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indigenous
plants
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lesson plan |
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Lesson
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Student
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Content
Knowledge
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Assessment
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Resources
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SACSA Links |
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Key
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Essential
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1
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A.
Opening activity. What do I already know about indigenous plants? B. Go on school nature walk, allow time for children to smell, touch, feel and observe plants and surroundings. Children post ideas on ideas board. C. What do I want to know about Indigenous plants? Children record their ideas in their science books.
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Examine prior knowledge |
Discuss
and record what you know. Record
what you observed. |
Pencils,
science books, magnifying glass, butcher paper for
ideas board, post its |
KC1 KC2 |
Communication Thinking
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Lesson
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Student
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Content
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Assessment
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SACSA Links |
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Key
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2
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Introduce
investigative questioning. Model what an investigative question looks
like. [See teacher notes] Give children some time to formulate questions
and discuss their ideas in small groups and to record questions on butcher
paper. Model
bush science proforma. Teacher
conducts a parallel sequence of investigations to children's own investigation
to allow all children access to basic knowledge about plants. |
Through
Aboriginal studies program children will have a knowledge and understanding
of traditional lifestyles and the environment Link
into dreaming stories that explain the role of learning about the environment
through this method.
[See Kaurna Dreaming story Pootpobberrie.] Collect
materials for children's investigation. |
Discuss
and record a variety of questions. Design
a question for investigation on their "Bush Science" proforma. |
Questioning
cube to help generate questions Bush
science proforma |
KC2 KC3 KC6 |
Thinking
Communication Futures |
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Lesson
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SACSA Links |
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3
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Introduce what an indigenous plant is by investigating and comparing an indigenous tree. |
Children understand what a tree is and that there are non-indigenous varieties. |
Discuss what you found out. What did you notice? What are the features of an indigenous plant? |
Indigenous tree proforma Botanical reference book, magnifying glass, pencils, paper etc |
Thinking Communication
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Lesson
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Content
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SACSA Links |
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Key
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4
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In
leaves questioning game students'
observe collect and clarify information by using questions. Refer
to Looking at indigenous leaves teaching notes Collect a variety of indigenous leaves of various shapes and sizes Observe features and record From their descriptions ask children to develop a question about leaves. See teacher notes and Observe and question lesson proforma.
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Examine prior knowledge. Provide children with language to describe features of a leaf. [Refer to teacher notes] Understanding what a question is.
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Can you form an investigative question during your talk. What are the labels given to the different parts of an indigenous plant? How can we group these leaves?
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Indigenous leaves Questioning proforma Classification of leaf type proforma.
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KC1 KC2 KC3 |
Interdependence Thinking
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Lesson
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Student
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Content
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SACSA Links |
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Key
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Essential
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5
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Children are asked to brainstorm different ways plants can be used. Start with suggesting clothing. Children record their categorising labels on butcher paper and report back to the group. Introduce children to eucalyptus leaf, yucca leaf and Spearlilly leaf allow children to brainstorm the different ways they could be used record ideas under earlier headings on butcher paper [refer to Aboriginal use trail. Upper primary]. Collect these plants or similar for children to observe structure and features. Children are given lesson proforma "Aboriginal use of Indigenous plants"and are asked to classify.
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Provide the following language for categorising clothing, shelter, tools, carrying tools, music and art Excursion to Botanical Gardens or Morialta. Contact Adelaide Botanic Garden Education Service or Taoundi Cultural College
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Can you suggest ways these plants may have been used by indigenous people. Can you sort all these things that have been made by indigenous people into the different ways Indigenous people used them in traditional times.
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Butcher paper Textas Indigenous plant use proforma Collect three different leaf types showing how structure affects function.
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KC4 KC1 KC6 KC7 |
Identity Thinking Communication
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Lesson
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Student
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6
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Children investigate if an Indigenous plant loses as much water as a non Indigenous plant. Select a geranium plant cutting and an Indigenous plant cutting that have been well watered. Place clear plastic bag over 2 branches in separate bags so that the leaves are enclosed by the bag. Tie end of bag tightly around the stem. Place a similar bag near the other 2 bags. Tie the end of the third bag which will act as a control. Students observe what forms inside the bag over the next hour or so. Discuss results and get students to suggest explanations.
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An awareness of Indigenous plants basic features. |
Discussion and recording of findings. Written explanations with labelled diagrams. |
Geranium plant cuttings Local indigenous plant cuttings Clear plastic bags Ties Books, pencils etc
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KC1 KC2 KC6 KC7 |
T C |
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SACSA Links |
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7
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Children
go on a walk either around the school or the local environment. Look for
different types of "gumnuts"
fruit on the tree or on the ground. While they are observing they will record
their findings on the `Fruits and Flowers` activity sheet.
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Investigate prior knowledge |
Recording information Completion of `Fruits and Flowers' activity sheet |
Small plastic containers to collect examples `Fruits and Flowers` proforma |
KC1 KC2 |
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Lesson
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Student
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Content
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SACSA Links |
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8
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Children conduct an experiment which will help them recognise the two major differences between an Indigenous root system (branching root system) and a tap root system. Use a container of damp soil or potting mix to grow both examples of plants. Ideally, growing the cutting between 2 sheets of perspex or glass would best suit, or if not plastic tubs. Children water and observe the 2 different plant cuttings. After a 3-4 week period, observe root system through clear containe, or remove plant to observe Children record findings in observational journal / science book.
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Recording of experiment Presents features of plant through labelled diagram Discuss findings Students record their understanding of the relationship between the features of an indigenous plant root system and a non indigenous plant root system Explain how indigenous plants are dependent and adapt to their environment |
Provide visual example of both root systems (see teacher notes) Vertical container of perspex or glass Plastic tubs or soft drink bottles cut in the middle Potting mix Seedlings
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KC1 KC3+ |
C T In |
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