Earth & Life Science Series: Plants by Teacher Superstore

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Plants

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The Earth &r Life Science or eB Series t s

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Science activities for 6 to 9 year olds o c . che e r o t r s super

Written by Jane Bourke. © Ready-Ed Publications - 2005. Published by Ready-Ed Publications (2005) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 342 7

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o c . chwere Photo images used herein obtained from IMSI’s Masterclips/MasterPhotos e r er o collection, 1895 Francisco Blvd, East San Rafael,s CAt 94901-5506 USA. super The activities in this book refer to material from the document Science - a curriculum profile for Australian Schools (1994). This document is published by: Curriculum Corporation, St Nicholas Place, 141 Rathdowne St, Carlton VIC, 3053 www.curriculum.edu.au/catalog/primary.htm

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Contents Teachers’ Notes ................................................................................ 4

“Using Information” Activity Pages

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Lesson Notes: P ages 7 to 14 .............................................................. 6 Pages Using Information: How W e Use Plants ............................................. 7/8 We Using Information: Plants are Living Things ...................................... 9/10 Using Information: What Do Plants Need? ....................................... 11/12

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Using Information: All About Seeds ............................................... 13/14

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Lesson Notes: P ages 16 to 21 ............................................................ 15 Pages

Using Information: TTypes ypes of Plants 1 .............................................. 16-18

Using Information: TTypes ypes of Plants 2 .................................................. 19

Using Information: Plants Y ou Can Eat .......................................... 20/21 You

Lesson Notes: P ages 23 to 26 ......................................................... 22 Pages Using Information: The Plant Cycle .............................................. 23/24

Using Information: Life Cycle of a Bean ........................................ 25/26

Using Information: What is a W eed? ........................................... 28/29 Weed?

Using Information: Where Plants Grow ......................................... 30/31

General Activity Pages

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Lesson Notes: P ages 33 to 35 ......................................................... 32 Pages

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General: Growing Stages ................................................................. 33

General: My F avourite Plant ............................................................. 34 Favourite

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General: Flowers in Y our Garden ....................................................... 35 Your

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ages 37 to 40 ......................................................... 36 Pages Lesson Notes: P

General: W onder ful Wildflowers ........................................................ 37 Wonder onderful General: Our State Plants ................................................................ 38 General: Plants Around the W orld ..................................................... 39 World General: Arbour Day ....................................................................... 40 Lesson Notes: P ages 42 to 43 .......................................................... 41 Pages

General: Aquatic Plants ................................................................... 42 General: Plant Quiz ......................................................................... 43

Answers Answers ........................................................................................ 44

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Teacher Information The Earth and Life Sciences Series is designed to provide teachers of children in the 6 - 9 age range with a set of materials that will give students a more rounded and scientific understanding of their world and their place in it. Student activities are directed towards meeting the requirements related to Science education as set down in the document Science - A Curriculum Profile for Australian Schools (Curriculum Corporation, 1994). This book, Plants Plants, relates in particular to the conceptual Life and Living strand of Living, at Levels 1 and 2 as indicated in the Profile document. In addition the activities in the book enable children to utilize some cognitive processes which are incorporated in the Working Scientifically strand of the curriculum.

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These are:

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identifying, distinguishing, becoming aware of, observing;

describing, naming features, recording, describing change, describing how, listing; describing patterns, connecting, linking, classifying, sorting, organising.

Specific Outcomes Related to The Working Scientifically Strand Level 1 and Level 2 children working on activities in this book could be expected to realise these outcomes related to this strand:

Focus on problems in response to teacher generated questions or suggestions;

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Share observations;

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Identify some of the variables in a problem situation;

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Carry out sequential activities, and observe and describe their actions;

o c . Specific Outcomes Related to The Life and Living Strand che e r o t r s super Make simple non-standard measurements and records of data.

Level 1 and Level 2 children working on activities in this book could be expected to realise these outcomes: Students understand that needs, features and functions of living things are related and change over time. This outcome will be demonstrated by the understanding ... * that plants need water and light; * that plants develop over time, such as in seedling growth. Page 4

Structure of this Book Books in this series are divided into two sections - the section which includes the “Using Information” activity pages and that containing “General Activity” pages. Both sections include Teachers’ Notes which focus on aspects of subsequent activity pages such as:

r o e t s Bo r e p ok u S “Using Information” Section learning outcomes of the relevant pages;

materials required to complete the activity page;

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teaching suggestions for each page in the section.

age” - a set of All student activity pages in this section are preceded by an “Information P Page” notes that provides background knowledge to the activities presented on the worksheet. It is intended that these sheets are also photocopied for students and used by them as they attempt the activity page. It is envisaged that this approach will allow teachers to relate the class Science program to the Language program, through using these Information Pages as opportunities for Reading and Viewing activities. They are ideal for these purposes in that they require students to retell meanings and make simple interpretations for the purposes of completing the accompanying worksheets.

© ReadyEdPubl i cat i ons The text in these pages may be at a slightly more difficult level than that presented on the •andf o rr evi e ur psome os ewords so l y• worksheets further assistance isw given p by defining key orn phrases. These

are underlined and link to the Explanations section at the base of the page, which contains further definitive statements and explanations about the text.

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It should be noted that not all the information that is required to complete worksheets is contained in these notes. In fact, children will benefit greatly from introductory discussions and idea sharing sessions about the worksheet in conjunction with the use of the Information Page.

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General Activities Section

The activity pages in this section (headed ACTIVITY PAGE) utilize traditional print related reference materials for children to complete the set tasks on the sheets. It would be useful for a collection of appropriate books and materials to be assembled before commencing the unit so these can be accessed and used with as little disruption as possible. It is imperative, too, that these sheets are discussed thoroughly before children are set to work.

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Lesson Notes Pages 7 to 14 Content Area(s): life science

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Learning Outcomes:

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Materials Required: Information pages; activity sheets pencil or pen

Time:

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In this section students: identify the importance of plants. understand that plants need sunlight, water and air in order to survive. identify different sorts of plants. understand that most plants start life as a seed. label plant parts on a diagram.

