Lesson Plan 2 -Life cycles
Age: 3-5 years
Location: It is preferred that this activity occurs outdoors amongst a natural outdoor environment, however it can be done as an indoor activity also.
Lesson duration: 30- 45 minutes.
Number of children: Group 4-8 children.
Rationale: This lesson is designed to introduce children to the outdoor world and the naturally occurring life cycles at play. This activity can be used as an introduction to life cycles in itself or it can follow on from previous life cycle themed lessons. Through dramatic play children can share their knowledge, expand their understanding and make sense of their world.
Objectives: Teach children about living things, such as plants, growth and life cycles. Encourage children to explore the natural world and develop an appreciation for it and environmental concerns through acting out roles, sharing views, problem-solving and caring about the problems of others.
Lesson:
Introduction:
Begin by asking the children to assume roles of what they might find in a garden, such as plants, trees, and animals etc. Ask children to describe what they are representing in a few words, for example, small, red ladybird. The children should then become the feature they are representing by acting out the actions of that plant or animal.
Main Component of Lesson:
Once the "garden" is created the teacher will take the role as "gardener" (acting out a gardeners tasks). The "gardener" can then walk through the garden describing the scene in order to create an image of the garden in children's minds. The "gardener" will then ask the children to describe themselves in their roles during different seasons for the year, such as how the garden will look and what plants and animals do during spring, summer, autumn and winter.
A discussion should then ensue of the transitions of nature through different seasons and all the changes that occur. This is where the concept of the life cycles of plants and animals should be discussed. For example questions that could spark discussion could include:
The children could then enact these changes, for example one child is a tree and another could be the falling leaves.
Conclusion:
To finish this drama off, the children can recreate the original garden and the gardener can walk around saying how pleasing it has been to have learned so much about the garden and how things change and grow. This is the time for any points that need clarification to be further discussed or for questions to be asked in order for key points to be reinforced.
Key events:
Resources:
A space indoors or outdoors
Assessment:
Assessment should take the form of observation of what is seen and heard during the drama. Assessment questions include the following:
Extension Activity:
A science project could be done as an extension of this activity. For example children could create charts to illustrate the life cycles of plants, animals, insects or fruit trees. Pairs could cover different life forms. Supervised and guided web based research may be necessary for this activity.
Links to framework: (VEYLDF 2009).
Outcome 1: Identity- Openly express feelings and ideas in their interactions with others. Express a wide range of emotions, thoughts and views constructively.
Outcome 2: Community- Demonstrate an increasing knowledge of and respect for natural environments. Explore, infer, predict and hypothesise in order to develop an increased understanding of the interdependence between land, people, plants and animals. Show growing appreciation and care for natural environments. Explore relationships with other living and non-living things and observe, notice and respond to change.
Outcome 3: Children have a strong sense of wellbeing- Use of sensory capabilities and dispositions with increasing integration, skill and purpose to explore and respond to the world around.
Outcome 4: Children are confident and involved learners- Use play to investigate, imagine and explore ideas.
Outcome 5: Children are effective communicators- Use language and representations from drama play to share and project meaning.
Age: 3-5 years
Location: It is preferred that this activity occurs outdoors amongst a natural outdoor environment, however it can be done as an indoor activity also.
Lesson duration: 30- 45 minutes.
Number of children: Group 4-8 children.
Rationale: This lesson is designed to introduce children to the outdoor world and the naturally occurring life cycles at play. This activity can be used as an introduction to life cycles in itself or it can follow on from previous life cycle themed lessons. Through dramatic play children can share their knowledge, expand their understanding and make sense of their world.
Objectives: Teach children about living things, such as plants, growth and life cycles. Encourage children to explore the natural world and develop an appreciation for it and environmental concerns through acting out roles, sharing views, problem-solving and caring about the problems of others.
Lesson:
Introduction:
Begin by asking the children to assume roles of what they might find in a garden, such as plants, trees, and animals etc. Ask children to describe what they are representing in a few words, for example, small, red ladybird. The children should then become the feature they are representing by acting out the actions of that plant or animal.
Main Component of Lesson:
Once the "garden" is created the teacher will take the role as "gardener" (acting out a gardeners tasks). The "gardener" can then walk through the garden describing the scene in order to create an image of the garden in children's minds. The "gardener" will then ask the children to describe themselves in their roles during different seasons for the year, such as how the garden will look and what plants and animals do during spring, summer, autumn and winter.
A discussion should then ensue of the transitions of nature through different seasons and all the changes that occur. This is where the concept of the life cycles of plants and animals should be discussed. For example questions that could spark discussion could include:
- Where do all the insects go during the cold winter months, why have they left the garden?
- What do the leaves on the trees look like during summer and how do they change as winter approaches?
- Where do baby animals and insects come from (e.g.. a caterpillar, cocoon and resulting butterfly) ?
The children could then enact these changes, for example one child is a tree and another could be the falling leaves.
Conclusion:
To finish this drama off, the children can recreate the original garden and the gardener can walk around saying how pleasing it has been to have learned so much about the garden and how things change and grow. This is the time for any points that need clarification to be further discussed or for questions to be asked in order for key points to be reinforced.
Key events:
- Garden is created.
- Life cycles are introduced through the concept of changing seasons.
- Concluding discussion is offered to reinforce key concepts learned.
Resources:
A space indoors or outdoors
Assessment:
Assessment should take the form of observation of what is seen and heard during the drama. Assessment questions include the following:
- Who does/does not participate (to be tracked over time) ?
- Does the child take on characteristics and actions related to their role?
- Can the child use imagination in pretend scenarios?
- Uses language in creating and sustaining the plot?
- Shares ideas and contributes to themes?
Extension Activity:
A science project could be done as an extension of this activity. For example children could create charts to illustrate the life cycles of plants, animals, insects or fruit trees. Pairs could cover different life forms. Supervised and guided web based research may be necessary for this activity.
Links to framework: (VEYLDF 2009).
Outcome 1: Identity- Openly express feelings and ideas in their interactions with others. Express a wide range of emotions, thoughts and views constructively.
Outcome 2: Community- Demonstrate an increasing knowledge of and respect for natural environments. Explore, infer, predict and hypothesise in order to develop an increased understanding of the interdependence between land, people, plants and animals. Show growing appreciation and care for natural environments. Explore relationships with other living and non-living things and observe, notice and respond to change.
Outcome 3: Children have a strong sense of wellbeing- Use of sensory capabilities and dispositions with increasing integration, skill and purpose to explore and respond to the world around.
Outcome 4: Children are confident and involved learners- Use play to investigate, imagine and explore ideas.
Outcome 5: Children are effective communicators- Use language and representations from drama play to share and project meaning.