Shelleymccuk

NC Programme

of Study

LearningObjectives

Children willlearn:

MainActivites

Resources

Links withICT

Sc1

1athat science isabout thinking creatively to try to explain how living things work,and to establish links between causes and effects

2juse observations,measurements or other data to draw conclusions

2luse theirscientific knowledge and understanding to explainobservations

Sc2

1bthat the lifeprocesses common to plants include growth, nutrition andreproduction

3dabout the parts ofthe flower and their role in the life cycle of flowering plants,including pollination, seed

dispersal andgermination

Breadthof Study

1aa range ofdomestic and environmental contexts that are familiar and ofinterest to them.

Spreadingseeds

  thatflowering plants reproduce

  thatseeds can be dispersed in a variety of ways

  tomake careful observations of fruits and seeds, to compare them anduse results to draw conclusions

  that many fruitsand seeds provide food for animals including humans

1)    Show the childrenpictures of fruit & ask where they think the fruits came from andwhy they are important. Remind them of earlier work on seeds andplant growth. Tell them that flowering plants produce fruits andseeds from their flowers, and that these grow into plants.

2)    Show the animationof how a poppy spreads its seeds, followed by the animation showingthe different methods of seed dispersal. Whilst the animation isplaying, children to make notes about the different methods of seeddispersal. Ask the children why they think plants produce so manyseeds, and talk with them about why plants need to produce lots ofseeds.

3)    Using examples orpictures ask children to suggest how an unfamiliar seed isdispersed.

4)    Children toproduce an illustrated piece of work explaining the differentmethods of seed dispersal (to be completed as homework ifunfinished).

IWB &Boardworks

Pictures of fruits& seeds

Real seeds

Booklet template &sentences

NC Programme

of Study

LearningObjectives

Children willlearn:

MainActivities

Resources

Links withICT

Sc1

2cthink about whatmight happen or try things out when deciding what to do, what kindof evidence to collect,

and what equipmentand materials to use

2dmake a fair testor comparison by changing one factor and observing or measuring theeffect while keeping

other factors thesame

2imake comparisonsand identify simple patterns or associations in their ownobservations and measurements or

other data

Sc2

1bthat the lifeprocesses common to plants include growth, nutrition andreproduction

3athe effect oflight, air, water and temperature on plant growth

Breadthof Study

1dusing first-handand secondary data to carry out a range of scientificinvestigations, including complete

Investigations

Willit grow? (Part 1)

  thatplants reproduce

  toconsider conditions that might affect germination and plan how totest them

  howto alter one factor at a time in order to carry out a fairtest

  thatseveral seeds should be used in each set of conditions in order toget reliable evidence

  tomake careful observations and comparisons and use these to drawconclusions

  thatseeds need water and warmth (but not light) for germination

1)    Explain to thechildren that once seeds have been dispersed, they need togerminate. The process of germination is the beginnings of growth.Ask the children what they think seeds need in order to begingrowing, and how they might be able to investigate this.

2)    Show the animationof the germination experiment.

3)    Groups of childrento replicate the experiment by planting their own seeds.

4)    When theexperiment is completely set up, return to the IWB and discusswhich pots they think will contain the seeds that will germinateand begin to grow. Encourage the children to give reasons for theiranswers.

5)    Begin to write upthe experiment.

IWB &Boardworks

Rapidlygerminating seeds

Thermometers

Containers inwhich to germinate seeds

Soil in which togerminate seeds

Labels forpots

Willit grow? (Part 1)

  about makingconclusions from observations

  about factors thataffect germination, e.g. water, temperature, light

  to name thereproductive parts of a flower

  that insects canpollinate flowers

1)   Complete theinvestigation started in the previous lesson. Collect together allof the pots and count/record the number of seeds that havegerminated in each pot.

2)   Ask the childrento offer simple explanations for the results that they havecollected, e.g. Our results indicate that the radish seeds willnot germinate below C because

3)   Children to recordtheir conclusions relating to the optimum conditions for the growthof the seeds that have been tested. Emphasize the fact that seedsdo not need light to germinate.

Seeds planted lastlesson

NC Programme

of Study

LearningObjectives

Children willlearn:

MainActivities

Resources

Links withICT

Sc1

1a that science isabout thinking creatively to try to explain how living things work,and to establish links between causes and effects

2juse observations,measurements or other data to draw conclusions

2kdecide whetherthese conclusions agree with any prediction made and/or whetherthey enable further predictions to be made

2mreview their workand the work of others and describe its significance andlimitations

Sc2

1bthat the lifeprocesses common to plants include growth, nutrition andreproduction

3dabout the parts ofthe flower and their role in the life cycle of flowering plants,including pollination, seed dispersal and germination

Breadthof Study

1cusing a range ofsources of information and data, including ICT-based sources

Makingnew plants

  that insectspollinate some flowers

  that plantsproduce flowers which have male and female organs

  that seeds areformed when pollen from the male organ fertilises the ovum(female)

1)    Talk with thechildren about what happens to seeds once they have germinated.Establish the fact that they develop into seedlings before maturinginto plants that produce flowers. Ask the children why they thinksome plants produce flowers.

2)    Show the diagramof the flower on the IWB, and complete the interactive activity oflabelling the flower correctly.

Ensure that thechildren understand that flowers have both male and femaleparts.

3)    Children to drawand label their own diagram of a flower.