Page 8: How We Use Plants

Page 10: Plants Are Living Things and Page 12: What Do Plants Need?

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Discuss objects that have plant origins such as paper, fabric, food, medicine. Make a class terrarium using a large soft drink container or the glass from an unused fish tank/bowl. Add soil to the base and then plant some seeds. Cover the container with a lid or plastic film. Draw a class graph to measure the growth of the seeds over two weeks. Explore the way that plants move. Place a leafy plant on a sunny window sill in the classroom. Watch how the leaves move towards the sun. Turn the plant around and watch how the plant moves towards the sunlight. Find out how long this takes. Ask students to observe the way that flowers in their garden close up in the evening. Introduce students to the microscope. If possible arrange for them to view some living plant cells under a microscope.

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Page 14: All About Seeds

Grow some different kinds of seeds on moist cotton wool on a window ledge and compare their growth. Alfalfa, bean and sunflowers seeds can be used. Discuss seeds that students are familiar with, e.g. sunflower seeds, grains in bread.

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Using Information

Information Page: How W Wee Use Plants

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Most people like to have flowers or green plants around them. Plants can be grown in gardens, pots, window boxes, hanging baskets, parks, greenhouses or in terrariums. Flowers and plants are often given as gifts, or to cheer somebody up who is sick. All over the world, flowers are used as decoration on many different occasions like weddings, carnivals and parades. There are many other reasons that plants and flowers are grown. Many plants are grown because we can get food from them. Cereals, vegetables, fruit and sugar cane all provide humans with an important source of food. Even chocolate comes from a plant! Drinks like tea, juices and coffee all come from plants. Some plants, called herbs, are grown because they can be used as medicines. Other plants are used in cosmetics, perfumes, shampoos and soaps. Materials like cotton, flax and hemp (all of which come from plants) are used to make clothes, rope, carpets and sailcloth. Rubber, which is used to make bouncy balls, elastic bands and car tyres, comes from rubber trees that are grown in large forests. Wood and paper come from plants and have many uses. Wood is used for furniture, housing and making many simple everyday things like pencils. Without paper, we would not have books, newspaper, wrapping paper or cardboard.

Explanations

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Cereals: Cereal crops are the most important group of food plant there is because they give us food like bread, breakfast cereals, cakes, rice and popcorn. Cereals are a type of grass and include wheat, oats, barley and rice. Cosmetics: Powder, make-up, lipstick, nail polish, moisturiser and many other things that people use on their bodies are cosmetics. Flax: Flax is a plant that has tough stalks that can be dried to make very strong threads. Hemp: Hemp is coarser than flax and is used to make carpets. Herbs: Herbs are plants that have healing properties. They have been used for thousands of years to make cures for many different illnesses. Herbs such as ginger, basil and oregano are used in cooking. Terrariums: A terrarium is a garden that grows in a large glass jar or bottle. If you choose the plants that are put into the terrarium carefully you can keep it inside or on your windowsill.

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Using Information

How W Wee Use Plants Use the Information Page on How We Use Plants to help you complete this page.

We use plants for many different things. Write down five things that come from plants.

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1. ..........................................................................

What plants do we eat? ....................................................................... ............................................................................................................

What plants do we use in medicines? .................................................

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What plants can we make clothes from? ............................................

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............................................................................................................ What do we get from rubber plants? ...................................................

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............................................................................................................ Draw a terrarium in this space.

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Using Information

Information Page: Plants Are Living Things Plants are living things that grow, move, climb, swim and even catch insects!

How Do Plants Grow? All living things are made up of tiny cells which can only be seen with a microscope. The cells in plants grow by becoming larger and multiplying. When this happens, the stem tip is pushed upwards and the root tip is pushed downwards. This makes the plant grow at the tip of the stem as well as the bottom of the root.

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Plants are moving all the time. Sunlight can make plants move. Some plants will turn their head so that they follow the sun as it moves across the sky. Some flowers will move their petals by opening them when the sun comes out and closing them again at night. If you touch some plants, like the mimosa plant, their leaves will suddenly droop, as in the picture.

How Do Plants Climb?

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If a tall plant that grows very quickly has a very thin stem it will fall over. Plants like this will find things to cling to as they grow. They might cling to a house, a wall, a fence or even other plants. These types of plants are called climbing plants.

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How Do Plants Catch Insects?

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Microscopic plants that live in water are called algae. They swim by wiggling their small threads and pushing themselves along. Some plants, like the Venus flytrap, catch insects as food. This plant has only two large leaves which are covered in long hairs. When the insect touches the hairs, the two leaves quickly shut. The insect is trapped inside because the long hairs lock together and the insect cannot get out. This insect is the plant's food. It can stay closed after catching the insect for as long as twenty or thirty days. When the fly trap is about to reopen it can take a while to become fully open.

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Explanations

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Algae: Algae are known as plants and not animals because they make their own food using sunlight, just as all other plants do. Microscopic: Some plants are so tiny they can only be seen using a powerful microscope. These plants are so small that they may only be made of one cell. Other microscopic plants include plankton and some types of fungi. Multiplying: Multiplying means growing by making more cells. Petals: Petals are the parts of a flower that are often large and colourful. Their job is to attract insects to the plant so that the plant can reproduce. Sunlight: All plants need sunlight to grow. Sunlight comes through the leaves of a plant and helps the cells grow and multiply. © Ready-Ed Publications

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Using Information

Plants Are Living Things Use the Information Page on Plants Are Living Things to help you complete this page.

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Plants are all around us. They are living things that grow, move and change. We can care for plants to make sure they stay healthy. Use the Information Page to learn more about plants. 1. The mimosa plant, shown below, moves if you touch it. Draw the plant after it has been touched.

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............................................................................................................... 3. How do some other plants move? .....................................................

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Using Information

Information Page: What Do Plants Need? Plants need sunlight, water and air so they can grow and store energy.

How Plants Use Sunlight, Water and Air The sunlight goes into the plant through the leaves and into the plant's cells. These cells are so small that they can only be seen using a microscope. Inside the cells is chlorophyll. The chlorophyll catches the sunlight as it falls on the leaf.

