| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Science |
| What topic | Products made from living things |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | victorian curriculum v2 |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Products Made from Living Things
Year 3
Science
20
30 minutes
This lesson aligns with the Victorian Curriculum v2 outcomes for Year 3 Science, specifically focusing on the understanding of the natural environment and the products derived from living organisms.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 minutes | Introduce the topic and explain the importance of products made from living things. Show examples using images. |
| 2 | Distribute Printable Cards | 5 minutes | Hand out printable cards to each student. Explain the purpose of the cards and how they will fill them out during the lesson. |
| 3 | Group Activity | 10 minutes | Divide students into groups of 4. Assign each group a different product made from living things to research. Encourage discussion and note-taking. |
| 4 | Group Presentations | 5 minutes | Each group presents their findings to the class, allowing one or two representatives to share. Cue students to listen and ask questions. |
| 5 | Collect Cards | 3 minutes | Collect or randomly check the printable cards filled out by students during the lesson to ensure understanding and participation. |
| 6 | Homework Assignment | 2 minutes | Assign homework related to the lesson topic. Explain the expectations and ensure clarity before concluding the lesson. |
“Good morning, class! Today, we’re going to explore a fascinating topic: Products Made from Living Things. This is an important subject because everything we use comes from nature in some way. From the food we eat to the clothes we wear, living things play a big role in our daily lives.
Now, let’s take a look at some examples!”
[Show images/posters of various products made from living things, such as cotton, wool, fruits, and vegetables.]
“Can anyone guess what some of these products are? Yes, you’re right! These products come from plants and animals, and today you’ll learn more about them.”
“Alright, everyone! I have something for you.
[Distribute the printable cards to each student.]
“These cards will help you keep track of what you learn today. As we go through the lesson, you’ll fill them out with information about the products we discuss. Make sure to pay attention during the group activity because you’ll need to use these cards when you present your findings later!”
“Now, let’s work together! I’m going to divide you into groups of four. Each group will get a different product made from living things to research.
[Hand out sticky notes with product assignments to each group.]
“Take a moment to discuss your product among your group. Think about the questions: What is this product? How is it made? Where does it come from?
You’ll have 10 minutes to talk, take notes, and make sure everyone in your group understands your product. Ready, set, go!”
[Set the timer for 10 minutes and monitor the groups, providing guidance and support as necessary.]
“Fantastic job, everyone! Now it’s time to share what you’ve discovered.
Each group will take turns presenting their product to the class. I’d like one or two representatives from each group to speak. As your classmates present, I want everyone to listen carefully and think of one question you can ask afterward.
Let’s start with the first group!”
[Encourage groups to present and facilitate the question-and-answer session after each presentation.]
“Great job asking questions, everyone! It’s so important to be curious about what others share.”
“Time flies when you’re having fun! Now, I’d like to collect your cards.
[Walk around and collect the cards or ask students to pass them to the front.]
“I’ll take a look to see what you learned today. Remember, these cards help me understand what you’ve grasped about products made from living things.
Great work!”
“Before we finish up, I’ve got your homework assignment.
[Hand out a simple worksheet related to the lesson.]
“For your homework, I want you to pick one product made from living things that we didn’t cover today and write a short paragraph about it. Include where it comes from and how it’s made.
If you have any questions about the homework, just ask me now.
Alright, that’s all for today! Make sure to review your notes and have fun with your homework. See you next time!”
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A collage of various products made from living things (cotton, wool, fruits, vegetables)} | - Introduction to Products Made from Living Things - Importance of learning about nature's contributions - Examples: food, clothing, etc. |
| 2 | {Image: Printable cards with spaces for notes} | - Distribution of printable cards - Purpose: Track learning during the lesson - Importance of group activity for presentations |
| 3 | {Image: Students discussing in small groups} | - Group activity setup - Students divided into groups of four - Task: Research assigned product - Discussion questions: What is it? How is it made? Where does it come from? |
| 4 | {Image: Students presenting their findings in front of the class} | - Group presentations of researched products - One or two group representatives to present - Encourage classmates to listen and ask questions |
| 5 | {Image: A stack of collected cards and a completed worksheet} | - Collection of cards summarizing learning - Importance of summarising knowledge - Homework assignment: Research another product and write a paragraph about it |
Name a product made from living things that was not mentioned in class. Describe its origin and how it is produced.
Explain the role of plants in the production of at least two common everyday items. Provide specific examples.
Discuss the importance of using products made from living things. How do these products contribute to sustainability?
Identify an animal product discussed in class. What are the steps involved in its production from the source to the final product?
Create a visual diagram that illustrates the life cycle of a product made from a living thing of your choice. Label the different stages clearly.
Reflect on your group research activity. What was one surprising fact you learned about the product your group studied?
Research and write about an innovative product made from living things that is currently being developed or used in technology today.
Compare and contrast two different products made from living things. What are their similarities and differences in terms of production and usage?
| Question | Answer |
|---|---|
| What are some examples of products made from living things? | |
| How is cotton produced and where does it come from? | |
| What role do plants and animals play in the products we use daily? | |
| Can you name a product made from animals and describe how it is made? | |
| Why is it important to learn about products made from living things? | |
| What are the key components we need to consider when discussing the origin of a product? | |
| How can understanding products made from living things help us in our everyday lives? | |
| Can you identify any products that we rely on that come from nature? | |
| What did you learn about the production process of the product your group researched? | |
| How can you share knowledge about products made from living things with others? |