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This topic explores plants and growing things, looking at plant cycles and food chains, investigating the history of different plant-based products and the global context of different foods. Children also use plants in creating artistic and musical projects.
Each Topic is written for a particular Key Stage. If you use a Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.
This Topic was written for the old National Curriculum of England. We have left it on the website so that teachers unconstrained by the new National Curriculum can continue to access this material. Teachers in England would have to adapt this Topic to the new curriculum or use some of the new Topics available on the website.
Please note, we will be removing Global Gardens from the website in December 2017. If you think you might want to continue using this Topic after that date, please download and save it now.
Children listen to and explore a piece of challenging classic poetry. They discuss what the poem is about and how the whole poem makes them feel. They then paint a picture of a tree which reflects the feelings generated by the poem.
Children read and recite a repetitive poem, linked to the Trees theme begun previously and learning some parts. They explore the rhymes, in particular looking at different sounds in the poem, and then write their own versions.
Children look at Venus Fly Traps and investigate the concept of carnivorous plants. They listen to the story of a fly narrowly escaping a Venus Fly Trap and then begin to plan their own story about this type of plant.
Children continue the work on Venus Fly Traps started in session 2. They use their story-plans and write their own story, using appropriate story language and correct punctuation and spelling.
Children study and discuss the various minibeasts to be found in the locality. They identify and categorise each one, looking at insects, spiders, worms and so on. They then choose one for a close observation drawing.
Children prepare for a field trip to a garden in which some time will be spent looking for minibeasts. Children prepare and draw out a minibeast recording sheet to use on their trip.
Children go on the field trip and look for minibeasts. They use their tick-sheet, prepared previously, and record any minibeasts or traces of these that they find.
Children report back on the findings of their field trip in which minibeasts were searched for and recorded. They identify all those spotted and then categorise these under different headings.
Children use book Global Gardens looking at the plant cycle demonstrated there. They discuss what this consists of and mark the stages in the life of a plant. They then make a conjoined circle model of the plant cycle.
Children discuss what plants require in order to grow and flourish. They list the things plants need and design an experiment to discover what happens if light or water warmth are absent from a plant’s environment.
Children discuss their plant experiment and then read a poem about just such a piece of scientific enquiry. They discuss some of the issues raised by experimenting. They then write their own version of the poem.
Children look at how seeds can germinate and turn into growing plants. They study conkers and discuss how these are seeds. They plant the conker in a plastic bottle, using wet kitchen paper. They then observe the conker germinating.
Children study different fruits, the trees and bushes they come from and then they look at their seeds. They identify the seeds of different fruits. Finally they plan and create a collage picture of different seeds.
Children recap on what cress seeds will require in order to grow into healthy plants. They then design a cress ‘picture’ and use paints or felt-tips to create their picture, finally sowing the seeds in the appropriate place.
Using Global Gardens, children investigate the concept of a food chain. They study how this is represented by pulling the tab in the book, and then they design and make their own animated food chain, using tabs.
Children relate the concept of a food chain to bread. They then look at and identify different types of bread. They discuss the importance of bread as a staple of diets across the world and locate different breads on a world map.
Children explore the different plants which grow to make different types of bread. They learn how wheat is ground to make flour, and attempt to crush and grind some corn seeds to make their own flour. They also investigate popcorn.
Children investigate how bread is made. They discuss how flour and yeast change when heat is applied. They make dough, knead it and make their own bread. They bake this and finally eat it!
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