Download There are more lessons than you may need this term

Plants and Photosynthesis– Introduction to Plants and Leaves
Lessons 1 and 2
There are more lessons than you may need this term – so please
select which ones you believe would benefit your pupils.
Prior knowledge
This unit should begin with a discussion/explanation of a two key facts:


All plants are effectively ‘autotrophs’, i.e. they make their own food – (glucose)
They do this through the process of photosynthesis, which largely takes place in the leaves
of all plants.
Plants then use glucose to turn it into a range of other products such as starch, protein and oils etc.
The most important part of the plant is the leaf and the following information is useful to know
before teaching this unit.
The key concept to teach is:
ALL ‘CARBON’ (ELEMENT C) COMES FROM CARBON DIOXIDE (CO2) IN THE ‘AIR’ – IT IS THIS ELEMENT IN
COMBINATION WITH NITROGEN (N2) THAT PLANTS EXTRACT WITH THEIR ROOTS FROM THE SOIL AND WATER
(H2O), FROM WHICH A PLANT MAKES ALL ITS PRODUCTS.
Or put more simply:
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Plants and Photosynthesis– Introduction to Plants and Leaves
Lessons 1 and 2
Timetables are provided to suggest a weekly outline in order to ensure children have plants,
seedlings etc. to observe in lessons. This is only a guide and you may wish to alter it as you
see fit.
Lessons are designed to be flexible, and can be organised to suit your class and timetable.
Our suggested plan is to spend one lesson delivering the theory and demonstration. The
website has a lesson plan, support documents and pupil sheets. Shortly there will be video
demonstrations to serve as reminders. Time can then also be spent on the skills focus, ie
planning, collecting data or interpreting data. Children can build upon their knowledge of
predicting, devising questions that could be tested and data collection. This term they will
develop the skills necessary to evaluate the data they collect.
The following week time can be taken to revisit the scientific knowledge and children have
the opportunity to plan and carry out their own investigation. There is then time to work in
pairs to carry out the experiment and evaluate their findings and observations at the end of
the lesson.
Each lesson plan has homework suggestions and links to further studies.
Differentiation is not stated by year groups as classes vary from year to year, cohort to
cohort and school to school. We state our aims for most children and then for some. This
means that every demonstration and investigation has been chosen because any KS2 child
can access it at some level. Evaluation sheets are available for Lower and Upper KS2.
The level of understanding, language used, ability to relate concepts and investigate are the
skills which develop as the child learns.
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Plants and Photosynthesis– Introduction to Plants and Leaves
Lessons 1 and 2
Introduction to plants and leaves
Essential Knowledge for Teachers
1. Photosynthesis uses sunlight, carbon dioxide and water to build carbohydrates producing oxygen as a waste product
2. Gases and water vapour enter and leave the leaf through holes or stomata (sing. Stoma) normally on the underside.
Expandable cells called guard cells regulate the size of the holes, which in turn controls the amount of gases/water vapour coming
in/out of the leaf. More usually the stomata are closed at night to cut down water loss. Stomata are normally not submerged, so
that in floating aquatic plants they are on top of the leaves, and in submerged aquatic plants they are absent.
3. Carnivorous plants are plants that derive some or most of their nutrients (but not energy) from trapping and consuming
animals or protozoans, typically insects and other arthropods. Carnivorous plants have adapted to grow in places where the soil is
thin or poor in nutrients, especially nitrogen, such as acidic bogs and rock outcroppings. Charles Darwin wrote Insectivorous
Plants, the first well-known treatise on carnivorous plants, in 1875.
Common Misconceptions
 Absorption of water occurs via leaves.
 The soil is the source of all plant food.
 Older children often have the idea that plants “breathe out” oxygen during the day and carbon dioxide at night. This
happens when children are confuse two quite different processes: photosynthesis, which operates only in the light, and
respiration, which goes on all the time.
 Children don’t distinguish germination of seeds from their subsequent growth. Different conditions are required for each
– during germination only respiration takes place, but once the green shoots appear photosynthesis can start.
 If asked where the material of the plant comes from, many children and adults will suggest that it comes only from the
soil. Many do not realise that most of the plant material is produced through photosynthesis.
 That a large tree trunk is composed mainly of carbon converted from the CO2 in the air; i.e. air becomes a solid
substance.
 Children often think that seeds contain miniature plants waiting to grow. Human babies, snail babies are miniature
versions of the adult. The connection between one form of baby and a plant is a misconception.
See http://beyondpenguins.ehe.osu.edu/issue/polar-plants/common-misconceptions-about-plants
Termly Scientific Skills Development Focus: Evaluation
Questions that should be asked: (For more suggestions see page 16 of the Scheme of Work)
 Are there any results/observations which don’t seem to match others?
 How would you explain any results/observations that you were not expecting?
 How would you use science to explain any results/ observations which don’t seem to match others?
 What could you do to make your method better?

