed ur ct ru st sands of years how plants are udying plants thou st d te ar st s an um nous, or had known to plants. H ts were edible, poiso an pl if n ar le to ed ed e unique ago when people ne scover and record th di to ed cit ex e er w nists medicinal use. Bota d. an al Ze plants in New PLANT POWER 20 Design a garden centre The council has just given you the job of designing a new garden centre for the city. This centre must appeal to people of different ages and with different interests, so the council has said that it must have all of these features. Areas for different kinds of flowering plants Native tree/plant area Herb garden Area for unusual/interesting plants Crèche and a play area that also has a place for children to dig and where they can plant their own seeds Café Work area and nursery for the people running the centre Classroom for students of all ages who want to come and learn about plants To complete this job you will need to do the following 1. Draw a map of the garden centre showing all its special features (include a key). 2. Make up a name for the garden centre. 3. Design a unique identification tag that can be placed inside the plants. 4. Design a brochure about the centre. Sell the centre to the public! Say why they absolutely must visit! 5. Write a list of ‘rules’ for people who are visiting the garden centre. Say how you will expect them to behave when they are there. PLANT POWER 21 A bit of this and that During this study you could... Collect a list of words about this topic ›› Make sure you know the meaning of each word. Learn how to spell your word list Complete an “interesting facts” sheet ›› Include really weird, wonderful and wacky information! This is a good opportunity for you to practice rewriting in your own words the things you have read Read some poems about plants ›› When you find one that you particularly like, copy and illustrate it. Then ask for time to share it with the class Keep a reading list ›› Record the titles of all the books you have read about this topic. Include traditional myths and legends about plants. (You could also work towards improving skills of skimming, scanning and note taking. If you’re not sure what this means, ask your teacher!) Set your own goals for improving something about your work You could set goals that focus on: ›› using illustrations, headings or borders in your work ›› including more content ›› sending an email to get help for your investigation ›› planning and carry out an interview with an ‘expert’. PLANT POWER 22 Dispersing seeds Plants need sunshine, water and space to grow. This means that when a plant makes its seeds it has also developed a way of dispersing (spreading) those seeds away from itself so that the new plants will have space to grow too. How do seeds disperse? They can... Be carried away by animals Be shaken away by the wind Float away Have a seed pod that bursts open and shoots the seeds away Have hooks that stick to things PLANT POWER 23 Design a seed Design a seed that can stick to an animal or bird. Use Plasticine, modeling clay or scraps to make your seed. Design a seed that can fly away. Conduct experiments to see which seed flies best. If you are stuck for ideas try this: cut about six pieces of paper 10cm by 40cm. Using only scissors and a paper clip, cut, fold and weigh your paper to make the best flier. (If you use all six pieces you can always cut more.) The paper clip represents the seed. s! perse. Special see ed seed has to help it dis of pe ty ch ea es ur at special fe rd listing all of its ment ca Think about th ed, make an advertise se ur friend yo d ne sig de ve d give your card to a an When you ha e’s els ne yo er ev th ur seed wi special features. Put yo description. ich one it is from your wh ll te n ca ey th if e to se Smart tipd some real examples of how seeds fly and stick to things. Research to fin PLANT POWER 24 The grass island This experiment is done outside. You will need to take with you... 1. A piece of string about three metres long 2. Coloured felt pens 3. Cocktail sticks or toothpicks 4. A partner 5. Drawing paper and a pencil Create your own grass island Find your own patch of grass and lie down on it with your arms and legs out-stretched. Get your partner to make a string circle around you. This is your own green island, which you are going to investigate (find out more about). Get down on your hands and knees and look at the plants growing inside your circle. Can you see that grass is really made up of lots of different plants? You’re going to find out how many different types of plants there are and which types of plants are most common. e! Time to infevreesnttitypegat cle. s of plants in your cir 1. Draw the dif pe of plant drawing. 2. Colour code each ty d in your circle. pe of plant you will fin ty ch ea of r be m nu e of plant and 3. Estimate th of sticks for each type r be m nu e m sa e th t Now count ou ur code. colour them using yo e each plant. cks in the ground besid sti d re lou co e th ce is the most 4. Pla ferent colours. Which dif e th t un co ed ish on? 5. When you have fin hich is the least comm W ? nt pla of pe ty on comm e a graph. have collected to mak u yo ion at m or inf e th 6. Use PLANT POWER 25 It’s time for action! It’s a fact. The environment needs your help. It needs you to take some action. By now you should have read, talked and thought quite a lot about different kinds of plants. Now it’s time for you to do something to help the environment. Pick one thing to do from the list below Adopt an area in the neighbourhood. Keep it free from rubbish, and remove noxious weeds Plant more native plants at school or in the school grounds Produce and display posters about noxious weeds Grow native plants from seeds and have a plant sale Canvas garden centres not to sell plants that are harmful to native plants Produce posters about how wonderful (and harmless!) lichens are. Display these in public spaces, such as the library Smart tipand think it’s up to other people to help – it’s not! Don’t sit back a difference. dual. We can all make It’s up to every indivi d opportunities, ite for further ideas an bs we cil un Co d lan ck Search Au stainability vt.nz/educationforsu .go cil un co nd la ck .au www PLANT POWER 26 PLANT POWER 27 Student Activities 28 The life cycle of a plant Cut out and arrange the pictures in the correct order Copy these labels next to the correct picture: flower, tree, seedling, seed, fruit. PLANT POWER 29 Plant needs Instructions Draw pictures and label all of the things this plant needs to help it grow. PLANT POWER 30 PLANT POWER 31 Make a tree Instructions 1 . Cut out the pictures of the tree parts. 