Learning Through Experience: Plant Power

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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
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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
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Do you
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A botanist is a scie
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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
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an
When you ha
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special features. Put yo
description.
ich one it is from your
wh
ll
te
n
ca
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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
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Search Au
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vt.nz/educationforsu
.go
cil
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co
nd
la
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.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.
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29
Plant needs
Instructions
Draw pictures and label all of the things this plant needs to help it grow.
PLANT POWER
30
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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
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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
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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
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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
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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
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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.����������������������������������������������������������������������������������������������
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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
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51
Find out more:
Visit
www.aucklandcouncil.govt.nz/educationforsustainability
or phone 09 301 0101
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