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ACMMG090
Prior to the Cranbourne Royal Botanical Garden field trip. Students complete a mapping activity. They create a map of the school and then hide an object somewhere. A partner finds the object in the school using the map.
Students then have a look at the Cranbourne Royal Botanical Garden map.
ACHHK077
Guest speaker: A talk about the Aboriginal people way of life and their knowledge of land management practices and knowledge of the environment.
“...partnerships between communities and schools have the potential for achieving more transformative change, through more authentic and transformative learning experiences in, about, and for the local environment (Flowers & Chodkiewicz, 2009, p. 71).
- “Students develop awareness and understanding of the effects of people's interactions with their environment and the ways in which these affect their lives” VCAA, 2013, para. 2)
- Students discuss the concept of sustainability and the environment – what it means. Students walk around the school and make a list of sustainable practices they see.
Field trip to the Royal Botanical Garden.
Students investigate different plants in different climates. Students will also put into practice their knowledge of maps by using the map to find their way around.
ACSSU072
45mins: Students investigate the life cycle of a plant and describe the stages of the life cycle.
Students.
45mins: Students venture out into the Stephanie Alexander garden and identify the different plants and what stage they are at in the life cycle.
Students examine a seedling and then plant it in a plastic cup to grow their own plant. (Kept outside)
“...it helps students understand our environment and related issues of sustainable development” (Beames, Higgins & Nicol, 2012, p. 1).
Cooke (2010) emphasises that “many studies conducted in recent years have demonstrated that engagement with interesting and diverse natural environments in early childhood and school settings is good for young children’s physical, social, emotional, mental and spiritual health and development”(p. 258).
- Kingswood Primary School, Dingley Village.
- 600 students. 50% living outside of the local area.
- Grade 3/4 students
- Multicultural classroom with 27 students
- Different religious backgrounds and at different stages in their learning.
ACMMG084
Students begin to measure the growth rate of their plant. They need to determine the best way to measure their plant
ACELA1490
Text study: Students identify the language use and layout of an information report. Students analyse one example of an information report about life cycle of a plant and complete a comprehension task.
- Requirment of AusVELS: by the end of level 4 AusVELS students can explain the “stages in the life cycle of a plant or animal” (The Victorian Curriculum and Assessment Authority (VCAA), 2013, para. 1).
- Incorporates the MEC themes of movement, environment and community which enriches the topic further and provides opportunities for authentic and transformative learning.
ACELY1694
Students create their own report on the life cycle of a plant.
Need to show research skills and present their information in a report style of writing.
ACMSP096
Students to determine which, is the best
way to represent their data on their plant growth.
ACELY1698
Students to present their information report and their plant data to their peers. They will receive feedback from their peers.
- “...students create a movement sequence based on ideas and feelings” (VCAA, 2013, para. 4).
- Students observe how a plant moves in the environment. They use their bodies to copy the movement.
Through movement students use their bodies to show the stages of plant life cycle.
“...movement is a powerful form of exercie in which the body is strengthened and made fit” (Koster, 2012, p. 325).