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									                                                                                                                Advisory Service Kent

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
                                       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
                                       It may be worth keeping a large floor           (www.gatekeeper
                                       book (like a giant scrap book) in which
                                       ‘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

                                                         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
                                                      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
    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)
    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
                                        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

                                        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
                                        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)
                                                       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)
                                                         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)
                                                                                                                              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

                                                         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

   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

                                                   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.

                                                   The more able children should be
                                                   encouraged to choose their own
                                                   criteria for sorting – e.g. shape of the

   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
    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
                                                                                                                         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

                                                      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

                                                      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
                                                                                                                            (level 1)
    generalisations.                                                                                                       Can make comparisons
                                                                                                                            (level 2)

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