1. CD: Culturally Diverse/ relevant and accessible materials HL: Home Language used PK: Activating Prior Knowledge VS: Visual Support – multi media, artefacts, pictures, puppets, checklists R: Repetition of language items or processes
S+L: Speaking and Listening activities V: Topic specific Vocabulary identified and taught – word banks, checklists, picture prompts, home language TM/ PM: Teacher or Peer Modelling GO: Graphic Organiser – key visual to organise
information SR/ SW /ST: Scaffolding Reading, Writing, Thinking - sequencing, visualising questions, oral rehearsal, whiteboard rehearsal, writing frames, thinking aloud OQ: Open Questioning DDQ: Directed Differentiated
Questioning CA: Collaborative Activity PW: Paired Work MAG: Mixed Ability Group AR: Adult Roles clearly defined D: Drama – role play, hot seating, freeze frame, mime, puppets TP: Talk Partners WW: Work put on Working Wall
Subject: Science The Circle of Life
Year Group: 5G
Week beginning: 08.02.15
Lessons 1 1x 40 minutes Resources
Concept cartoon
Labels
Science books
Value of plants info
Key Vocabulary
medicines, shelter, habitats,
clothing, fuel, paper, oxygen,
furniture, food for other
animals.
Starter:
Show Plants
concept cartoon
and ask class to
discuss the
thoughts on it.
VCOP: Scientific
vocabulary
Additional Adult
Support: (Specify
who they are
supporting)
None
LO: Why are plants important?
Success Criteria:
Be able to say what plants are
used for.
Be able to say what relies on
plants.
Introduction:
On the board put labels with:
chicken, cottons socks, wooden
table, plastic ruler, woollen
jumper, string. Ask students to
decide what links them. (All
made with plant materials).
Display value of plants info and
talk through it.
Differentiated Activities to include EAL, SEN and G&T
Ask students to imagine a life without plants; there
wouldn’t be one! Why is that? Why are plants useful?
Refer back to the concept cartoon and share thoughts.
Make a list of the uses for plants in Science books.
Numbered Heads Together to check progress.
In mixed ability pairs draw a life cycle which includes the
consumption, or use of plants, e.g. bread, animals or
insects, (Give a different one to each pair/small group).
TTYP about what would happen if the plant was taken
out of the lifecycle.
Present to the class their findings.
AfL Strategies:
TPS
Observation
Questioning
Numbered Heads Together
Plenary
TPS their way through a
typical day, wake up –
bed sheets (cotton)
wool quilt (indirectly
from plants – sheep eat
grass!), breakfast –
orange juice, cereal,
toast (all plant based),
and so on.
Evaluation:
1

2. CD: Culturally Diverse/ relevant and accessible materials HL: Home Language used PK: Activating Prior Knowledge VS: Visual Support – multi media, artefacts, pictures, puppets, checklists R: Repetition of language items or processes
S+L: Speaking and Listening activities V: Topic specific Vocabulary identified and taught – word banks, checklists, picture prompts, home language TM/ PM: Teacher or Peer Modelling GO: Graphic Organiser – key visual to organise
information SR/ SW /ST: Scaffolding Reading, Writing, Thinking - sequencing, visualising questions, oral rehearsal, whiteboard rehearsal, writing frames, thinking aloud OQ: Open Questioning DDQ: Directed Differentiated
Questioning CA: Collaborative Activity PW: Paired Work MAG: Mixed Ability Group AR: Adult Roles clearly defined D: Drama – role play, hot seating, freeze frame, mime, puppets TP: Talk Partners WW: Work put on Working Wall
Subject: Science The Circle of Life
Year Group: 5G
Week beginning: 08.02.15
Lesson 2 and 3- 2 x 40 minutes Resources
Photos showing effects
of no plants
Leaflet examples
Leaflet template
Key Vocabulary
Recycle, life cycle,
interdependence
Starter:
Show photos of the
effects on the
environment when
plants are taken
from it, e.g.
deforestation and
famine. TPS the
impact. Explain
‘interdependence’.
VCOP: Scientific
vocabulary
Additional Adult
Support: (Specify
who they are
supporting)
None
LO: Why are plants important?
Success Criteria:
Use a leaflet format
Explain the importance the role
of plants play in different
circumstances.
Explain why recycling can help
preserve plants.
Introduction:
Reflect back to the question:
Imagine a life without plants.
What could we do to preserve
plants? (Reduce, Reuse,
Recycle)
Differentiated Activities to include EAL, SEN and G&T
Create a leaflet explaining the importance of plants in
life cycles and the importance of recycling to reduce the
cultivation of trees.
Model leaflet examples.
Differentiated output
LA and SEN to be given a leaflet template.
AfL Strategies:
TPS
Observation
Output
Two stars and a wish
Thumbs
Plenary
Present leaflets to the
class. Class evaluate
with 2 stars and a wish
Evaluation:
2