2016/17

Central Idea:

Plants sustain life on Earth and play a role in our lives.

Key Concepts: function, causation, responsibility

Related Concepts: interdependence, appreciation

Lines of Inquiry:

• Caring for plants

• Products we derive from plants

• Plants sustain life on Earth

Story # 1

What do we know about plants?

https://twitter.com/NISKinder2/status/838939364067434496

The students used the routine ‘Chalk Talk‘ to share their thinking, using pictures and words to express their ideas and knowledge. As this was a tuning-in activity, students shared their thoughts using a preferred language.

Oliver “We know there is a seed.”

Harris “The seed has a little hole in it. It grows and grows and grows.”

Oliver “And it becomes a big tree, and it’s starting to be a big plant.”

Harris “I have the tallest.”

Oliver “Well that’s a tree.”

Harris “No it’s a plant.”

Oliver “Maybe it’s a flower.”

Daniel “I’m drawing leaves that grow and grow and grow.”

Harris “So many are growing in America. It becomes right into the sea. It grows right from the seed. My tree is so awesome. So many plants can grow on it.”

Oliver “I know it needs many water.”

Salva “It needs water. It’s raining.”

Oliver “I have a lemon tree.”

Harris “I have drawn a big plant.”

Oliver “I will draw also some roots.”

Harris “I’m going to make roots too. Inside the tree there are dark things. The seed has to be covered. I circled it in because it is covered. Now you can’t see the seed. There is another seed beside my tree. And this is the desert.”

Daniel “Now you can’t see my seed because its inside.”

Oliver “OK. This is the seed and it has water.”

Oliver “Salva do you know why it needs water, because it will fall down.”

Harris “I have a desert.”

Oliver “You know when you get water for the plants, I like that. The baby seed grows up into a big plant.”

Daniel “You know why I draw rain. Only the leaves grow when it rains. The plant grows from the seed and it has a bigger flower and then we give it more water and it becomes a tree and then it becomes bigger. You need to give it more water.”

Daniel “That is the water.”

Daniel “Why are you doing that?”

Oliver “Because it is a sunny day.”

Harris “The sun does not have any eyes.”

Oliver “Then it cannot see when it is the morning time.”

Salva “This is a rainbow and then the water goes into the rainbow.”

Daniel “Do you know what happens when it is sunny and rainy? It becomes a rainbow! It is raining, that means it helps it grow for all of my plants.”

Oliver “I know all of this from plants.”

Carolyn “Plants needs lots of water.”

Vera “Sunny, I’m going to draw a sun. They need a sun. I’m drawing the sun because they need the sun.”

Gabby “You have to wait a lot for it to grow.”

Carolyn “This is the first one and then it grows and grows and I will draw that over here. This is a little baby one that has a baby flower. I have an idea. First the tiny one then the next and the next.”

Gabby “That is the flower and that is me and I am waiting so long for it to get bigger.

Carolyn “I can draw the trees.”

Vera “I know they are green.”

Carolyn “This is 1^st, 2^nd, 3^rd, 4^th and 5^th. When I am in the bus I see a lot of people spraying a lot of water from the truck.”

Vera “You know the Chinese people, don’t water them good. They splash too much water and then the flowers will die.”

Carolyn “So they need to put a little bit of water.”

Vera “No they need a lot of water but you have to do it carefully.”

Vera “There is green flowers.”

Carolyn “I am showing the weather.”

Gabby “You have to wait a lot. This is where you put the seed in. First you put the seed in then you water, then you wait.”

Hally “我在画一棵梨树，它需要阳光生长。” I am drawing a pear tree which needs sunshine to grow.”

Isabella “第一我需要挖个洞，第二在洞里放种子，第三浇水，第四需要阳光，第五施肥，第六让它自己生长。我还要画天空。我可以种一些蔬菜。我的画都变成一个大家庭了。” First I need to dig a hole, second putting seeds in the hole, third watering, forth sunshine, fifth fertilizer, sixth let it grow by itself. I need to draw the sky. I can plant some vegetables. My picture is becoming a home.

Emily “我要画一个嫩芽。我想种一些不一样的东西。 我想种一棵樱桃树。” I will draw a little sprout. I want to plant something different. I want to draw a cherry tree.

