Biology • Topic
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Plants
1.1 Plants are living Student’s Book pages 2–3
Scientific enquiry skills
Biology learning objective
• Ideas and evidence: Use observation and measurement to test predictions and make links.
• Know that plants need energy from light for growth.
Resources • Workbook pages 1 and 2 • Slideshow B1: Leaves and flowers
• Plan investigative work: Identify factors that need to be taken into account in different contexts. • Obtain and present evidence: Make relevant observations.
• Video B1: Plants in the sun and rain
Key words
Classroom equipment
• roots • stems • leaves
• small growing plant in a pot for each group of students
• flowers • absorb
• rulers • water • pictures of a variety of different plants • small living plants with roots, stems, leaves and flowers, in jars of water to keep them fresh
Scientific background Plants are living things that grow. In order to grow they need soil, light and water. Plants look different but they all have roots, leaves, stems and flowers, and each part plays a specific role in the life of the plant. In this unit the students will revise what they know about plants: the names of the different parts of plants, and what plants need to grow. Students will also revise what they know about what plants need to grow (water, soil and light) by observing a small plant growing over a period of two weeks. This will prepare them for the units that follow, in which they will learn about the process of photosynthesis and the ways in which plants reproduce.
Introduction � Use the topic opener photograph on Student’s Book page 1 to start a discussion about plants and to find out about the students’ prior knowledge. Encourage the students to discuss ways in which plants are the same and ways in which they are different. Let them name the plants if they can and name any parts of the plants they can see in the picture. � Review what students already know about plants. They should be able to name the roots, stem, flowers and leaves.
If you take the students on a walk, ensure they are safe and that they stay together.
â—? Take the students on a tour of your school garden, if you have one. Point out the different plants and help students to name the plants. Discuss what types of leaves, flowers and fruit each plant produces. If you have a vegetable garden at school, you can also look at plants like carrots, beans, potatoes and pumpkins and identify the different parts and the parts that we eat. â—? If you are unable to go outside, show Slideshow B1: Leaves and flowers. Ask the students to identify the plant parts in each slide.
Teaching and learning activities � Show the students some of the plants you have collected or refer to the pictures in the Student’s Book on page 2. Let the students examine the plants and compare them. They can describe the shapes of the roots and leaves, the colours of the stems and flowers, the shapes of the flowers and so on. � Discuss the functions of the different parts of plants, using the questions in the Student’s Book as a guide. Students should be able to work out that the roots anchor a plant in the soil. Prompt them to think about the way in which the roots absorb water from the soil. Then talk about where the water goes. Ask them what happens to the stems and leaves when a plant does not get water. (They droop.)
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Biology • Topic
â—? Talk briefly about why plants have flowers. Students should have some ideas about flowers attracting insects and birds, and producing seeds. They will learn about this in more detail in later units. â—? Then introduce the idea that the leaves of the plant need sunlight and water. This will prepare students for the next unit, in which they will learn about photosynthesis. Show Video B1, of plants growing in the sunshine and the rain. Ask: What did you see in the video which shows that the plants are alive? (They are moving and responding to the light.) Which parts of the plants are moving? Why are the plants moving?
Graded activities As this is a practical investigation, it is recommended that the students work in mixed ability groups for this activity. Differentiation should be via the level of support the students receive as they work on the activity, as well as by outcome (please see guidance in the ‘Differentiation’ box right).
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Plants 1.1
Differentiation All of the students should be able to name the parts of a flowering plant and describe the basic function of each part of the plant. They should also know that plants are living things that grow, and that they need soil, water and light in order to grow. Students need to be able to recognise the parts of different plants, so make sure they see a variety of pictures and real plants. Most of the students should be able to observe and record their observations of growing plants. Some groups of students may need help in setting up their investigation and in recording their observations regularly. They may need support with group-work skills. Some of the students should be able to predict what will happen if a plant does not get any light.
1 The students should revise what they know about plants by completing page 1 in their Workbooks. They label the parts of a plant and describe the functions of different parts of plants.
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3 Ask the students to work in groups to set up an investigation into what plants need to grow. Each group should have one small plant growing in a pot of soil. The students should look after the plant for a period of two weeks, watering it and making sure that it gets enough light. They record their observations, including a basic measurement of stem height, and their conclusions as to what made their plant grow (or not grow) in their Workbooks on page 2. At the same time, students can predict what they think would happen if they placed their plant in a dark cupboard. The students will investigate whether their prediction is correct in Unit 1.2.
Consolidate and review â—? Students can draw and label a different plant and write notes about the functions of different parts of a plant.
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