Plans

Advisory Service Kent



Plans

Area of Science: Green Plants Cycle A – Key Stage 1(Revised 2009) (APP draft August 2009)



Learning Intentions Key Questions Tasks Resources Outcomes Notes





Preparation for this unit of study  Large floor book

This unit is best to study in late spring (can be made

or summer, when it is easier to grow from A2 sheets of

seeds and to find seeds in the local card/sugar paper

environment. folded and

stapled).

Do a little research and find out the Alternatively, use

names of some of the plants growing the talking photo

around your school. This should album from TTS.

include any trees and shrubs. The

identification charts from Gatekeeper  Video camera

are excellent for this.  Digital camera



Make sure you have all the resources  Plant

listed. For instance; a variety of seeds, identification

and plastic bottles. charts from

Gatekeeper

It may be worth keeping a large floor (www.gatekeeper

book (like a giant scrap book) in which el.co.uk)

‘evidence’ of the plant world

developing in the school can be placed

– e.g. photos of trees in different

seasons, photos of dandelions over a

period of time, etc. Some of this

‘evidence’ could be collected a t

different points throughout the year,

but used in the studies during this unit

of work.



Make sure that you have a great range

of plants growing in the school

Advisory Service Kent





Learning Intentions Key Questions Tasks Resources Outcomes Notes



grounds. This will mean having: long

grass areas, weeds, trees, ponds, etc.



Also, look out for any national surveys

that may be taking place which are

looking different plants in local

environments.





Elicitation activity – Use this  Sorting card

activity as an opportunity to find PowerPoint

out what children already know presentation.

about this area of science

Sorting Cards – Either allow the

children to work in small groups;

sorting the cards into ‘strongly agree’,

‘strongly disagree’ or ‘unsure’, or use

these statements on the IWB and as

class find the different levels of

understanding.

These statements can be stuck into

children’s books and/or put under the

same headings on a display.

 To talk about  Can communicate

 What type of seed do Investigation over time – Which  Wooly socks 

what it is being observations (level 1)

you have? How can conditions do seeds need in order

seen.  Shoe boxes

work it out? to grow?  Knows the conditions

 To knows the Hooks – Video clip from  Fast growing that seed prefer in

 What do you think a www.bbc.co.uk/learningzone/clips/

conditions that

seed needs so that it seeds – placed in order to germinate.

seed prefer in ‘Growing plants’ and ‘Seeds’ small paper bags (level 2)

grow?

order to sprout labelled ‘Mystery

A good silly starter is ‘sock seeds’. Ask  AF1 – Can use straight

(germinate).  Can the seeds every Seeds’

children to bring in old pair of woolly forward scientific

have had too

 To plan a fair test socks. Go for a walk in the nature area.  Containers in evidence to answer

much/little of any of

investigation with Look at the type of seeds that have which to grow the questions. (level 3)

these? What might the

some help. become attached to the socks. Line a seeds.

effect be?  AF4 Can make

 To be able to show box with a plastic bag, half with  A material in suggestions about how

suggest how to soil. Cut a slit in the sock and flatten on which the seeds to find out an answer to

Advisory Service Kent





Learning Intentions Key Questions Tasks Resources Outcomes Notes



investigate a the soil with seeds upwards. Cover can germinate an investigation (level

question. with a thin layer of soil and water. (e.g. compost) 2)

 To be able to use Preparation  Access to fridge  AF4 Can identify one

evidence to Ensure that you have plenty of fast- and warm places or more control

answer a variables in

question.

growing seeds (e.g. rocket, flax, mung  Beakers investigation that has

beans or radishes)

You can use dried beans or peas from been provided. (level 3)

the supermarket but make sure you

soak them in cold water the night

before you want the children to use

them.



Start the lesson with the seeds being

given to the children in a small paper

bag, simply labelled ‘Mystery Seeds’.

A scientist wants to find out how to

make the seeds germinate as quickly

as possible. What do the children think

it will need?

This will be an opportunity to develop

the concept of fair testing with the

children.

A later lesson looks at the material

(e.g. compost) in which the seed could

grow. Thus, this will be an opportunity

for children to choose: light,

temperature or amount of water. If they

choose light, they could investigate this

by growing the seeds in a tray. Place a

lid containing quite a large hole in the

middle of the lid on the tray.

Advisory Service Kent





Learning Intentions Key Questions Tasks Resources Outcomes Notes





 To know the  How many different A focussed exploration of an  Plants detective  Can recognise and 

names of different types of plants are outdoor environment. PowerPoint name the external parts

plants. there? Preparation. Take some photos of the of a plant. (level 1)

plants in your school environment and  Photos (and

 To compare how  How could we find out place them in the ‘Plant Detectives’ names) of plants  Knows the names of

plants are the the types of plants we PowerPoint. growing in the different plants. (level

same and how have at school? What Give children the ‘detective cards’ from school 1)

they are different. evidence is there? environment.

the PowerPoint to use when doing an  Can compare how

 To suggest why  Do you know why the exploration outside. plants are the same

plants are suited plant has grown well in and how they are

to where they are the place in which it Before going outside. different. (level 2)

living. was found? Use the IWB to look at the mystery

pictures on the first couple of slides in  AF1 Can make

the PowerPoint. comparisons between

simple features of living

Use the picture of the plant on the things. (level2)

PowerPoint and some real plants to  To explain how the

allow the children an opportunity to plant had adapted to its

name the different parts of a plant. environment. (level 3)

Differentiation.

You could choose to sort the children

into ability groups. Some of the

‘detective cards’ might only be suitable

for some of the children.



Back in the classroom – Name the

different plants that were found.

Discuss ways in which they were the

same and different. Explain why they

look the way they do.

Advisory Service Kent





Learning Intentions Key Questions Tasks Resources Outcomes Notes





 To compare  Can you name some of Pattern-seeking – Do the weeds  Many of the  AF4 – Can identify  Photo of the

different parts of a the parts of the plant? with the longest roots have the same weed things to measure that ‘length chart’

plant. longest leaves? (keep the roots are relevant to the has been

 Which parts of the Preparation intact) question being included.

 To measure plant could we Collect many examples of the same investigated. (level 2)

length (with measure? weed – keep the roots intact.  ‘Weed Scientist

standard units) Possibly make a ‘length chart’. This ‘PowerPoint  AF4 – Can correctly

 How would we know if use equipment

 To explain any there is a relationship could simply be three bands of colour  Rulers provided to make

relationships between two parts of on a piece of paper. Make sure you

between parts of the plant? have tested this on the parts of the  Home made measurements. (level

weed which you want the less able to ‘length chart’ 2) – Using whole

a plant. numbers (level 3)

measure – so that (for example) only

the longest roots reach the furthest  Can compare different

colour band. parts of a plant (level 2)



Hopefully all the children are now able  Can measure using

to name the different parts of the plant. non-standard units and

record in a table

Show the PowerPoint slide from ‘Weed (level 2)

Scientist’

Discuss the question – ‘Do the weeds

with the longest roots have the longest  Can measure using

leaves? Discuss how we could find the standard units (level 3)

answer.

 Can explain the

relationship between

Set the children the task to measure

parts of a plant – e.g.

the length of the leaves and the

the longer the roots the

lengths of the roots. Allow the children

longer the leaves.

an opportunity to choose how they will

(level 3)

record their findings (this may require a

bit of modelling of their ideas

beforehand).



Differentiation

The more able children could choose

their own parts of the plants which they

would like to measure (e.g. length of

Advisory Service Kent





Learning Intentions Key Questions Tasks Resources Outcomes Notes



roots and height of plant).



The more able might be able to

measure in standard units (cm or mm),

whereas the others could draw lines

next to the length of the roots from the

different plants.



The more able children should be

helped to develop any generalisations

resulting from any patterns found – e.g.

the longer the roots the longer the

leaves.



 To make  AF1 - Can ask

 Are all seeds the Observation – How many different  ‘Seed detectives’  Health and

observations and questions stimulated by

same? ways can seeds be compared? PowerPoint safety – Do not

simple drawings their exploration of their

Start the lesson with the couple of let the children

of seeds  How many ways can mystery picture (sunflower and  Seed sorter chart world. (level 1)

eat the seeds.

the seeds be sorted? pumpkin seeds) slides from the ‘seeds  Can make observations

 Bird seeds and simple drawings of

Many of the

detective’ PowerPoint. seeds are not

 To compare the  Seeds bought in seeds (level 1)

for human

range of seeds in Can children name the places where supermarkets – consumption

different ways. we might find seeds? e.g. pumpkin and and some

sunflower.  Can compare the range children may

Observational work of seeds in different have allergies.

 Seeds from ways. (level 2)

This activity will give the children an outside

opportunity to (with close supervision)

cut open many different fruits).  A range of fruit:

However, before they do so they must apple, pear,

draw a prediction of what they think tomato, star fruit,

they will find. They can then cut the papaya, passion

fruit in half cross-wise (preferably not fruit, mango, kiwi,

from stem to flower) and observe what etc

they see, followed by another

observational drawing. They can then

compare their two drawings. Are there

any patterns – e.g. do bigger fruit have

Advisory Service Kent





Learning Intentions Key Questions Tasks Resources Outcomes Notes



more seeds?



Give children a range of seeds;

possible from bird seed plus some

others – those that can be found

outside and ones for eating (e.g.

pumpkin seeds and monkey nuts).

How many ways can think to sort the

seeds?



Give each group of children the ‘seed

sorter’ (one of the slides in the

PowerPoint). The children must then

find out how many of each size seed

they have.



Differentiation

The more able children should be

encouraged to choose their own

criteria for sorting – e.g. shape of the

seed.