Ricky “樱桃树是长在地面上的，不是长在树上。西瓜和草莓也是长在地面上的。” Cherries grow on the ground, not on the tree. Watermelons and strawberries also grow from ground.

Emily “那我可以种一些西红柿。我需要给它浇水和一些阳光。” Then I can plant tomatoes. I need to water it and give it some sunshine.

Ricky “我就让我的植物自己生长。我也想种一棵梨树。” I will let mine grow by itself. I want to plant a pear tree as well.”

Amy “这是我的苹果树。我先挖一个洞－放种子－天上下雨了－种子发芽－章程了一棵树。” This is my apple tree. I dig a hole—put seeds—rains—sprout—tree.”

Lele “我在种一棵梅花树。 首先我播种，然后我浇水，它就会发芽，不久就会开花。随着时间推移，它会长成一棵小树，然后长成大树。” I am planting a plum blossom tree. Firstly, I put seeds, secondly I water it, then it will become a sprout and later on it becomes flower. As time pass on, it will grow into a small tree and become a big tree.

Amy “我在加一些大便在这儿，因为这可以给土地施肥，也可以帮助我的植物长得更好。” I am adding poo poo here, because this can fertilize the earth and can help my plants grow better [Everyone laughed].

Ricky “我需要太阳，但我不想画下来，因为我不想用黑色的笔画，所以我只画一个月亮。” I need the sun but I don’t want to draw it with black pen, so I’ll just draw a moon at night.

 

Minseong “개미는 식물일까?” Is ant a kind of plant?

ChanMin “아니야, 꽃이 식물이야.” No, flower is a plant.

Vivian “딸기농장 그릴까? 나 딸기농장 가 봤어. 나무같은거나 꽃은 다 식물인 거 맞지?” Should I draw a strawberry farm? I’ve been to a strawberry farm. Also, trees and flowers are all plants right?

Minseong “해바라기는 식물이야 나뭇잎도 식물이야. 나뭇잎 그렸다!” Sunflower is a plant. Leaves are also plants. I have drawn a leaf!

ChanMin “나도 해바라기 꽃 그릴래!” I also want to draw a sunflower!

Vivian “나 식물 많이 보러 갔어. 식물은 씨앗에서 자라지. 나무에서 잎이 떨어지고 있어!” I’ve been to many places to see plants. Plants grow form seeds. Leaves are falling out from tress!”

ChanMin “난 나뭇잎이 다 떨어진 겨울나무 그릴래. 난 엄청 큰 나무 그릴거야! 정글에는 식물이랑 꽃 엄청 많아.” I will draw a winter trees which their leaves have fallen out. I will draw a tall tree! There are lots of plants and flowers in jungle.”

Minseong “막대기(나뭇가지)도 그릴래, 나뭇잎에 붙어있잖아.” I want to draw a stick (braces), leaves are on the stick.

ChanMin “나는 나무만큼 큰 대왕꽃 그렸어!” I’ve drawn a huge king flower as big as a tree!

Minseong “정글에는 줄이 많이 달려있어.” There are many ropes in jungle.

Vivian “나는 핑크색 장미 봤어.” I have seen pink rose.

ChanMin “나 장미 그릴 수 있는데~” I can draw roses~

Minseong “나 꽃 그릴수 있는데. 꽃도 줄기에 달려있잖아.” I can also draw flowers. They are on top of stems.

Vivian “나무에서 자라는 걸 우리가 따서 먹는거야.” We are eating something that grows on the tree!

ChanMin “나 애기나무 그렸어! 애기나무 다 그리면 아빠나무 그릴래.” I’ve drawn a baby tree! I will draw a father tree after finishing drawing baby tree.

Minseong “나무에 있는 집 그릴까?” Should I draw a house on the tree?

ChanMin “나도 나무에 있는 것 봤어.” I’ve also seen one.

Minseong “나뭇잎이 날아다니고 있어.” There are leaves flying.

Story # 2

The students pulled out turnips from the garden. They enjoyed eating them but said that the turnips “tasted spicy.” We put one of the turnips into a jar. The students practiced their ‘scientific skills’ and shared their observations.

