Subject Science Short Term Planning Bonington Junior School
Topic Plants Year 5/6 Classes 5/6/8 Term Teacher Mrs West
KEY SKILLS
1. Communication / 4. Working with others /Thinking skills
/ 9. Enquiry2. Application of number / 5. Improving own learning and performance / 7. Information thinking / 10. Creative thinking
3. Information technology / 6. Problem solving / 8. Reasoning / 11. Evaluation
LEARNING OBJECTIVE / MAIN ACTIVITY / LESS ABLE / EXTENSION / ASSESSMENT
1 / To learn to draw conclusions from results.
To know that plant growth is affected by light. / Set up ‘potato maze’ experiment – ask children to predict what they think the potato will do.
2 / To start a class glossary. / Start a class glossary for the ‘Plant’ topic.
3 / To start a class dictionary. / Start a class science dictionary for plants.
4 / To know the different parts of a flower and label them correctly.
To know what each part of the plant does. / Labelling parts of a flower – petal, stigma, anther, filament, ovary, sepal – using My World ‘Plant Biology’ program. Write in the functions of each one.
5 / To know where the parts of the plant are.
To complete a simple dissection of a flowering plant. / Dissecting and labelling a flowering plant.
Stick into books and clearly label.
6 / To learn how to design and carry out an investigation given the results.
To know that plants take up water through the roots and is then passed to the rest of the plant. / Water is taken up through the roots and transported through the stem to the rest of the plant. Prove! Allen ‘Zicke’ asks for help with his homework in form of a letter. Children make notes on how to do experiment; actually do experiment and record results in note form.
Subject Science Short Term Planning Bonington Junior School
Topic Plants Year 5/6 Classes 5/6/8 Term Teacher Mrs West
KEY SKILLS
1. Communication / 4. Working with others /Thinking skills
/ 9. Enquiry2. Application of number / 5. Improving own learning and performance / 7. Information thinking / 10. Creative thinking
3. Information technology / 6. Problem solving / 8. Reasoning / 11. Evaluation
7 / To learn to record details of an investigation so that it can be repeated / Re-present information on how to do experiment and the results that you found. Needs to be clear enough so Zicke could do experiment himself and/or explain it to teacher.
8 / To know that plants need light to produce food for growth.
To know the importance of leafs in this process. / Photosynthesis – how does it work? Key words – chlorophyll, food, light, sugar, water, glucose, leaf, carbon dioxide.
9 / To label process of photosynthesis correctly.
To use program correctly. / Complete appropriate section on My World ‘Plant Biology’ program.
10 / To know that plants need light to survive.
To learn to design and carry out an experiment given the results. / Plants need light to survive. Prove! Possibility of having a second letter from alien/friend.
Notes on how to do experiment, do experiment, notes on results. Write up.
11
12 / To learn to experiment and investigate appropriately.
To learn that plants will grow on a variety of surfaces, not just soil. / Professor Blurb has gone into space for six months to investigate plant growth in space. Has got light, water and plants/seeds. Has forgotten the soil. How could he still grow his plants?
Notes, have-a-go, record in the form of a poster – revolutionary plant growing techniques.
Assessment activity.
Subject Science Short Term Planning Bonington Junior School
Topic Plants Year 5/6 Classes 5/6/8 Term Teacher Mrs West
KEY SKILLS
1. Communication / 4. Working with others /Thinking skills
/ 9. Enquiry2. Application of number / 5. Improving own learning and performance / 7. Information thinking / 10. Creative thinking
3. Information technology / 6. Problem solving / 8. Reasoning / 11. Evaluation
13 / To learn about the life cycle of a flowering plant – pollination, seed production, dispersal and germination. / Life cycles of flowering plants – pollination, seed production, seed dispersal, germination. Look at different ways these happen and what is involved.
14 / To learn how to use a key and a decision tree to classify. / Classification – using keys and/or decision trees.
Sorting and classifying (a) leaves
(b) flowering plants
Label plants to be classified as A, B, C, D etc
15 / To understand that different plants are found and are suited to different habitats.
To understand reasons for a plant being suited to its habitat. / Habitats and adaptation – compare pond life, woodland, urban, marsh, etc. use quadrants to compare different plants growing in each.
16 / To know that food chains show the feeding relationships
To know that a food chain starts with a green plant. / Food chains – role-play – cards of different plants/creatures – put themselves into appropriate places in food chains. What would happen to an eco-system if there were no green plants?
17 / To understand that the micro-organism is not visible to the naked eye.
To understand that some microorganisms may be beneficial and some harmful. / Microorganisms – examples of useful/harmless and harmful microorganisms.
Size of micro-organisms (i.e. Not visible to the naked eye)