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Air also comes into the leaves through tiny holes underneath the leaves. Water comes up through the roots and flows into the leaves as well. The leaves have sunlight, water and air in them.

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Explanations Cells:

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Using the sunlight as energy, the chlorophyll changes the air and water into sugar or plant food that makes the plant grow. The water in the leaves also keeps the whole plant healthy by making the leaves firm and so the plant hold its shape. Leaves that don't get enough water can droop or even die and drop off the plant.

All living things are made up of microscopic cells which grow. As they grow they divide into two new cells. Those two new cells then grow and divide into two more new cells.

Energy:

Microscope:

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Energy in a plant is passed on to the animals that eat the plant. A cow gets energy from eating grass and people get energy from eating fruit and vegetables. Some plants are so tiny they can only be seen using a powerful microscope. These plants are so small that they may only be made of one cell. A microscope is an instrument that magnifies extremely small things so they can be seen easily. It is one of the most important tools of science and allows scientists to learn about things that we cannot see normally. Sunlight:

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All plants need sunlight to grow. Sunlight comes through the leaves of a plant and helps the cells grow and multiply.

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Using Information

What Do Plants Need? Use the Information Page on What Do Plants Need? to help you complete this page.

Like animals, plants need many things to survive. Plants need sunlight, water and air so they can grow and store energy.

r o e t s Bo r e Sunlight - ............................................................ p ok u ........................................................................... S Air - ..................................................................... ...........................................................................

Water - ................................................................ ...........................................................................

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1. How do these things help plants to grow?

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Draw a plant that needs water.

o c . Chlorophyll - .......................................................................................... che e r o t r .............................................................................................................. s super 2. Find meanings for these plant words.

Energy - ................................................................................................. ..............................................................................................................

Challenge: What does a microscope do? ........................................ .............................................................................................................. Page 12

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Using Information

Information Page: All About Seeds

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How an Egg Becomes a Seed

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If a seed has enough water and sunlight, it has everything that is needed to make a new plant. A seed will not grow if it has the fruit around it. Some seeds, like peach seeds, are quite large while others are very tiny. It is the job of the flower to make seeds. The inside of the flower has lots of different parts that help make the seed. The anthers: The anthers are long stems in the middle of the flower. The anthers make pollen. The stalk: The stalk is in the centre of the flower with the anthers. The stigma: The stalk in the centre of the flower has a sticky end called a stigma. The stigma catches the pollen from other flowers. The ovules: The are two ovules at the bottom of the stalk and each one has a tiny egg in it.

The pollen from another flower of the same kind fall on the sticky stigma. (Bees carry pollen on their legs and this is how it is moved from flower to flower.). The pollen travels down the stalk until it reaches the ovule. The ovule grows into a seed with the outside part of the ovule becoming a fruit.

How Seeds Are Spread

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Seeds are spread in lots of different ways. Some are spread by animals and others are spread by birds that have brushed up against the plant and collected seeds on their body. Some seeds are spread by the wind and others float in water to get to land. Some plants have special parts that burst open sending the seeds flying into the air.

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Animals: Seeds that are spread by animals have little spikes or a sticky glue that makes them stick to the animal. Birds: Some seeds like mistletoe seeds have to land in a tree or they will die. The seeds are covered in a sticky glue so they stick to birds as they eat the fruit around the seed. Fruit: The fruit is the part of the plant that surrounds the seed of any plant. Some fruits, like apples and watermelon, are eaten but you can not eat the fruit of every plant. Ovules: Seeds develop from structures called ovules, which are in the flowers or on the cones of a plant. The ovules are inside the ovary which is the female part of the flower. Pollen: Pollen is a golden dust that attracts bees and other insects so the seeds of plants can be spread from flower to flower. © Ready-Ed Publications

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Using Information

All About Seeds Use the Information Page on All About Seeds to help you complete this page.

Nearly all plants start life as a seed. Some plants have seeds that you can see, like in a watermelon.

r o e t s Bo r e 2. Can it grow if it is inside the fruit? ...................................................... p ok u 3. How can seeds Sspread to other places? ..........................................

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1. What does a seed need for it to grow? .............................................

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4. Circle the fruits and vegetables below that have seeds inside them.

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5. Label this diagram by drawing arrows from the words.

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Lesson Notes Pages 16 to 21 Content Area(s): life science

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Learning Outcomes:

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Materials Required: Information pages; activity sheets pencil or pen

Time:

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In this section students: understand that there are several kinds of plants. discuss the features of cacti, moss, fungi, flowering plants and trees. label the basic parts of a flowering plant. identify edible plants and distinguish between edible and inedible plants. understand that fruit and vegetables are plants.

Pages 18 and 19: Types of Plants 1 and 2

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Allow students to observe some plants in their natural habitats such as in parks or gardens. Provide some extra images of different types of plants. Bring in a small cactus in a pot. Categorize trees in the local environment as deciduous or evergreen. Visit this site for extra information on the Rafflesia plant: www.geocities.com/RainForest/3678/flora1.html Create a model of the Rafflesia flower using papier mâché over cardboard shapes.

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Page 21: Plants You Can Eat

Explain that a fruit is the part of a plant that holds the seeds. Tell the students that all fruits do not grow on trees. Discuss how strawberries, raspberries and blueberries grow on bushes while watermelon, passionfruit and grapes grow on vines. Make a chart displaying fruit and vegetable pictures from magazines. Conduct a survey in the class to see what the most popular fruits and vegetables are.

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Using Information

Information Page: T ypes of Plants 1 & 2 Types

There are many different types of plants in the world.

Flowering plants Flowering plants are the most common type of plant. They have four main parts - roots, stems, leaves and flowers.

Fungi

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Fungi are plants that don't make seeds. They have spores instead. There are 100,000 different types of fungi. Mould that grows on old bread is a fungus. Mushrooms and toadstools are also fungi.