• Daniel “I see leaves and stems.”
• Minseong “I see the turnip.”
• Oliver “I see roots under water. The leaves are going to die. Some worms ate it.”
• Harris “I see leaves of different colours. Some leaves are getting old. The stems hold the leaves up. Some are going up, some going down.”
• Daniel “We need to wash it, or the germs will go into your mouths.”

They used markers and paper to record what they observed.

SLO’s

• draw simple drawings to express what they see/study

Story # 3

The students planted seeds in tubs. They labelled and watered the plants. Over the next few weeks they will record their observations. 

SLO’s

• develop an enthusiasm and respect for nature and Earth
• share their care and concern for Earth and its environment
• learn how to take care of things
• have an appreciation of own environment and all living things in it
• develop a sense of wonder and curiosity
• make observations about locations and patterns in their immediate environment as part of their primary geographical explorations

Story # 4

The students were given 4 different foods and asked “Which one does not belong?“

They explained why they had made their choice:

The onion because…

• “…it is purple, and it is a little bit broken.” Daniel
• “…the outside is purple.” Gabby
• “…it has more than one colour.” Hally
• “…the skin is dark and as you go inside it gets lighter.” Lele

The cucumber (zucchini) because…

• “…it is bigger than the others.” Amy
• “…it has an oval shape.” Harris
• “…it has a root coming from the top.” Emily

The orange because…

• “…it is orange colour.” Oliver
• “…it is dirty.” Salva 
• “…it is a fruit.” Carolyn
• “…you can eat it as you cut it.” Ricky

The bitter gourd because…

• “…it feels like a carpet and leaves.” Isabella
• “…the skin is wavy.” Vivian
• “…it is like a leaf, wiggling.” Minseong

Some students wanted to label the foods in their home language.

https://twitter.com/NISKinder2/status/841621425244983297

We discussed the different parts of fruits and vegetables. The students touched and smelt the cut food. We decided to leave some of the vegetables in water to see if they would grow. 

 

Story # 5

The students went outside to observe and draw the trees and plants around them. They observed and commented on the texture of the bark and the number of leaves, flowers, fruits the trees had.

https://twitter.com/NISKinder2/status/841870426687049728

SLO’s

• enthusiasm and respect for nature and Earth
• develop an inquiring mind
• make observations about locations and patterns in their immediate environment as part of their primary geographical explorations
• draw simple drawings to express what they see/study
• create original art

Story # 6

The students watched 3 short videos:

Plant Life Cycle

Parts of a Plant

Plant Adaptations

The students looked through topic related books to inquire more about ‘plants’. They wanted to know more about…

• Isabella “How do the flowers grow?”
• Oliver “How do plants make seeds?”
• Amy “How do roots have water?”
• Daniel “How do plants grow so fast?”
• Salva “How do roots work?”

Some students wanted to know more about plants that eat insects!

SLO’s

• ask simple questions
• draw simple drawings to express what they see/study
• use inquiry to acquire information
• interpret and analyse visuals and multimedia to gain understanding
• communicate information using pictures and simple posters

During playtime some students noticed roots in the sandpit. They wondered which plant it belonged to.

https://twitter.com/NISKinder2/status/842254514694447104

Story # 6

The students planted their own ‘mung beans’. Over the next few weeks they will watch it grow and record their observations on their plant journals.

https://twitter.com/NISKinder2/status/844040405465284608

Story # 7

Students reflected on the question “What would happen if there were no plants?” and drew pictures to share their thinking.

Story # 8

The students planted potatoes, beans and a variety of seeds before the holidays. They were surprised to see how much they had grown!

Story # 9

One student planted some bean seeds at home before the holidays. He brought his plant in to show and share his experience.

https://twitter.com/NISKinder2/status/851656641753645056

We wondered if our plant at school had grown taller than the plant grown at home.

https://twitter.com/NISKinder2/status/851669062274883584

The students decided that they can use a strip of paper to measure the length of the plant. Can we use a ruler?

Story # 10

The students went on a field trip to the plant market to purchase a plant that they would care for. They observed the variety of plants and spent RMB 10 to buy a plant of their choice. On their return, the students drew and wrote about their experiences at the plant market. They explained how they used their money to purchase the plant(s).

