Growth Starter Ideas

Overview

This lesson introduces the unit “Exploring Things That Grow” by helping students discuss what “growth” means in nature. Students brainstorm as a group and practise delivering short shared spoken responses using clear voice.

Learning intentions

WALT: We are learning to identify the basic concepts of growth. Students will:

• discuss what growth means in nature using simple ideas and examples
• listen to others and take turns when speaking
• practise sharing a short spoken message clearly (volume and pace)
• begin using key words for growth (e.g. grow, seed, plant, bigger, taller)

Success criteria

Students can:

• name at least one thing that grows and explain it using one sentence
• use a clear voice when speaking to the group
• listen while others speak and respond respectfully
• use growth words (bigger/taller/grow/plant/seed) in their talk

Curriculum links

• Victorian Curriculum VC2E1LY02: students deliver short spoken texts to an audience using features of voice, in the context of group discussion and sharing results
• Victorian Curriculum VC2E1LY02: students report ideas from group work and speak clearly with appropriate volume
• Victorian Curriculum VC2E1LY07: students read and write high-frequency words that may appear in class word banks and sentence frames (e.g. “one”, “have”)
• Victorian Curriculum (learning support for class-wide engagement): teacher modelling and guided speaking aligns with Level 1 expectations for interacting with others

Lesson structure (30 minutes)

1. 0–5 min · Hook (Show and Wonder). Teacher shows two real items (or clear pictures): a seed/bean and a plant (or sprouting cup). Students turn-and-talk: “What do you think happens to it over time?” Teacher listens in and records 3–5 student phrases on a class chart.
2. 5–12 min · Direct teach (Model short talk). Teacher models a short spoken text using voice features: “A seed can grow into a plant. The plant can get bigger and taller.” Students repeat with the teacher, focusing on speaking clearly and at a steady pace. Teacher points to key words on the chart (grow, bigger, taller, seed, plant) and reads them aloud.
3. 12–18 min · Group brainstorm (Ideas about growth). In small groups of 2–3, students complete a quick brainstorm: “Things that grow” (living things) and “What changes?” (bigger, taller, more leaves, more flowers). Teacher prompts with picture supports and uses sentence starters for support.
4. 18–24 min · Sharing to the class (Short spoken responses). Each student shares a short response using a scaffold:

• “I think ___ grows.”
• “It gets ___ (bigger/taller).” Students practise speaking to the audience with an agreed routine: start, say your sentence, then sit. Teacher gives immediate feedback on voice (volume/pacing) and confirms ideas.

5. 24–28 min · Quick check (Listen and match). Teacher reads 3 growth statements aloud (e.g. “A seed can grow into a plant.”). Students show a gesture (thumbs up/down) or place a matching picture card. Teacher corrects misunderstandings gently and repeats the correct growth idea with clear voice.
6. 28–30 min · Exit ticket (One growth word). Students choose one word from the growth word bank and indicate it on a small card (or point to it). Teacher quickly notes who used growth vocabulary in sharing.

Resources

• Seed/bean and a small plant or sprouting cup (or large picture cards)
• Growth word bank cards: grow, seed, plant, bigger, taller
• Class chart paper and markers
• Sentence starter strips (with picture icons)
• Picture cards for “things that grow” (plant/animal/hair/nails if suitable)
• Gesture cards (thumbs up/down or matching cards)
• Student exit ticket word cards (laminated)

Assessment

• Teacher observation during group brainstorm: listening, turn-taking, use of growth-related words
• Formative feedback during sharing: clarity of voice (audible volume and steady pace)
• Exit ticket: identifies whether students can select a growth word from the word bank

Differentiation

• Provide sentence starters and word bank with pictures for students needing language support
• Offer dyslexia-friendly reading options: teacher-led reading of the word bank; use large-font word cards with high contrast; allow pointing to choices instead of copying early
• For students who need more support: allow “echo talk” first (repeat teacher sentence), then add one word (e.g. “bigger”)
• For diverse learners: pair students strategically (one confident speaker with a supportive peer); allow non-verbal pointing responses when needed
• Extension for advanced learners: add a second detail using an extra prompt—“First…, then…” or “It changes because…” Students can share a two-sentence response with the same voice routine