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Cactus

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Cacti are plants that are found in very dry desert areas. They do not have leaves like other plants but are covered in spikes. Most cacti have thick stems with waxy skin. The thick stem holds water for the cactus to drink. Cacti have extremely long roots that grow close to the top of the ground. They can spread a long way to collect as much water as possible.

Moss

Moss is the soft, furry plant that you see growing on trees or rocks. It is really thousands of tiny little plants growing together. Mosses have spores instead of seeds.

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Weird and Wonderful Plants

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during winter and grow back in spring. These trees are known as deciduous trees. Other trees, called evergreen trees keep their leaves all year around. Some plants do very strange things. The Rafflesia is the largest flower in the world and smells like rotten meat. Flies and beetles are attracted to the flower because of the smell. Some plants fasten themselves to other plants and suck the food and water from them. These plants are called parasites. Some of the most beautiful plants in the world have poisonous leaves, berries, petals or branches.

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explanations

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Deciduous Trees: A deciduous tree is the name for any tree that loses its leaves at a certain time each year and later grows new leaves. Most deciduous trees lose their leaves in the autumn. The twigs and branches stay bare all winter. The following spring the trees grow a new set of green leaves. Before the leaves die, some of the food material they contain is drawn back into the twigs and branches. There it is stored and used the following spring. Deciduous trees usually have broad leaves. Ash, beech, birch, maple and oak trees are deciduous. Larch is a common deciduous tree that has needle-like leaves. Page 16

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Using Information

Information Page: T ypes of Plants 1 & 2 (cont.) Types explanations

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Evergreen: Evergreen plants remains green throughout the year. They grow new leaves before shedding the old ones. Many evergreens keep their leaves for several years. Some evergreens, such as the cone-bearing trees, have needle-shaped leaves. Many tropical plants are called broadleaf evergreens to distinguish them from needleleaved ones. Both kinds of leaves contain chlorophyll, the green colouring matter used by plants to make food. Some evergreen trees include pine, fir, spruce, hemlock, cedar, cypress and yew. Holly, box, ivy, and myrtle are other common evergreens. Rhododendron, laurel, some magnolias and most tropical plants are evergreens. Mushrooms: Some mushrooms that can be picked in the wild are poisonous. Care must be taken when picking mushrooms to eat. Parasite: A parasite is a creature that feeds and lives on another living thing, called a host. Parasites usually live on plants and animals bigger than they are. They feed on small amounts of the host's tissue or food at a time. They use the food to produce energy, and wastes are released directly into the host's body. The Rafflesia is a plant parasite. Other parasites include mistletoe and the dodder plant. Poisonous: Some common poisonous plants are oleander, poison ivy, foxglove and black nightshade. Rafflesia: These plants have huge flowers but no leaves or stems. The flowers grow as parasites on the stems and roots of several Cissus shrubs in Indonesia and Malaysia. The giant Rafflesia produces the largest flowers of any known plant. They can grow 90 centimetres wide. The flowers have five wide, fleshy lobes and usually have a bad odour. Spores: Spores are tiny cells that are scattered by the wind. They do not have their own supply of food like seeds, but will grow if they land on something that they can get food from.

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Using Information

Types Of Plants 1 Use the Information Page on Types of Plants to help you complete this page.

Plants come in all shapes and sizes. Some plants have flowers and some have thorns. Read about some interesting types of plants and complete the activity below.

r o e t s Bo r e p and label the parts using theok Draw one of these plants names below: u S

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What is the most common type of plant? .........................................

flowers stem

leaves

roots

Cactus

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A cactus is a special type of plant that can survive in desert areas with very little water. Explain how ...........................................................................................

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cactus Page 18

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fungus © Ready-Ed Publications

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Using Information

Types of Plants 2

Use the Information Page on Types of Plants to help you complete this page.

Leaves 1. Some trees shed their leaves at certain times of the year. What are these types of trees called?

r o e t s Bo r e ok 2. Name three trees p that do this. u S .................................. ................................. ................................

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3. Some trees stay green all year round? What are they called?

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4. Name three trees that do this. ................................

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flower in the world. It smells like ........................... The flower attracts ....................... and

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The Rafflesia plant is the ..................................

o c . c This plant has huge flowers but no ............................ or ......................... e her r o t s super The flowers grow as .................................. on the .......................... and ................................. because of the smell.

roots of shrubs.

These shrubs are called........................... and grow in M........................ and I............................... . The giant Rafflesia has flowers that grow ................................ wide. They have ...................... wide, fleshy lobes. © Ready-Ed Publications

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Using Information

Information Page: Plants YYou ou Can Eat

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There are many plants that we can eat. We call these plants fruit and vegetables and they come in all shapes and sizes. All of the fruit and vegetables that we eat come from growing plants. We can put them into the following groups: Roots: turnips, beets, carrots, potatoes, radishes, sweet potatoes. Stems: celery, rhubarb, asparagus. Seeds: sunflower seeds, pumpkin seeds, nuts, corn, peas, okra. Leaves: spinach, leaf lettuce, bib lettuce, kale, endive, iceberg lettuce, parsley, herbs. Fruits: bananas, berries, oranges, kiwi fruit, star fruit. Flowers: cauliflower, broccoli.

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Every day, we eat parts of plants. In fact, we need plants in our diet to stay healthy. We each have different tastes and so we have different plants and parts of plants that we like and don't like. Some plants we eat raw. Others we like to steam or bake. Q: What is the difference between a fruit and a vegetable? A: A fruit is what a flower makes after it is pollinated. The seeds for the plant are inside the fruit. Fruit is sweeter while vegetables are often starchy. Most of the fruit we eat has a stone or seeds inside it. Can you think of a fruit that doesn't have seeds or a stone of some sort? Vegetables are plant parts. When we think of a plant, we think of the stem, the leaves, the roots, the seeds and so on. Carrots and potatoes are roots. Asparagus and celery stalks are stems. Parsley and spinach are leaves. Many people think that a tomato is a vegetable because we put it in salads with other vegies. It is also not as sweet as the fruits we eat. However, a tomato is actually a fruit as it has the seeds inside it.

