Reinforce the students’ knowledge and understanding that animals (including humans) and plants are living things. Ask the students:
How do humans look different over time?
What are the names of some of the stages of growth that humans go through? (baby, toddler, child, teenager, adult)
Encourage the students to ‘Think, Pair, Share’ their ideas and responses to these questions. Record their thoughts in a thinking cloud on the board.
As a class, discuss whether any of these concepts of change apply to how plants grow and change.
Arrange the students into small groups. Provide each group with a set of cards from the Seedlings Vocabulary Sorting Activity. Provide instructions for the silent card shuffle and answer any questions the students may have.
Monitor and support the students as they complete the sorting activity in their groups. As the students are matching the pictures to their definitions, encourage them to justify their decisions.
As a class, discuss the results of the sorting activity. Ensure that alternate solutions are explored and that any misconceptions are addressed.
Ask the students to identify who might use this type of scientific vocabulary e.g. scientists, gardeners. Make clear the connection between science and people’s daily lives.
When arranging groups for the sorting activity, group more capable students with less confident students so that they may act as peer tutors.
Allow less confident students to be supported by more capable peers during the sorting activity.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities