Summary

This lesson shows pupils the stages of growth in the life cycle of both plants and animals (including humans). The first activity page teaches the parts of a common flowering plant by dragging labels into place. This leads on to an activity where pictures of stages of the life cycle of a flowering plant are identified by dragging them into place on the cycle. On the next page, the diagram is given and the activity is to drag labels for parts of the life cycle or growth process onto the relevant sections of the diagram. Further pages link the pupils' knowledge to life cycles of a frog and a human being. Each page can be annotated on an interactive whiteboard, and teachers should add labels appropriate for the class.

Suitable for

Year 5

Using a non-interactive whiteboard

Items can be dragged using the normal computer mouse (or remote mouse if the projector is equipped with one). Annotations can be made if the projector is displayed on a standard whiteboard using a pen that can be wiped off when the next screen is displayed.

Prior learning required

This lesson builds on unit 2A "Health and growth" and unit 3B "Helping plants grow well" of the QCA scheme of work and links with unit 4A "Moving and growing" and PSE.

Aims and objectives

Most pupils should be able to name the parts of a flowering plant and be able to discuss how the processes of germination, pollination and seed dispersal fit into the life cycle of a plant. They will be able to recognise the stages in the growth and development of human beings and will have an opportunity to relate these to those of plants and other animals.

Timings

Approximately five minutes should be spent on the parts of a flower, with a further five to 10 minutes being spent on the two screens relating to the life cycle of a flower. Another five minutes can then be spent on the life cycles of a frog and a human, with extra time as needed for discussion appropriate to the class.

Suggestions for group activities

Groups could follow up this activity by completing parts of a flower or life cycle of a flower on paper. Pupils could make notes about the similarities between each of the life cycles.

Suggestions for differentiation

More able pupils could explain how to carry out a fair test into the conditions needed for germination, with the most able explaining why it would be necessary to use a number of seeds in any test. Less able pupils should concentrate primarily on the plant life cycle, or the plant and human life cycles, omitting the frog.

Further activities

Groups of pupils could use the internet to explore sites to find out more information about life cycles (for example that of a butterfly) and relate it to those already considered.

Curriculum links

Science

Scientific inquiry - Investigative skills

3.11 make comparisons and identify and describe trends or patterns in data

Life processes and living things - Life processes

1.1 that there are life processes common to animals, including humans
1.2 that there are life processes common to plants

Life processes and living things - Humans and other animals

2.9 the main stages of the human life cycle

Life processes and living things - Green plants as organisms

3.4 the main stages in the life cycle of a flowering plant
3.5 about the process of pollination
3.6 how pollen and seeds can be transported

QCA scheme of work 5b: "Life cycles"