Explanations

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Flowers: These kinds of plants grow on the ground. Fruit: Some fruits grow on trees while others grow on vines and small bushes. Leaves: These vegetables grow on the ground. Raw: Sometimes we eat plants without cooking them first. The vegetables that we use to make a salad are raw because they have not been cooked. Roast vegetables have been baked in an oven and so they are not raw. We eat most fruit raw but sometimes we may stew fruit or make a fruit pie. Roots: These vegetables grow in the ground and you cannot see them until they are harvested. Seeds: The seeds are usually found inside the fruit of a plant. Sometimes if you plant seeds, such as pumpkin seeds, a plant will grow. Tomatoes and pumpkins have seeds inside them and are known as fruits, even though many people call them vegetables. Seeds come in all shapes and sizes. Grapes have tiny seeds while avocados have large seeds. Stems: These vegetables grow above the ground. Spinach is made up of the stems and leaves of the plant. Asparagus and celery are made up of plant stalks.

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Name: ............................

Using Information

Plants YYou ou Can Eat

Use the Information Page on Plants You Can Eat to help you complete this page.

Where do fruits and vegetables come from? Fruit: ......................................................................................................

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Vegetables:............................................................................................

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List and draw three different vegetables that you eat. ..................................................... .....................................................

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List and draw three different fruits that you eat.

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What is the main difference between a fruit and a vegetable? .............................................................................................................. .............................................................................................................. Challenge: Is a tomato a fruit or a vegetable? ....................................... © Ready-Ed Publications

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Lesson Notes Pages 23 to 26 Content Area(s): life science

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Learning Outcomes:

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Materials Required: Information pages; activity sheets pencil or pen coloured pencils

Time:

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In this section students: understand that there are four seasons in a year. explain how plants go through different stages in each season. draw and discuss the sequential stages of growth for a bean plant.

Page 24: The Plant Cycle

Page 26: Life Cycle of a Bean

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Discuss the seasons of the year and how they affect the environment, e.g. some animals hibernate, some trees and shrubs lose their leaves. Make wall charts using magazine pictures of plants and landscapes to illustrate each season.

Grow two lots of beans seeds; one lot in the classroom (in a dark corner), and the other in a sunny garden. Compare their growth rates and discuss reasons for these differences. Vary the above activity by growing two lots of beans in the same location; one with adequate watering and one with no watering. This experiment can also be used to show the need for good soil.

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Name: ............................

Using Information

Information Page: The Plant Cycle The life cycle of a plant follows the seasons of the year.

What Happens to Plants in Winter? In winter, seeds from plants lie underground protected from the cold. Each seed is a small package of life with a store of food inside it waiting for the warmth of the spring sun to help it grow.

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What Happens to Plants in Spring?

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What Happens to Plants in Summer?

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In spring, the sun begins to shine stronger and longer each day. The earth warms up and becomes soft and damp. Water soaks into the seeds and they burst open. A root pushes down into the ground and a stem pushes towards the warm spring sun.

In summer, the warm sun helps the plants to grow. Some plants grow very quickly while other plants grow slowly. Some plants bear fruit in summer with new seeds inside them.

What Happens to Plants in Autumn?

As the weather gets cooler in autumn, some plants lose their leaves. This is why autumn in America is often known as the fall. Plants grow very slowly in autumn because there is no warm sunlight to help the plant make food for it to grow. Seeds are released by the plants so they can grow again in spring.

Explanations

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Seasons: There are four seasons in a year. Each season (spring, summer, autumn and winter) lasts about three months and brings changes in temperature, weather and the amount of daylight there is in one day. Plants change in each season and many plants drop their leaves in autumn. Autumn: In the northern hemisphere, autumn is in the months of September, October and November. In the southern hemisphere, autumn is in March, April and May. Winter: Winter in the northern hemisphere is in December, January and February. Winter in the southern hemisphere is in June, July and August. Spring: In the northern hemisphere, spring is in the months of March, April and May. In the southern hemisphere, spring is in September, October and November. Summer: In the northern hemisphere, summer is in June, July and August. In the southern hemisphere, summer is in December, January and February.

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Name: ............................

Using Information

The Plant Cycle

Use the Information Page on The Plant Cycle to help you complete this page.

As the seasons change so do plants. The life cycle of a plant follows the seasons of the year. Write down what happens during each season and draw a picture to show how plants look in that season.

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r o e t s Bo r Winter .......................................... Spring ......................................... e p ok u .................................................... ................................................... S ...................................................

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Name: ............................

Using Information

Information Page: The Life Cycle of a Bean

Some plants do not have fruit that the seed grows in, but have a pod called a bean. A bean is the part of the plant that holds the seeds. There are many different kinds of bean plants but they all grow in a similar way.

How Beans Grow

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Stage T wo Two If the bean gets enough water, roots will begin to grow.

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Stage One The bean seed is covered in a hard outer shell. When water is added to the seed, it swells and the seed bursts open.

Stage Three As the roots grow, a stem will also appear. The bean uses the food in the seed to grow. Stage F our Four Leaves will grow on the stem and stretch towards the light.

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Stage Five The leaves will begin to make food for the plant using sunlight, air and water. The bean plant will grow and develop pods with beans in them.

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Bean seed: The bean seed is the part of the plant that is eaten. Peas and lima beans are bean seeds. Food: The leaves have a special substance in them that changes sunlight, water and air into sugar. Pod: Sometimes the pod of a bean plant is eaten as well as the seeds inside.

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Name: ............................

Using Information

The Life Cycle of A Bean Use the Information Page on Life Cycle of a Bean to help you complete this page.

How does a bean grow? Draw and write the stages in the boxes below. Some have been done for you.

r o e t s Bo r e p ok ................................................................ u S ................................................................

Stage 1

Stage 2

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If the bean gets enough water, ............................................................. roots will begin to grow. .............................................................

Stage 3

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also appear. ................................................................ Stage 4 ....................................................

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As the roots grow a stem will ................................................................

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The leaves will begin to make ............................................................. food for the plant using sunlight, ............................................................. air and water. The bean plant ............................................................. will grow and develop pods with ............................................................. beans in them. .............................................................

