Page 23 - 新思维科学教师用书5 试读样张

1 Life CyCLes of fLoWering pLants

Common misconceptions

Misconception How to identify How to overcome
A life cycle ends when the Ask learners to draw the life Explain that a life cycle describes all the
plant or animal dies. cycle of an animal, such as a stages of growth and development a living
cat. Ask what happens when thing goes through in its life, and that the
the adult cat dies? Will there cycle continues when new living things of
be any more cats born? that kind are born or grow. Although the
life cycle of an individual ends when it dies,
the life cycle of its kind carries on when new
individuals are created and grow.

A life cycle always starts with Show a life cycle drawing. Point out that drawing is a circle that has no
an egg. Ask learners where the beginning or end. Explain that the stages in
starting point is. a life cycle are repeated and there is no first
or last stage.

Starter ideas Description: Show learners the images of the
flowering and non-flowering plants you have found.
1 Getting started (5–10 minutes) Ask learners to describe the plants in the images.
Resources: Learner’s Book, drawing paper, coloured Take note of similarities they mention, such as both
pencils or felt tip pens the plants are green and have leaves. Then ask how
Description: This activity draws on learners’ prior the plants are different – the hibiscus and cactus
have flowers, the fern and pine tree have no flowers.
knowledge about the parts of a plant from Stage 3.
Ask learners to read the instructions in the Learner’s Then explain that some plants have flowers and
Book. Learners should each make their own drawing others have no flowers. Refer to the examples in the
of a plant and then explain their drawing to a partner. Learner’s Book. Introduce the terms flowering plants
Ask the class for a volunteer to draw a plant on the and non-flowering plants.
board. Get a few other learners to come up and label a
part of the drawing and say what its function is. 2 Plant life cycles (10–15 minutes)
Learning intention: To identify and order the stages
2 Our flowers (5–10 minutes) in the life cycle of a flowering plant
Resources: Picture of the national flower of Resources: Make a set of life cycle cards with
your country pictures of each of the stages in the life cycle of a
Description: This activity is not found in the flowering plant for each pair of learners. Cards must
Learner’s Book. show:
Show the class a picture of the national flower of 1 a seed
your country. Ask learners to name their national 2 a small plant without flowers
flower. Point to different parts of the flower and ask
learners to name them. 3 the same plant bigger with flowers
4 the same plant with fruits and no flowers
Main teaching ideas
5 the fruit split open to show seeds.
1 Flowering and non-flowering plants Description: This activity is not found in the
(10–15 minutes) Learner’s Book.
Learning intention: To find out that not all plants Learners should work in pairs.
have flowers
Resources: Images of a flowering and non-flowering
plant.

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඀ࠡ JOEC
඀ࠡ JOEC