Life Processes 3 Plants 3.1 Plants

Sc2: Life Processes

3Plants

3.1 Plants

P.O.S.

Key Stage 1 Sc2 3a, b, c

Key Stage 2 Sc2 3a,b,c,d,

LEARNING OBJECTIVES

  • To explore, using all the senses, the parts of plants, for texture, smell, colour and shape.
  • To know that plants have leaves, stems and flowers.
  • To know some of a plants’ requirements to stay alive.
  • To begin to compare plant and animal parts and how these relate to needs.
  • To begin to interpret their results.

ICT
Use a data logger to measure the amount of light a plant receives. / LINK
DT - food /

VOCABULARY

Leaf, stem, flower, root, bulb, seed, grow, water, light, rain, sun, plant
ACTIVITIES
  • Experience plants or plant parts using the senses – touch, smell, taste, look hear e.g. dry corn stalks.
  • Explore different kinds of leaves brought into class – for shape, prickly/not prickly, hairy, shiny, thickness, colour etc.
  • Find different kinds of leaves in local environment.
  • Find leaves in local environment to match to given leaves.
  • Compare fresh leaves with same types of leaf collected a week ago.
  • Leaf rubbings – to look at shapes, textures, veins etc.
  • Repeat all the above for flowers, stems, roots.
  • “Make the Plant” game – assemble parts (root, stem, leaf, flower of more than one type of plant) named by adult to complete plant e.g. on Velcro board or Bingo game.
  • Compare real plant with real animal, e.g. different body parts - plants don’t have eyes, feet etc; different needs – food, water.
  • Explore different seeds e.g. coconuts, conkers, poppy seeds, wheat.
  • Make collection of plants/plant parts that humans eat.
  • Visit farm or garden to see food plants growing.
  • Grow food plants in school.
  • Grow new plants from cuttings of parent plant.
  • Germinate readily visible seeds, e.g. bean sprouts.
  • Grow pips and seeds of edible plants.
/ RESOURCES
  • Plants, plant parts to investigate e.g. vegetables, flowers, leaves, straw.
  • Selection of leaves, roots, stems, flowers.
  • Way crayons
  • Cut up plant pictures
  • Velcro plant
  • Bingo plant game
  • Variety of seeds
  • Edible plants e.g. vegetables, fruits, cereals.
  • Seeds, compost, pots.
  • Plant to take cuttings from e.g. geranium, carrot tops, Tradescantia
/

POINTS TO NOTE

  • Beware poisonous seeds, leaves etc.
  • Beware allergic reaction to plant parts. (Refer to “Be Safe”)
  • Danger of choking on seeds or peanut allergy
  • Be aware of possible damage to environment when collecting specimens.
  • Be aware that some pupils may be colour-blind (when sorting).

ACTIVITIES (cntd)

/ RESOURCES (cntd)
  • Pictures of animals and humans (to compare with plant parts).
  • Clear plastic observation chambers (to observe roots of growing seedlings)
  • Mung bean seeds to sprout.

VISITS

  • Nurseries
  • Woods
  • Countryside
  • Botanic garden

Market – edible plants

  • Garden centres
  • Allotments
/ POINTS TO NOTE (cntd)
  • Different parts of plants can be used to take cuttings e.g. Streptocarpus – leaf cuttings.
  • Interpreting can be a difficult skill and for many children it will simply be a description of what they did.

OWN ACTIVITIES

POSSIBLE INVESTIGATIONS

  • What do seeds need to germinate?
–dry/wet
– light/dark (both samples need to be moist),
–warm/cold (put one sample in fridge, one in dark, warm cupboard)
  • What do plants need to grow? Water/no water.
  • Does the depth of planting a seed affect its growth rate?

Observe germination and growth of seedlings in soil in clear Perspex observation chamber.

  • Observe and record a plant as it grows using a digital camera to record growth and help pupils compare different stages.

Name:

Date Record Began:

Outcomes: ‘P’ Level 1 NC Level 1

P1 (i) /
  • Is present during experience but may not respond e.g. is offered plant parts to look at, smell, touch – aromatic plants, textured leaves, rattly seed heads etc. May be resistant.

P1 (ii) /
  • Shows random fleeting response e.g. turns head, vocalises, blinks, looks briefly, touches, withdraws hand from plant.

P2 (i) /
  • Begins to attend and respond – may be inconsistent, tolerates contact with plant for longer e.g. turns towards or away from smell, changes facial expression.

P2 (ii) /
  • Shows more consistent attention, shows differentiated response e.g. begins to show pleasure/displeasure each time in same way to same experience, starts to explore some plant parts with full support

P3 (i) /
  • Begins to observe and handle plants or plant parts with less support.

P3 (ii) /
  • May respond to options and choices with actions or gestures e.g. indicates (by reaching out, eye-pointing etc) food plant of choice.

P4 /
  • Explores properties of seeds e.g. texture, size, dry/moist, hard/soft.

  • Shows interest in wide range of food plants

P5 /
  • Co-operates with turn taking, sharing, shows anticipation or initiates reaction e.g. reaches out to touch or smell plant parts, with support, shows likes/dislikes.

P6 /
  • Shows active participation and more awareness of others with support e.g. makes clear choices between different textures, shapes of leaves, flowers, whole plants, recognises differences in odd-one-out game

  • Interprets by showing what he/she did.

P7 /
  • Finds named parts of plants e.g. leaf, flower, stem

  • Responds to named properties – prickly, shiny soft, long etc – e.g. selects, matches, looks for in environment, sorts.

  • Selects plant from choice of plant animal, inanimate object.

  • Interprets by describing what he/she did e.g. I gave the plant some water.

  • Knows that plants need water to stay alive.

  • Recognises that a plant changes as it grows e.g. by comparing previous plant stage to new stage.

P8 /
  • Names stem, flower, leaf, root.

  • Names some plants e.g. sunflower, tree, dandelion.

  • Knows that some plants or parts of plants are edible e.g. carrots, potatoes, strawberries.

  • Shows some understanding about plants requirements e.g. places pot plant on windowsill not in cupboard when given a choice..

  • Interprets by describing what happened e.g. the plant died or went yellow.

N.C. Level 1 /
  • Knows that plants grow from seeds.

  • Describes some differences between the same parts of different plants e.g. different leaf textures.

  • Names simply some of plants requirements for life e.g. water, sunshine, soil.

  • Interprets by describing some similarities and differences between results with help.

Further Comments