Lesson Notes Pages 28 to 31 Content Area(s): life science

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Learning Outcomes:

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Materials Required Information pages; activity sheets pen or pencil, scissors, paste

Time

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In this section students: explain what a weed is. list and describe ways in which weeds can spread. describe how different types of plants grow. classify plants according to the ways in which they grow.

approximately 20-35 minutes.

Teaching Suggestions Page 28: What is a Weed?

Page 31: Where Plants Grow

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Identify and discuss some weeds that students are familiar with. Discuss why some weeds are only described as weeds in certain situations, e.g. some plants that are considered weeds by farmers, may be grown in gardens as flowering plants. Explore the four ways in which weeds are removed. Ask the students for their opinions on which is the safest way to remove weeds.

Brainstorm to determine which edible plants grow on the ground, which plants grow in the ground and which plants grow on trees. Discuss the similarities and differences between the plants in each group, e.g. what does a grape have in common with an apple? What does a potato have in common with a carrot? Make a chart displaying fruits and vegetable pictures from magazines. Grow some radish seeds and allow the children to describe the changes that take place during growth. Visit a market garden.

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Name: ............................

Using Information

Information Page: What is a W eed? Weed?

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How Do Weeds Spread?

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A weed is any plant that grows where people do not want it to grow. Most weeds are not wanted because they fight other plants for water, sunlight and the goodness in the soil. Farmers especially do not like weeds in their crops. They sometimes use chemicals to control weeds. Weeds are usually ugly looking plants although sometimes flowering plants are known as weeds as they can get into crops and take over. Goldenrod and wild carrot weeds are attractive in gardens but a pest to farmers. Some weeds can cause trouble along road and railroad tracks and need to be removed. Some weeds are poisonous to people and to animals. If farm animals such as cows and sheep eat poisonous weeds they could die. Some plants, such as poison ivy and poison oak, are called weeds wherever they grow because they have no known use. These plants are not only weeds, but they are harmful to people and animals, causing nasty itches and blistering. Weeds can spread from one area to another in many ways. Some weed seeds have special structures that allow them to travel great distances on wind currents. The dandelion has a fluffy seed structure that can be blown for miles. Birds and other animals also scatter seeds of weeds. People spread weeds by means of seeds caught on farm and lawn equipment. Some weed seeds may be moved from one place to another in animal feed and among crop seeds.

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Explanations

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Some weeds can be useful. They can be planted on land to stop the wind blowing the soil away. They can provide shelter and food to birds and small animals. Sometimes parts of weeds are used for food for people or as a medicine. Chemicals: Chemical control is the use of special chemical called herbicides. Most herbicides only kill the weeds and do not harm crops. Herbicides must be used carefully to avoid harm to crops, human beings and wildlife. Controlling weeds: There are many ways to control weeds. Some of these include: 1. planting crop seeds that are free of weed seeds; 2. using a covering called a mulch which is placed on the ground around plants to prevent weed growth; 3. destroying weeds by hand or with a machine; 4. using natural enemies of weeds such as insects to eat them. Crops: Farmers use special machinery to dig up the weeds so they do not destroy their crops. Food: Part of a weed called dandelion can be eaten and is sometimes put in a salad or deep fried. Medicine: Fireweed, one of many weeds used in making certain medicines, helps relieve pain. Other weeds, such as goldenrod and wild carrot, are attractive in gardens. Poisonous weeds: Some poisonous weeds are jimson weed, locoweed, nettles, poison oak and poison sumac.

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Name: ............................

Using Information

What is a W eed? Weed? Use the Information Page on What is a Weed? to help you complete this page.

Weeds are plants that grow where they are not wanted. Some weeds can cause problems for other plants.

r o e t s Bo r e p ok 1. Weeds fight other plants for w........................ and s............................ . u S 2. Write the names of three poisonous weeds... ...............................

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Read about weeds on the Information Page and then find answers to these.

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3. What happens if you touch these weeds? ......................................... ..............................................................................................................

4. Weeds have many ways of spreading. Describe three ways below.

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............................................................................................... How do we get rid of weeds? .......................................... ............................................................................................. ............................................................................................. © Ready-Ed Publications

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Name: ............................

Using Information

Information Page: Where Plants Gr ow Grow Plants grow in many different places. Some plants only grow in the ocean, some plants grow in very hot areas such as deserts and some plants grow in cool rainforests. Each plant is usually suited to a certain environment. Let's look at the plants we can eat. Where do they grow?

Plants that grow in the ground

r o e t s Bo r e p ok u Plants that S grow on the ground

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Roots vegetables grow beneath the earth as part of the roots of plants. We cannot see these vegetables unless we pull them up. Root vegetables include turnips, beets, carrots, potatoes, radishes and sweet potatoes. There are no fruits that grow in this way. Vegetables that form the stems of plants grow on the ground. These plants include celery, rhubarb, lettuce, spinach and asparagus. Pumpkin grows on the ground as well as watermelon. Plants such as the pumpkin and the watermelon are known as fruits because they have the seeds on the inside.

Plants that grow as trees and bushes

Many fruits grow on trees such as apples, apricots, pears, bananas and pineapples. Some fruits grow on vines such as passionfruit and grapes. Other fruits grow on small bushes which sit on top of the ground such as strawberries, while other berries grow on bushes like mulberry and raspberry bushes.

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Environment: The environment is made up of all the living and non-living things that surround us. This includes the air that we breathe, the plants in our garden, the houses that we live in, the animals we see, the buildings we use and the weather around us. Plants can live in desert environments where there is little rainfall and hot temperatures. Cactus is a desert plant. Some plants live in areas where it often rains, such as in rainforests and tropical areas.

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Name: ............................

Using Information

Where Plants Gr ow Grow Use the Information Page on Where Plants Grow to help you complete this page.

Plants we eat can grow in different ways. Look at the pictures of plants at the bottom of the page and decide where they grow.

r o e t s B r e oOnoa tree In the ground On the ground p u k S

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Cut out the plant pictures and paste them into the correct boxes.

