Activity Introduction

heart-leaf-heroQuick summary: This activity has been developed to give children the opportunity to investigate plants in more detail. Younger children explore a range of plants according to how they look, feel and smell. Older children begin to think about how the characteristics of the plants could influence the names they are given. They are asked to ‘rename’ plants according to their physical appearances and to invent their own plant based on what they have observed about plant features and characteristics.

This activity is designed to help connect children to the wonders of the natural world through sensory and play-based learning.

EYLF Learning Outcome

Elaborations

Outcome 2: Children are connected with and contribute to their world

3. Children become socially responsible and show respect for the environment

Outcome 4: Children are involved and confident learners

1. Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

2. Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

3. Children transfer and adapt what they have learned from one context to another

Equipment needed: Plant materials – collect a range of different plant materials with different textures, shapes, colours and smells. Consider including leaves, nuts and seeds (sealing in a tub if small), flowers, roots, bark, etc. 

Supporting resources:

 Other resources:

 

Cool Australia Presents Biodiversity on Vimeo (http://vimeo.com/77933476).

Cool Australia would like to acknowledge the support of the Seedlings Early Years Education for Sustainability (EYEfS) program.

Worksheets

Teacher Worksheet

horseshoe-seeds-heroBackground information

Learning goals: This activity has been developed to give children the opportunity to investigate plants in more detail. Younger children explore a range of plants according to how they look, feel and smell. Older children begin to think about how the characteristics of the plants could influence the names they are given. They are asked to 'rename' plants according to their physical appearances and to invent their own plant based on what they have observed about plant features and characteristics.

Content information: Plants come in all shapes and sizes, colours, textures and smells. As a general rule plants have roots (or tuber or bulb), trunks, branches and leaves. Most plants live in the soil; however there are some plants that live without soil (for example, algae and mistletoe).

All plants require food (nutrients and minerals), sunlight and water to survive. However, plants have adapted to a huge variety of environments and some can live with very little w

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