2 . Glue pieces onto a separate piece of paper to make a picture of a tree. 3 . Don’t forget the leaves and bark! 4 . Colour the parts of the tree. 5 . You may like to draw more leaves on the tree. Cut out the words and use them to label your picture roots branches leaves bark PLANT POWER 32 trunk What’s in the bush? Instructions L ook carefully at this drawing of the bush. There are different sorts of plants in it. Draw arrows from the label to the correct plant. perching plants bark lichens mosses climbing vines trees ferns PLANT POWER 33 Travelling seeds Instructions Draw arrows to show the different ways seeds can travel. You can use words more than once. One has been done for you. Things that a seed can be or have Things a seed can be or have spikes / hooks hairs light tiny wings juicy covering sticky coat waterproof Things that can happen to a seed float stick shake eaten fly pod explosion Things that can help this to happen wind water animals drying out Write next to each seed how they will travel PLANT POWER 34 Moss, lichen or fern? Instructions atch these statements to the correct plant type. Some statements may M apply to more than one type. One example is done for you. StatementPlant types made from an alga and a fungus moss can grow very tall lichens grows on trees and rocks fern doesn’t grow very tall flowering plant has rhizomes usually grows flat has spores not seed can be brightly coloured feels furry has flowers likes damp conditions produces seeds has green leaves PLANT POWER 35 Plant parts Instructions Write the labels in the correct place on your plant drawings. You can use each word more than once. stem branch bark leaf root petal bud vein PLANT POWER 36 Why are plants so important? nly o n a c s n a m u h ? w o n k u o Did y f: o p u e d a m is t a h t ir a e h t brea solids. other gases and % nitrogen, 1% 21% oxygen, 78 Plants make the oxygen we breathe. The way plants make oxygen is called photosynthesis. Plants absorb energy from the sun, water and nutrients from the ground, and carbon dioxide from the air, to produce their ‘food’. As they do this, they give off oxygen into the atmosphere. The green colouring is called chlorophyll. Instructions Label the diagram below using the words highlighted in this paragraph. Humans and animals do the exact opposite of photosynthesis. They breathe in oxygen and breathe out carbon dioxide. This means that we give plants more carbon dioxide, and they give us more oxygen. Without plants we wouldn’t be able to survive, but there is enough carbon dioxide in the atmosphere that plants would still exist without us! PLANT POWER 37 Teacher’s resources 38 Plant Power learning centre Colour in these shapes as you go PLANT POWER 39 Fascinating facts and interesting ideas Name PLANT POWER 40 Planning an individual or group inquiry Time should be given for sorting and grouping questions students have about their inquiry. This can be a valuable time for helping students to form open-ended questions. Useful questions for planning ›› My main question is... ›› Other questions I need to ask, or key words I need to consider... ›› Things I plan to do to find the answer... ›› Who/what will help/support me?... ›› How I intend to share what I have found out... ›› My question... ›› My present answer/what I think now... ›› My investigation/what I found out in my investigation... ›› The conclusion is... Points to cover when guiding students in setting up their inquiry Possible sources of information: reference books, internet, existing computer programmes, DVDs, ‘experts’ Work presentation and use of headings, borders, diagrams, flow and retrieval charts, timelines, maps, graphs, art work and illustrations, movies, Powerpoint, models, 3D displays How to identify sources of information: reference books, magazines, newspaper articles, sending emails to “experts,” accessing existing computer programmes/databases/internet sites, use of DVDs, photographs How to gather and sort information that will enable the student to answer key questions How to use key words/indexes, skimming, scanning, taking notes, summarising, listing key points/words Smart tipnt work plan template on page 42. Use the stude PLANT POWER 41 My work plan Name: ����������������������������������������������������������������������������������������� Date work started: _______________________________Date work finished:������������������������������� Main theme/topic: ������������������������������������������������������������������������������� My research/investigation/experiment will be about: ������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� My main question is: ����������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� Other questions I need to ask are: __________________________________________________________________ ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� Some key (important) words I need to think about are: ����������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� Things I plan to do to find the answer: ������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ������������������������������������������������������������������������������� PLANT POWER 42 I can get information and help from: (possible sources: people, written material, photographs, computer/ electronic media etc.) ���������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� My work will be presented to: ��������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� I am going to present/share my work in the following ways: ������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� Personal goals I have for this study are: 1.���������������������������������������������������������������������������������������������� 2.���������������������������������������������������������������������������������������������� 3.