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Lesson Notes Pages 33 to 35 Content Area(s): life science

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Learning Outcomes:

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Materials Required: bean seeds/wheat soil (or cotton wool), plastic trays water/glass jars

Time:

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In this section students: place events in sequential order. identify the stages of plant growth. predict what will happen when seeds are first planted.

crepe paper/coloured paper paste stocking ends

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Grow some beans on moist cotton wool and/or in a shallow tray of soil. Place the approximately 2 weeks for the seedlings to grow; 25 minutes for lesson.

Teaching Suggestions: Page 33: Growing Stages

Follow-up Activities:

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seeds so that they have adequate sunlight. Discuss what happens to the seeds over a period of time. Enlarge pictures on work sheets and use as a class sequencing activity. Children can discuss the stages and place them in the correct order. Grow some seeds in egg cartons and keep a diary of growth progress. Make a Hairy Head. Fill a stocking end with soil and add wheat or grass seeds. Tie the end and then place in a jar of water. Add eyes, ears and mouth using craft materials. When the hair (wheat ) grows, children can use scraps of material to dress Hairy Head.

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Page 34: My Favourite Plant

Flower Pressing: Press some flowers between two sheets of paper. Place some heavy books on top and leave them for a few days. The pressed flowers can then be added to a chart and labelled.

Page 35: Flowers in Your Garden

Make a flower collage. On a large sheet of paper students can draw a flower with large petals. Then, using pieces of crepe or coloured paper, they can paste rolled up balls onto the shapes until there is no white space showing through. Children can experiment with colour and blend colours on the petals to create depth.

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Activity Page

Name: ............................

Gr owing Stages Growing

Let’s grow some plants. Look at the pictures below. What happens first? Cut out and paste the pictures in the right order.

r o e t s Bo r e p ok u S

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How a plant can grow

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Name: ............................

Activity Page

My FFavourite avourite Plant Answer these questions about plants. What is your favourite plant called? ....................................................... Why is this your favourite plant? ................................

r o e t s B r e o Where does your plant grow? ....................................o p u k S .................................................................................. What are the features of your plant? .......................... ..................................................................................

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What does your plant need to grow? ..................................................... ..............................................................................................................

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Name: ............................

Flowers in YYour our Gar den Garden Take a stroll around your garden and collect three different flowers. Write three things that are the same about each of your flowers. ...........................................................................

r o e t s Bo r e p ok Write three things that are different about each u S of your flowers.

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........................................................................... ........................................................................... ...........................................................................

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Draw a picture of your flower and label the parts. Colour.

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Show these parts on your plant picture: stem

petals

leaves

thorns

flower

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Lesson Notes Pages 37 to 40 Content Area(s): life science

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Learning Outcomes:

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Materials Required pen or pencil, scissors, paste art materials reference materials on local plants

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In this section students: identify wildflowers that grow in the local environment. explain how wildflower seeds can spread. name and draw the official state plants. understand that certain plants grow in certain environments. discuss the importance of Arbour Day.

atlas or globe seedlings for tree planting

Research Information

For information about Australian state plants visit this web site: http://oasis.fortunecity.com/labreya/84/aus/govhis/mainemb.htm For a list of Arbour Day web sites and information about the Day visit this site: http://www.yahooligans.com/Around_the_World/Holidays/Arbor_Day/

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approximately 20-35 minutes.

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Arrange an excursion to see some local wildflowers.

Page 38: Our State Flowers

Use reference material and the Internet site above to clarify official state plants and flowers. Make a class mural that depicts the state flowers. Divide the class so that you have roughly even numbers of each flower or plant. Other students can work in pairs to create some extra flowers.

Page 39: Plants Around the World

View a range of stimulus pictures that depict different environments around the world such as desert, arctic, rainforest and aquatic environments. Use an atlas or globe to show where these environments exist.

Page 40: Arbour Day

Discuss the history of Arbour Day from its inception in Nebraska, USA in 1872. How is Arbour Day celebrated in Australia or in your school? Plan a tree planting ceremony for the class on Arbour Day.

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Name: ............................

Activity Page

Wonderful W ildflowers Wildflowers Wildflowers grow in many environments and do not need special care from a gardener. Some flowers don’t need much water while others can grow in poor soil.

r o e t s Bo r e p ok u S grow in your area? ................................................. What wildflowers

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Many wildflowers have spread from their native environment to similar environments in other parts of the world. Sometimes wildflowers compete with native plants and farm crops and so are treated as weeds. .............................................................................................................. .............................................................................................................. Name and draw two of these wildflowers.

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o c . che e r o t r s super Online Galler Galleryy Visit this web site, www.coastal.net.au/~davidi/page16a.htm This site shows you photographs of a variety of Australian wildflowers. Select one you find attractive and draw and colour it on the back of this page.

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Name: ............................

Activity Page

Our State Plants Every state of Australia has an official flower or plant as an emblem. What is the name of the state that you live in? .................................. What is the name of the official state flower or floral emblem?

r o e t s B r e oo Draw this p k plant here. u S

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New South Wales

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Queensland ACT

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Sturt’s Desert Rose

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Tasmanian Blue Gum

Waratah

o c . Western Australiac Cooktown Orchid e her r o Royal Bluebell st super South Australia Northern Territory

Victoria Tasmania

Golden Wattle

Mangle’s Kangaroo Paw Sturt’s Desert Pea

Extra: Use this web site to find more information about state emblems. http://oasis.fortunecity.com/labreya/84/aus/govhis/mainemb.htm Page 38

Activity Page

Name: ............................

Plants Ar ound the W orld Around World Different plants grow in different places. For example, a plant that can grow in a desert will not be able to grow in a rainforest. Name and draw a plant that can grow in each of these places:

r o e t s Bo r e .................................................... .................................................. p ok u S

in the snow - ................................

rainforest - .................................

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desert - ........................................

in the sea - .................................

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in a lake - .....................................

in a field - ...................................

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Name: ............................

