Student Name: Hamish McCartney

Lesson Plan No: 1

School: Eaglehawk North Primary School.
Date: 31/10/16
Discipline/Interdisciplinary area: Science.
Class size: 20 students.
TOPIC: Australian 4 Seasons Jack and the beanstalk.
Duration: 60 Min.
Aim: Understanding why plants grow and flower in spring through visual and
practical application.
Objective(s):
-Students gain a very simple understanding on what plants need to survive.
-Allow students to set up a lima bean scenario through understanding a
plants requirement for life.
-Link past lessons surrounding seasons and specifically spring to what plants
need for life.
Prior Knowledge:
-None that is known find out through inquiry and questioning regarding what
plants need, how it relates to seasons etc.
Use of ICT:
Resources:
-Sunshine online (big book): Jack and the
IWB
beanstalk.
Lima Beans
-iPads.
Plastic cups
Cotton balls
Curriculum Links:
-Living things have basic needs, including food and water (ACSSU002)
-Daily and seasonal changes in our environment affect everyday life (ACSSU004)
-Share observations and ideas (ACSIS012)
-Science involves observing, asking questions about, and describing changes in, objects
and events (ACSHE013)
Duration

Learning
Activity

Teaching Agenda

Learning
outcomes/assessment

15 Min.

Jack and
the
beanstalk
book.

-Read Jack the beanstalk book from

IWB (Use Reading Eggs).
-Question the book before reading it.
Who is in it? Where are they? Why?
What are they doing?
-Investigation whilst reading:
How do you think Jacks beanstalk
grew?
How does a normal beanstalk grow?

-Incorporating literacy
into the activity.
-Used as an introduction.
-Use that weeks reading
strategy (Questioning
Owl).

10 Min.

Discussion:
Spring. How
do things
grow?

-From previous lessons students know

that spring is a time of both hot and
cold, a transition period.
-The students associate spring with
flowers coming out.
-Do you think that Jacks beanstalk
could have come up in spring?
-Start drawing links between plants
needing sun and water and
Springtime.

-Revise on what happens

in the month of Spring.
-Begin to understand how
plants and flowers grow
through sunlight, rain,
soil, and air.
-Look for students that
have understanding and
break it down for
students who are looking

10 Min.

20 Min.

Introductio
n to bean
experiment
.

DIY
beanstalk &
fruit time.

-Draw a picture on the board with

annotations. Include sunlight, water,
soil, roots etc.

blank.
-Ask students who dont
seem as knowledgeable
about elements after
explaining information.

-Show a detailed demonstration of

what the students need to do.
-Each pair needs to have a cup in
which they will write both partners
names.
-Next each student will get a small
handful of cotton balls to dampen (by
dunking) in a small container.
-They will then get 3-5 lima beans to
nestle in their cup.
-After that they will find a space in
the room near a window to place
their beanstalk.

-Allow the students to

see what is required
through modeling and in
what order they should
do things.

DIY Lima Bean Cups.

-Hand out cups to students to write
names on.
-Put a couple of handfuls of cotton
balls on each table.
-Give each pair 3-5 lima beans.
-Have bowls of water on each table.

iPads and Morning water.

-Once students are finished have the
pair get a photo taken with their lima
bean. That iPad (jot down the
number) will be the one that they
track their progress on.
-Inform students that every morning
they have to come in and spray their
lima bean whilst also taken a photo
on THEIR pairs iPad to track progress
-There will be a check in sheet to
tick off when tasks are completed.

-Students get hands on

practical experience
relating to how plants
grow.
-Students begin to think
about what will happen
to their beanstalk.
-Assess how partners are
working together.
-Students become aware
of what is expected of
them in the mornings re
watering and iPad
photos.
-Sets up daily inquiry and
observation (linking to
curriculum areas).

Self Evaluation:
-Jack and the beanstalk provided a great hook for the students. They seemed very
engaged in the story and constantly had hands up as they inquired and asked questions
about elements of the story. Due to time I didnt get to answer as many inquiries as I

would have liked to.

-Link to flowers growing in spring and when a beanstalk might grow went well. Students
were engaged and very eager to answer. Had to stop at points in the lesson and remind
students not to call out or jump up and shout, this was effective and it didnt happen
after that.
-When writing points on the board regarding elements of spring and what plants need I
could have initially organised the information better, had to rub out some points to
rearrange the board. This caused a little disruption amongst the students.
-Lima bean introduction was good and the students made great links between what their
lima beans would need and the previously talked about points.
-The way I set up the lima bean planting worked well and the students worked really well
in their pairs, which was pleasing.