Task+Card+1


 * Exploring Leaves - Year 1 **

Teacher Direction/Classroom Use
 * Firstly students complete the parts of a plant sheet
 * After students have completed this activity they are to go outside in small groups and collect 3 leaves each
 * Investigate the different qualities of each leaf
 * Compare the leaves with the others in your group identifying similarities, differences, odd-one-out and opposites
 * Each student then selects their favourite leaf
 * Demonstrate to students how to create a leaf chain
 * Place the leaf under a piece of wax paper and draw over it with a white crayon
 * After drawing firmly over it, paint over the crayon with water paints, this should leave the imprint of the leaf
 * Leave your painting to dry
 * Once dry cut around each leaf and stick them to a piece of string
 * The string of leaves can be put up around the room displaying the features of all the different leaves

Resources
 * Task Card
 * Pencil
 * Wax paper
 * White crayons
 * Water paints
 * Scissors (to cut out leaf paintings)
 * String
 * Tape or stapler (to stick them to the string)

Prior Knowledge Further Extension Students learning will be supported through working in groups and providing them with choices.
 * Discuss the simple parts of a plant
 * Understand what similarities and differences are
 * Discuss as a class the grouping of the leaves (similarities and differences) and create a graph to record their findings
 * Discuss the similarities and differences between other living things

Declarative Knowledge (Students Know...) Procedural Knowledge (Students Can...)
 * The parts of a plant
 * All leaves are different
 * Identify the different parts of a plant
 * Recognise the similarities and differences between leaves

Australian Curriculum: Science Content Descriptors Literacy Numeracy || * recognising common features of animals such as head, legs and wings The Australian Science Curriculum aims to ensure that students develop an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live, I believe this investigation will promote and encourage this aim to be meet.
 * Year 1 – Science Understandings ||
 * Biological Sciences || Elaborations ||
 * Living things have a variety of external features (ACSSU017)
 * describing the use of animal body parts for particular purposes such as moving and feeding
 * ** identifying common features of plants such as leaves and roots **
 * describing the use of plant parts for particular purposes such as making food and obtaining water ||
 * Year 1 – Science Inquiry Skills ||
 * Processing and analysing data and information || Elaborations ||
 * Use a range of methods to sort information, including drawings and provided tables (ACSIS027) || * ** using matching activities, including identifying similar things, odd-one-out and opposites **
 * exploring ways of recording and sharing information through class discussion
 * jointly constructing simple column graphs and picture graphs to represent class investigations ||

General Capabilities Literacy - Students develop literacy capability as they learn how to construct an understanding of how scientific knowledge is produced; to explore, analyse and communicate scientific information, concepts and ideas (p. 12) Numeracy - Many elements of numeracy are evident in the Science Curriculum, particularly in Science Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations. (p. 13) Personal and Social Capability - Students develop personal and social capability as they engage in science inquiry. This includes developing skills in communication, interacting with others and the capacity to work independently and collaboratively. (p. 14)