Employ effective strategies to locate information and resources, and exercise discernment by evaluating the accuracy, credibility, and relevance of information.

EL Lesson: Using the Stellar Reader and the Digital Text, take pupils through Reading and Viewing as well as Close and Critical Reading. (2 hours / EL SOW)

iPW skills --> At the end of these activities, highlight how pupils should use skills learnt in the Reading and Viewing lessons for the online research for their iPW project during Science lessons.

• Reading and viewing can be linear/ non-linear, sequential/ non-sequential, e.g., multiple reading paths in hypertexts

• Navigating and interacting with texts, e.g., scrolling sidebar, clicking on hyperlinks and icons

• To clarify or enhance meaning of unfamiliar words or ideas by:

  • using reference materials, e.g., dictionaries, websites, glossaries

  • identifying links between textual and visual information

• To determine main ideas and supporting details, e.g.,

  • skim for the gist/ main idea, e.g., read and/or view titles, subheadings, images in the texts

W8: In groups, pupils will complete their product. Note: If groups are unable to complete, they will still have another 2 hours on 21 May (Tue) to complete. All group products must be kept safely in the classroom.

W9: In groups, pupils will practice their presentation.   

Revisit the content about plants and integrating the knowledge about plants based on the three themes covered - diversity, cycles and systems (25 min)

Lesson consolidation (5 min)

• Importance of understanding plants using integrated knowledge from the various themes

Inform pupils that they will be investigating the health of plants in AMKP’s Eco-garden using the investigation sheet in their iPW booklets. (5 min)

Observe the plants (Look & Learn + Ask Questions) (15 min)

• Look at the plants and identify if the plants are growing well or not growing well.

• Identify the parts of the plants that has/have caused this

• Identify which system maybe working or not working

Lesson consolidation (10 min)

• Ask some pupils to share on what they looked out for and guide pupils to make links between parts of the plants and the systems affecting them. 

• Understanding the importance of visual evidence to inform actions

  
  

Teachers to book iPad carts based on their timetabled lessons. Establish or reinforce class rules and routines in using iPad for research. (5 min)

Using slides provided, guide pupils to conduct online research using NParks website and/or other relevant sources (15 min).

Pupils are to conduct online research to gather the following relevant information. Remind pupils to tap on their understanding of information text and online texts from EL lessons (30 min)

• Identify 2 -3 reasons why plants are important to us and our environment

• For chosen plant, research on its care needs

• Identify if there are any unique care features

By the end of the lessons, individually, pupils must be able to consolidate the information they have researched. (30 min)

• Pupils should create a mind-map using iPW Booklet to organize the information they have gathered from their online research.

• Remind pupils to tap on strategies they have learnt from EL lessons in organizing main ideas and supporting ideas.

Lesson consolidation (10 min)

• Explain the importance of using research to explain the evidence and to guide the follow up action.

• Inform pupils that the next iPW stage is group ideation in which groups will decide on the format of their Plant Care Guide, the information to put in it and how to put in the information.

Using slides provided, guide pupils on how to carry out group ideation (15 min)

With their respective mind-maps, in their groups, pupils are to decide on the format of their Plant Care Guide. (60 min)

Each member should share their research finding. As a group, pupils must decide which particular plant the group wants to focus on.

The group must also decide which format their Plant Care Guide will take.

The groups should sketch their Plant Care Guide using the Group Leader’s iPW booklet only. They should consider the use of labels to identify different plant parts as well as how they want to put in the relevant information (from Lesson 3).

Teacher should provide verbal feedback to each group as they work on their sketches.

Groups to make necessary changes to sketch based on teacher’s feedback

Establish rules and routines for presentation. Assign groups to give verbal feedback to the presenting groups. (15 min)

Each group to be given max 10 min to present in front of their classmates. Other groups are to give feedback to the presenting groups. (max 2 hr)

Pupils will complete iPW with a reflection on what they have learnt.

FTs to submit all iPW products and reflection sheets.

Establish rules and routines for presentation. Explain order of presentation.

Each group to be given max 10 min to present in front of their P1 buddies.