Activity Page

Arbour Day

Arbour Day is a special day that has been set aside for planting and caring for trees. The name comes from the Latin word meaning ‘tree’. The first Arbour Day took place on April 10, 1872. It was held in Nebraska (USA) and over one million trees were planted!

r o e t s Bo r e p ok u What is the S date of Arbour Day this year for our country?

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How is Arbour Day celebrated? .................................... ..................................................................................... .....................................................................................

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Arbour Day is celebrated in many countries now, although it may be known by other names such as Earth Day or Greening Day.

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Lesson Notes Pages 42 to 43 Content Area(s): life science

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Learning Outcomes:

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Materials Required: aquarium sea plants reference materials pencils

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Students will: identify some plants that live in aquatic environments. discuss special features of these plants. understand that aquatic plants get their nutrients from the water. use research skills to correctly complete a plant quiz.

Page 42: Aquatic Plants

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Create an aquatic environment using a fish tank or small aquarium. Decide if saltwater or freshwater will be used. Add some aquatic plants and observe them over a few days. Fish can be added for extra lessons. Study how the fish interact with the plants. This web site has some information on aquatic plants: mbgnet.mobot.org/fresh/plants/intro.htm Visit an aquatic environment and collect some plants. Discuss their features.

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Ideally, this page should be the one that concludes students’ study on this theme. Students should know all the answers if they have completed most of the other pages. Allow the students to look back on their worksheets and even revisit the Information Pages.

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Name: ............................

Activity Page

Aquatic Plants Many plants grow in the sea. They get their energy from minerals and nutrients in the water instead of from sunlight. Which of these plants live in water? water lily

algae r o e t s Bo r e rosep ok u SVenus flytrap kelp sea weed cactus

plankton

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reeds

Choose an aquatic plant and look it up in an encyclopedia.

Name the plant and describe its features. Plant: ........................................................

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• .............................................................................................................. ..............................................................................................................

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Activity Page

Name: ............................

Plant Quiz How much do you know about plants? Try this plant quiz. 1. Name a plant that can live in the desert............................................. 2. Name a plant that traps flies? ............................................................

r o e t s Bo r e p ok u S 4. Name a plant that has thorns. ...........................................................

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3. What attracts insects to plants? P....................................................... .

5. What plant can droop when you touch it? ......................................... 6. What are three things a plant needs to survive? ................................ ..............................................................................................................

7. What do most plants start life as? ....................................

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9. A plant that keeps its leaves all year round is an e ............................ plant. 10. Most seeds start to sprout in .............................................

. tethat grows on a vine. ................................................... 12. Name a fruit o c . ccan e 13. Some tiny plants only be seen with a m........................................ her r o t s sup er 14. Plants convert air and water into e................................................... 11. Name a fruit that has seeds inside it. . .............................................

15. C.......................................... is the substance that makes plants green.

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Answers How We Use Plants (page 8) Answers will vary, e.g. food, drinks, cosmetics, cotton, flax, hemp, rubber etc.;

Plants Are Living Things (page 10) 1. Check drawings. 2. The mimosa plant immediately droops if its leaves are touched. 3. Answers will vary.

What Do Plants Need? (page 12)

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All About Seeds (page 14)

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Sunlight provides plants with energy and helps plant cells to grow and multiply. Air comes into the leaves through tiny holes under the leaves. Using the sunlight as energy, the chlorophyll changes the air and water into sugar or plant food that makes the plant grow. Water in the leaves also keeps the whole plant healthy by making the leaves firm and plants hold its shape. Chlorophyll makes the leaves of plants green and uses sunlight to make food for the plant out of air and water. Energy in a plant is passed on to the animals that eat the plant. A microscope is an instrument that magnifies extremely small things so they can be seen easily. It is one of the most important tools of science and allows scientists to learn about things that we cannot see normally. 1. A seed needs water and sunlight to grow. 2. No, it cannot grow inside a fruit. 3. Seeds can spread to other places by animals such as insects and birds. Some seeds burst out of a plant and are then carried by wind. 4 and 5. Check answers on page.

Types of Plants 1 (page 18) 1. Flowering plants. Other Questions: Answers will vary.

Types of Plants 2 (page 19)

1. Deciduous; 2. Answers will vary; 3. Evergreen; 4. Answers will vary; Rafflesia: largest, rotting meat, flies, beetles, stems, leaves, parasites, stems, Cissus, Malaysia, Indonesia, 90 centimetres, five.

Plants You Can Eat (page 21)

All fruit and vegetables come from growing plants; some from roots and some from stems or branches. Answers will vary. Challenge: A tomato is actually a fruit as the seeds are inside it.

The Plant Cycle (page 24) Answers will vary. Life Cycle of a Bean (page 26) Use Information Page to confirm answers. What is a Weed (page 29)

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Where Plants Grow (page 31) Check activity. Growing Stages (page 33) Check activity. My Favourite Plant (page 34) Answers will vary. Flowers in Your Garden (page 35) Answers will vary. Wonderful Wildflowers (page 37) Answers will vary. Our State Plants (page 38)

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1. water, sunlight; 2. Answers will vary; 3. Blistering or itchiness; 4. Use Information Page to confirm answers.

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Australian and State floral emblems: Australia=golden wattle; NSW=waratah; Qld=Cooktown orchid; ACT=royal bluebell; NT=Sturt’s desert rose; WA=Mangle’s kangaroo paw; Victoria=common heath; Tasmania=Tasmanian blue gum; SA=Sturt’s desert pea.

Plants Around the World (page 39) Answers will vary. Arbour Day (page 40) Answers will vary. Aquatic Plants (page 42) Water lily, plankton, reeds, algae, seaweed, kelp. Answers will vary.

Plant Quiz (page 43) 1. Cactus, 2. Venus flytrap, 3. Pollen, 4. Various, e.g. a rose, 5. Mimosa plant, 6. Water, sunlight, air, 7. A seed, 8. Deciduous, 9. Evergreen, 10. Spring, 11. Tomato, watermelon and so on, 12. Grape or passionfruit, 13. Microscope, 14. Energy, 15. Chlorophyll.

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