4)    Hand out tochildren copies of Resource Sheet 2.1 Plant Reproduction. Explainthat they are going to watch a short video about plant reproductionthat will explain to them the jobs of the different parts of theflower. Tell the children that they need to take particular note ofthe two words pollination and fertilization that they will hearduring the course of the video.

5)    Explain thatalthough flowers have both male and female parts, it is notdesirable for plants to self-pollinate. Pollen needs to betransferred from one plant to another and insects help with this.Explain that the stigma is sticky so that any pollen transferred tothe flower will stick to it.

6)    Watch theanimation showing an insect depositing pollen on a plant, followedby the animation showing the fertilisation process of the pollengrowing a tube down to the ovary.

7)    Ensure that thechildren are clear on the difference between pollination andfertilisation.

IWB &Boardworks

Resource Sheet 2.1Plant Reproduction

NC Programme

of Study

LearningObjectives

Children willlearn:

MainActivities

Resources

Links withICT

Sc1

1athat science isabout thinking creatively to try to explain how living things work,and to establish links between causes and effects

2imake comparisonsand identify simple patterns or associations in their ownobservations and measurements or

other data

Sc2

1bthat the lifeprocesses common to plants include growth, nutrition andreproduction

3dabout the parts ofthe flower and their role in the life cycle of flowering plants,including pollination, seed dispersal and germination

Breadthof Study

2ause appropriatescientific language and terms, to communicate ideas and explain thebehaviour of living things

Thecycle of life (1)

     to compare thedifferences between pollination and seed dispersal

     to correctly orderthe main stages in the life cycle of a flowering plant.

1)   In pairs, childrento discuss & write down the answers to the followingquestions:

1.    Think of a seedand imagine that it has been placed in ideal conditions to help itto start to grow.

2.    What is the nameof the process when the seed starts to send a root downwards and ashoot upwards? (germination)

3.    Imagine the seedgrowing into a seedling and then a plant. What is the name of themale part of the flower? (stamen)

4.    Think about thepart of the male organ that produces pollen. What is it called?(anther)

5.    Imagine the pollenbeing transferred by an insect from the male organ to a femaleorgan. What is this process called? (pollination)

6.    Imagine the pollenhas landed on the stigma and the pollen travels down a pollen tubeand joins with the ovum/female egg. What is this process called?(fertilization)

7.    Once the pollenand ovum have joined, the flower starts to change. What happens toit? (dies)

8.    Changes areoccurring in the ovum of the flower. What are they? (seedsdeveloping)

9.    Imagine the windblowing and throwing the seeds away from the parent plant. What isthis process called? (seed dispersal)

10.  Imagine the seedlands in an ideal place for it to grow and starts to change. Whatis this process called? (germination)

2)   Discuss eachanswer with the children and, at the end of the list, ask them tosay what they notice about 2 and 10. Explain that the termreproduction in relation to plants is used to describe the factthat plants can produce seeds that grow into new plants. Say thatthe term life cycle is often used to describe the continualrepetition of this process.

3)   CompleteBoardworks interactive life cycle.

IWB &Boardworks

Resource Sheet 5.1Life Cycle of a Tomato Plant

NC Programme

of Study

LearningObjectives

Children willlearn:

MainActivities

Resources

Links withICT

4)   Children tocomplete life cycle diagrams of their own.

5)   Show the childrenResource Sheet 5.1 Life Cycle of a Tomato Plant on the IWB. Tellthem that the various stages in the life cycle of an organism areoften depicted in a flow diagram. Ask them to identify whichpictures represent germination, pollination and seed dispersal. Askthem which one shows that fertilization has occurred.

Ask the childrento explain why the life cycle diagram is not completely joined upwith arrows. Reach the explanation that the new seeds from thetomato do not grow into the very same plants as in the previouscycle, but new individual plants of the same type.

6)   Also ask thechildren to consider why the majority of tomato seeds are unlikelyto grow into new tomato plants. (Most tomatoes are grown as cropsfor humans to eat. They are harvested before they fall to theground, disperse their seeds and enable new plants to grow.)

NC Programme

of Study

LearningObjectives

Children willlearn:

MainActivities

Resources

Links withICT

Sc1

2imake comparisonsand identify simple patterns or associations in their ownobservations and measurements or

other data

Sc2

1athat the lifeprocesses common to humans and other animals include nutrition,movement, growth and

reproduction

2fabout the mainstages of the human life cycle

Breadthof Study

2ause appropriatescientific language and terms to communicate ideas and explain thebehaviour of living things

Thecycle of life (2)

     about the lifecycle of flowering plants including pollination, fertilisation,seed production, seed dispersal and germination

     that adults haveyoung and that these grow into adults which in turn produceyoung

     that human youngare dependent on adults for a relatively long period

     that if livingthings did not reproduce they would eventually becomeextinct

1)    Complete theinteractive diagram showing the different stages of a plants lifeand recap the term life cycle.

2)    Explain that allliving things have a life cycle. Discuss the germination stage of aplant and gestation periods in animals and pregnancy inhumans.

3)    Complete theinteractive activity showing the different gestation periods forthe different animals, followed by the activity showing how longthe young of different species stay with their parents.

4)    Ask the childrento think about the importance of the life cycle. Ask, what wouldhappen if a species stopped producing young? Explain that the wordextinct means that there are no more of that species alive, andthat there are a number of animals today in danger of becomingextinct.

5)    Use theinteractive world map to see which endangered animals live in thatarea. Ask the children to research the endangered speciesshown.

IWB &Boardworks

www.wwf.org.uk

www.WildAid.org

Internetresearch