EMS406 - Science and Technology Curriculum Studies Assignment

Assignment Task

Activity

1. Pre-Test and KWL Chart

Students will engage in a pre-test designed to assess their prior understanding of the topic. The pre-test will be administered to the students following the introduction of the unit of study. The teacher will utilise the interactive whiteboard (IWB) to construct a KWL (Know, Want to Know, Learned) chart (Appendix 2), encouraging student participation by allowing them to verbally contribute responses through a class discussion, while the teacher types responses into the chart. Some questions which may prompt student’s answers: (Type of assessment- Observations)

2. Educational Game Time

In this activity, the teacher will provide a PowerPoint presentation with pictures of items classified as either 'living' or 'non-living' (Appendix 4). Students will be encouraged to actively participate by standing up if they identify an object as 'living' and remaining seated if they believe it is 'non-living'.

The teacher will lead discussions to improve comprehension and critical thinking. Students will investigate the similarities and differences between living things using guided questions such as:

• What are some common features that all living things have in common?
• How are living things different from non-living things?

3. Research and Recording

For this activity, students will work individually or in pairs to research five more living and five more non-living things using iPads or computers. (different from the images provided by the teacher on the power point). The teacher will provide a grid template.

4. Critical Thinking Discussion: The importance of Plants

The teacher will introduce the discussion about the use of plants. The teacher will then engage the students by asking some questions to spark their interest and prompt responses, such as, what the world would be like without plants. Are they important to us? Why? Some children may also understand that plants are necessary to produce the oxygen we breathe for us to survive. They may be aware of the environmental risks caused by the destruction of rainforests (this question could be asked from extended students).

5. Exploring Food Plants: Observation and Discussion

To begin this activity, the teacher will present a slide show of images on the IWB of food plants (Appendix 11) like apple trees, cabbages, and carrots, prompting the students to identify as many as they can. Following this, the students will raise their hand and give their answers to the teacher as she creates a list on the IWB. Once the class have collaborated their answers on the board as a whole, the teacher will have either in a cardboard box or behind a screen a selection of fruits and vegetables. The teacher will describe some of the more common ones to the students, encouraging them to guess what the fruit or vegetable is. The teacher will then show the students a variety of the fruits and vegetables brought in, prompting them to describe them in detail using descriptive language.

Lastly, the teacher will lead a discussion about whether the vegetable or fruit is a root that grows underground, a plant that grows above ground, or a fruit that grows on a tree, and prompt the students to identify which part of the plant we eat, whether it's the root, the leaf, or the fruit.

The teacher will now engage the students by asking if they believe plants are important to animals as well. The teacher will prompt the students to consider animals that consume or depend on plants, such as cows, sheep, bees, and butterflies. Next, as a class, the students will collaborate to categorise the fruits and vegetables in various ways, such as by type (fruit or vegetable), by growing location (above or below ground), or by colour. The teacher will facilitate this activity and write some colour words on the IWB as a guide. Following this, the students will be asked to draw a fruit or vegetable for each colour in their books and label.

6. Investigating types of seeds from different fruits and vegetables

The students will conduct an experiment in which they will predict and observe the amount, shape, size, and colour of seeds from various types of vegetables and fruits. Working in groups of three, students with teacher assistance will cut open different fruits and vegetables to observe and collect the seeds. Students will then record their findings by either writing descriptions or drawing pictures of the seeds next to the corresponding fruit in their science workbooks. These activities will be documented in their science workbooks to allow teachers to use them for assessment purposes.

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