���������������������������������������������������������������������������������������������� Other ideas/plans/brainstorm Work plan seen by: Pupil: __________________________________________ Teacher: ��������������������������������������� Comments/suggestions given: ��������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� PLANT POWER 43 My learning summary Name: ����������������������������������������������������������������������������������������� Date work finished: ������������������������������������������������������������������������������ Main theme/topic: ������������������������������������������������������������������������������� The most interesting fact I learned was: I would like to find out more about: Three new words and their meanings I have learned are: Word: Word: Word: Meaning: Meaning: Meaning: Some of the resources I used: PLANT POWER 44 This illustration is important to my study. It shows: Teacher’s comment: PLANT POWER 45 My self-evaluation sheet Name: ����������������������������������������������������������������������������������������� Date work finished: ������������������������������������������������������������������������������ Main theme/topic: ������������������������������������������������������������������������������� The main things I did were: The main things I learnt were: The things I still need help with are: The best thing I learnt or did was: Next time I would like to: PLANT POWER 46 Student self-assessment template teacher’s guide Set up a student self assessment using this template as a guide Name: ����������������������������������������������������������������������������������������� Date work finished: ������������������������������������������������������������������������������ Main theme/topic: ������������������������������������������������������������������������������� :... ETE PL M O C TO TS N DE U ST FOR ERIA nd, appreciate, ise, draw, understa TEACHER ENTERS SUCCESS CRIT recogn lk about, count, list, Ta . e.g t en em at St “I can...” vestigate. develop, discuss, in I can... Place a cross on the continuum below talk about a plant life cycle Not so well Really well list five ways a seed travels Not so well Really well draw the features of a seed that help it travel Not so well Really well Three things I could do better: 1.���������������������������������������������������������������������������������������������� 2.���������������������������������������������������������������������������������������������� 3.���������������������������������������������������������������������������������������������� Three things I am proud of: 1.���������������������������������������������������������������������������������������������� 2.���������������������������������������������������������������������������������������������� 3.���������������������������������������������������������������������������������������������� PLANT POWER 47 My self-assessment Name: ����������������������������������������������������������������������������������������� Date work finished: ������������������������������������������������������������������������������ Main theme/topic: ������������������������������������������������������������������������������� I can... Place a cross on the continuum below Not so well Really well Not so well Really well Not so well Really well Not so well Really well Not so well Really well Not so well Really well Not so well Really well Not so well Really well Not so well Really well Three things I could do better: 1.���������������������������������������������������������������������������������������������� 2.���������������������������������������������������������������������������������������������� 3.���������������������������������������������������������������������������������������������� Three things I am proud of: 1.���������������������������������������������������������������������������������������������� 2.���������������������������������������������������������������������������������������������� 3.���������������������������������������������������������������������������������������������� PLANT POWER 48 How did our group do? Name: ����������������������������������������������������������������������������������������� Date work finished: ������������������������������������������������������������������������������ Main theme/topic: ������������������������������������������������������������������������������� Who was in the group: ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� Did you work well together? (Circle ONE word) Yes Usually Sometimes No Why? (explain your answer) ���������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� How much of the task did you complete? All Almost all Part None Which part did you enjoy the most? ��������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� Which part did you enjoy the least? ��������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� What did you learn from this activity?�������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� ����������������������������������������������������������������������������������������������� PLANT POWER 49 Learning from other people’s work Work looked at: Topic By What I liked about this work: Topic By Ways I think this work could be improved: Topic By PLANT POWER 50 Suggestions for assessment Interactive approach Observing Working with small groups Listening to discussions Conferencing with individuals or groups “Tell me about your...” “Explain your...” Checklists Use specific skills and objectives from given lists as criteria in checklists Peer support Students give positive feedback to peers Self evaluation Students complete an evaluation sheet that can include the following: In this study I enjoyed learning about... The most interesting fact I learned was... Four new words and their meaning I have learned are... The most interesting sentence I read/learned about the topic was... One thing I would like to find out more about is... This picture/illustration shows... Use of ‘I can’ statements. Specific statements should be taken from achievement objectives, e.g. “I can...name the parts of a flower”. Students indicate whether they have gained this knowledge SMAReTstuTIdePnt self assessment templates on page 48. Use th PLANT POWER 51 Find out more: Visit www.aucklandcouncil.govt.nz/educationforsustainability or phone 09 301 0101