Download key stage 2 year group : t - Aldingbourne Primary School

KEY STAGE 2
YEAR GROUP :
3 /4
TERM : SUMMER CYCLE B
THEME : LIFE CYCLES
KEY VOCABULARY : habitat, environment, features, identify, producers, consumers, food chains, keys, relationships,
Expressions : making generalisations and comparisons
LEARNING GOALS
ACTIVITIES
TIME
ALLOCATION
 To identify and assign locally
 Collect plants from the school grounds. Observe features.
2 ½ hours
occurring plants to groups
 Show children a simple key and how to use it
using a key
 Introduce Venn diagrams as a way of organising the information
 Ask children to locate data and answers questions about information in Venn
diagrams and keys
 To know that a plant has
 Discuss the fact that plants are grown for food and look at some examples of 2 hours
different parts which are all
vegetables to show the importance of plants that have been grown well.
( + 4 weeks of
necessary for it to grow well
 Revise parts of a plant and what each part is for.
observations)
 To make careful observations
 Investigate the growth of a plant with no leaves ( use 2 plants and remove
and measurements of plants
leaves from one ) by measuring plants at intervals over a period of weeks.
growing
 Describe differences in how the plants grew – relate to function of leaves.
 To use results to draw
conclusions
 To know that water is taken
 Use celery to and water containing dye to show movement of water.
1 hour
in through the roots and
transported to other parts of
the plant via the stem
 To know that plants need
 Investigate growing a seedling using different amounts of watering.
2 hours
water for growth – but not an
( + 2 weeks of
unlimited amount
observations )
 To make accurate
measurements
 To know that plants need
 Show children a plant that has been grown in the dark or some grass that has
1 hour
light for healthy growth
been covered.
 Ask children to suggest investigations to show that plants grow well in the
Varies
light.
 To know that flowering plants
 Revise the fact that plants have fruits and seeds which will produce new
1 ½ hours
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reproduce
To know that seeds can be
dispersed in a variety of ways
To consider conditions that
might affect germination and
plan how to test them
To make careful observations
and comparisons and use them
to draw conclusions
To know that insects pollinate
flowers
To know the male and female
parts of a flower and that the
seeds of a plant are formed
after pollination takes place.
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plants. Draw examples.
Look at a selection of fruits with seeds eg. apple, tomato, cherry, strawberry;
and some seed cases such as wheat, poppy, dandelion, ash. Make drawings.
Talk about the different ways that seeds are dispersed.
Try growing some unusual seeds eg avocado, maize ( sweetcorn )
Ask children what seeds need in order to germinate and how they could
investigate this.
Ensure a valid test is set up – varying one factor and using sufficient seeds.
Discuss and evaluate results
Explain the role of insects in pollination, using examples of flowers that
attract bees and other insects. Use school grounds to observe this if possible.
Dissect flowers to see stigma, stamen and style. Look at pollen grains from
different plants.
Label drawings and learn names of parts.
INVESTIGATION
Are plants able to grow without soil?
Do all plants have leaves ?
All plants absorb the same amount of water – investigate.
Do plants grow best in the dark ?
USEFUL DOCUMENTS :
2 hours
2 hours
(+ 2 weeks of
observations )
1 ½ hours
2 hours