SLO’s

• Model spending money / trading in role play
• Solve problems involving addition and subtraction of single digit numbers using manipulatives, models and informal written strategies
• Record addition and subtraction sentences using the appropriate signs
• write a sentence that begins with a capital letter and ends with a full stop
• plan/write/draw stories based on experiences

Story # 11

The students have been exploring measurement in the classroom. They were amazed at how long our bean plants have grown and were wondering how we can measure them. One student suggested a measuring tape made out of paper. The students used the measuring tapes to check the height/length of their plants and vines.

https://twitter.com/NISKinder2/status/854151454495395840

https://twitter.com/NISKinder2/status/854151328607502336

SLO’s

• Select appropriate non-standard units of measurement to estimate, measure and record length, mass, capacity
• Identify, compare and describe attributes of real objects and situations e.g height, length
• Order objects according to their attributes
• Represent the results of measurement with drawings and concrete materials

Story # 12

The students drew pictures of the food they like to eat and different items in the classroom. We sorted the pictures out into different categories. Products that come from parts of plants were placed in one group, items that came from other materials in a second and the third group had items that came from plants and other places (materials).

• Chair: Made out of wood.
• Truck: It Is not made out of metal.

• Strawberry: It’s a fruit.
• Apple: It’s a fruit.
• Banana: It’s a fruit.

• Chocolate: It comes from coco seeds. It’s part of a plant.
• Folder: It’s from paper.
• Book: Paper. Harris “Paper is made out of bamboo.” Daniel “The stem.”
• Rice: “Rice trees.” Vera “Little plants, many rows of rice. It’s the seeds. Oliver “Some rice is in water.”

• Scissors: It’s metal.
• Sweeties: Carolyn “The wrapper is made out of paper. It comes from plants.” Hally “It’s made out of fruits.” Vera “It’s made out of sugar.” Isabella “No, it’s made out of flowers.” Carolyn “You put something in honey and make sugar.”
• Cake: Isabella “The flour comes from flour seeds.”

• Cushion: Vera “There is fluffy balls inside.” Carolyn “It comes from sheep. It’s sheep fur to keep you warm.” Vivian “It’s made out of the tree.” Carolyn “Cloth.” Hally “It has cotton inside.”
• Wooden car: Vera “Made from the stems of trees.”

• Pencil: Isabella “Made from wood. The stem of trees.”
• Ice-cream: Gabby “It’s made out of a lot of sugar.”
• Meat. Fish: Don’t come from plants.
• Whiteboard: It’s made out of metal.
• Mango. A fruit.
• Dumplings: The inside is meat and fruit. The outside is made out of plants. It has to go in the middle.
• Cotton: Isabella “The cotton is from a cotton flower.”
• Pizza: You need flour, tomato. It belongs in the middle.
• Gum: Hally “It’s made out of sugar and it comes from plants.”

• Blocks: Vivian “It’s made out of trees.”
• Hotdogs: It has a sausage in the middle. It is made out of meat.
• Laminating paper: It Is made out of plastic.
• Cookies: Some cookies are made out of nuts, which come from plants. Carolyn “Flour is made out of seeds.” Vera “It’s made out of a part of plants and not plants so it goes in the middle.”

Story # 13

The students went out to the garden plot to plant lettuce, tomatoes and potatoes.

First they prepared the earth.

Then they planted the tomato plants in rows.

Next they planted the lettuce seeds and watered the garden. 

The students will tend to their garden plot and are eager to watch their little plants grow.

SLO’s

• develop an enthusiasm and respect for nature and Earth
• learn how to take care of things
• have an appreciation of own environment and all living things in it

Story # 14

Making Paper

The students have been inquiring into plants, exploring how to care for plants, the products we derive from plants and how plants sustain life on Earth. One student wanted to know how paper was made. They watched videos to see how elephant dung is used to make paper.

The students in Grade 2 have been looking for ways to recycle and they offered to show the students in K2 how to make paper.

They brought in their supplies and buddied up with the students to help them make paper.

https://twitter.com/NISKinder2/status/863960867594936321

SLO’s

• develop an enthusiasm and respect for nature and Earth
• learn how to take care of things
• have an appreciation of own environment and all living things in it
• develop an inquiring mind