 To record  Do you think that seeds Investigation over time – In which  The Gardeners’  AF3 - Can present 

information in a will grow in any materials will seeds germinate? Row PowerPoint evidence that they

chart. material? Preparation have collected in

Ensure that you have some fast-  Fast growing templates that have

 What have you seen seeds: flax, mung

 To know which growing seeds: rocket, flax or mung been provided for

seeds growing in? beans beans or rocket. them. (level 1)

conditions are

needed for  How could we find out Discuss with the children what they  Newspaper,  AF3 – Can present

germination. the best material for think the seeds will need in order to cotton wool,

grow. their ideas and

growing seeds in? paper towel and evidenced in

 To make compost.

Help the children to plan an appropriate ways (level

measurements

and simple investigation to find out what a seed  Containers in 2)

comparisons. needs to grow. Some might be put in which to grow the  AF3 – Can present

the dark, others given/not given water seeds. simple scientific data in

and other placed in a cold/warm place. more than one way

Advisory Service Kent





Learning Intentions Key Questions Tasks Resources Outcomes Notes



(including table and bar

 To make simple You could also try growing a range of chart) (level 3)

generalisations. different seeds. Maybe set up a

gardening area. You could also place a  Knows which

long piece of string along the inside of conditions are needed

a window and peg onto this for germination (level 2)

transparent bags containing seeds in

soil.

 Can make

Children could collect several types of measurements and

results over time. You could take a simple comparisons

photo every day or two, or measure the (level 2)

height every other day.



Differentiation  Can make simple

The less able children will need more generalisations- seeds

support with performing this grow into flowering

investigation. plants (level 3)

The more able should have as much

as independence as they can cope

with. These children should be

explaining the conditions that seeds

need in order to grow and linking this

to their findings.

 To communicate  Do all seeds germinate Investigation over time – Do all  Instructions to  AF1 - Can responds to

observations. in the same way? seeds germinate in the same way? make a suggestions to identify

(Comparing 2 ways of germinating some evidence that

 To compare the  What do you think is germinating) bottle. has been used to

different ways happening under the answer a question.

that seeds can ground before the So that it is easy for children to see the  Plenty of 2l (level 1)

germinate. shoot emerges? seeds when they begin to germinate, plastic bottles

 Can communicate

 To help plan an  How could we find out? allow them to build their own  Card observations. (level 1)

investigation to germinating bottle. The children could

find an answer to place a sunflower seed down the  Broad bean seed  Can compare the

a question inside of one side of the bottle and a  Sunflower seed different ways that

broad bean seed down the other. seeds can germinate.

(level 2)

Advisory Service Kent





Learning Intentions Key Questions Tasks Resources Outcomes Notes



Differentiation

The more able children should be  Can help plan an

encouraged to think about how they investigation to find an

could set up the investigation. In other answer to a question.

words, how they can observe the (level 3)

seeds germinating whilst still within the

material.



Teacher info - In the early stage of

germination the seed root (radicle)

emerges from the embryo inside the

seed and sends out delicate side roots

and root hairs in search of the

moisture. Then the plumule, the

seedling’s shoot, emerges and,

depending on the type of plant, either

struggles free leaving the remains of

the seed attached underground

(hypogeal germination – e.g. broad

bean), or drags the seed wit it as it

pushes upwards into the air (epigeal

germination – e.g. sunflower).

 Can communicate

 To be able to say  Is a grass a plant? How Observation/Exploration – Making  Old tights

observations in simple

what happened. do you know? a ‘grasshead’. – How does grass

grow over time?  Material that will ways. (level1)

 To know what  What will the seeds Using the instructions allow small soak up water  AF5 – Can say what

seeds need so need so that they can groups of children to make their own (e.g. paper towel) has changed when

that they can germinate? ‘grassheads’. They could measure the observing living things.

germinate.  Grass seed (level 1)

grass over time. They could even cut

the grass and find out whether it grows  Compost  AF5 – Can say whether

back again. what happened was

 Pots in which the what they expected

‘head’ can sit. and acknowledge

unexpected outcomes.

(level 2)

 Knows which

conditions are needed

Advisory Service Kent





Learning Intentions Key Questions Tasks Resources Outcomes Notes



for germination (level 2)









 To be able to  What happens to Problem-solving– How do we stop  Apples  AF1 – Can draw on

recognise when a apples when they have an apple going brown?  Materials for their everyday

test or been cut and left out on wrapping experience to help

comparison is a table? Children must investigate how to  Variety of liquids answer questions.

unfair. stop apples from going brown. Some  Access to fridge (level 1)

 How can we stop the of the methods that children may  Sugar, salt, etc  AF1 – Can respond to

 To be able to apples turning brown? choose: wrapping in different  Beakers, tubs,

layers/number of layers, placing in suggestions to identify

think about what etc some evidence needed

might happen  Which equipment will different temperatures, covering with

sugar, salt, etc, placing in different to answer a question.

before deciding you need?

liquids) (level 2)

what to do.

 AF5 – Can describe

 To be able, with what they have found

help, to decide out in an experiment;

how to answer a linking cause and

question. effect. (level 3)

 To be able to

 Can make observations

make

(level 1)

observations/com

parisons/simple

generalisations.  Can make comparisons

(level 2)