Opportunities should be given throughout the lesson for children to use and develop their knowledge of planning investigations
and collecting data. They should be encouraged to question the validity of their results.
Cross curricular links
Literacy

Writing instructions for the demonstration/investigation using imperative verbs.
 Definitions of scientific vocabulary as part of a class science dictionary/glossary
 Use scientific vocabulary to develop report writing eg, How does a Venus Flytrap
capture it’s food?
 News Report: New Jungle Found (see the story from The Telegraph on a new jungle
discovered in Falmouth)
http://www.telegraph.co.uk/news/newstopics/howaboutthat/3526795/Lost-jungleplanted-by-Victorian-explorer-discovered-at-country-estate.html
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Plants and Photosynthesis– Introduction to Plants and Leaves
Lessons 1 and 2
Numeracy
Other subjects
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Drawing line graphs to illustrate numerical data.
Use data to calculate averages.
Calculating areas of irregular shapes.
Discussion and use of a variety of tables, diagrams.
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
Pupils could learn the Photosynthesis song / rap (see links below)
Use plastic Easter egg packaging or paper mache, to make 3D models of Venus
Flytraps.
Research projects on famous botanists such as Gregor Johann Mendel, and his study of
heredity or Robert Brown, and his pioneering use of the microscope.

Starter Activity
‘Pass the Buck’ activity:
Pupils are divided into groups, each group having a flip chart, different colour marker pen, and individual number. The groups are
given 30 secs to write down all they know about plants. Each sheet is then passed to the next group (last number passed to first).
15 seconds is allowed to cross out wrong facts, amend or add to list. This process is repeated until each group has their original
sheet back.
What facts did all groups put in?
What facts did all groups get wrong?
What was changed from group to group?
How well did you work as a group?
How would you improve on this if you repeat it?
Activity
Introduction to Photosynthesis:
Simply write on the board the word Photosynthesis and ask if anyone has heard of it? Break it down into its component parts Photo (light) and Synthesis (to make) and briefly explain that plants make their own food from Sunlight + Carbon Dioxide + Water.
There is no need at this stage to go into any more detail as it is a recurring theme throughout each lesson in this Topic.

What is a leaf and how different can different types be?
Ask children to collect leaves from school/home.
There is a huge variety of different leaf types to be found. There are large leaves, small leaves, slender leaves and wide ones.
Leaves can be soft, prickly, hairy, and hard.
Procedure
1. Pupils should look carefully at their leaf and draw it. (worksheet available if necessary)
2. Use a magnifying lens to look at the veins of the leaf. Describe them. They should look closely at the veins using a magnifying
glass, describing accurately what they see.
3. Measure the length and width of the leaf. Measurements of length and width of the leaf should be recorded.
4. Describe the leaf e.g. margin, apex etc. The leaf type e.g. margin, apex etc. should be described.
5. Take the leaf and trace around it on the graph paper. Ask if they can work out the area of the leaf. The leaf can be traced
around onto the graph paper and pupils asked if they can work out the area (using the graph paper).
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Plants and Photosynthesis– Introduction to Plants and Leaves
Lessons 1 and 2
Possible Questions/ Suggestions for discussion
Discussion Questions
 What colour are the leaves you have (green)?
 Are all leaves this colour?
 What happens to deciduous leaves (shed & colour change) in autumn?
 What happens to evergreen leaves in autumn?
 Why do plants have leaves?
Extensions
 Make a collection of as many different kinds of leaves as you can find.
 Find some way to group as many different kinds of leaves as you can find.
 Use the leaves to make leaf prints or leaf rubbings.
 Arrange leaves on contact paper or waxed paper and place in a construction paper frame. Display in the window.
Teacher Demonstration
Demonstration: Flesh eaters!
You will need: Venus Fly Traps
Show pupils the carnivorous plants and discuss how they feed. Touch the trigger cells on one Venus Flytrap to show how they
close.
1.
2.
3.
4.
Pupils are told to work in groups of two or three.
They are given some time to come up with their own experiments on testing the trigger response time and closure of the
Flytrap – and to give feedback to the class. If they do not reason out the method on the worksheet, discuss it with them.
Pupils decide which investigation the teacher should carry out, and then the teacher undertakes the investigation.
Use the questions for a class discussion.
Children’s Investigation
Class Activity: Looking for a pattern
Pairs of children will need: Holly leaves, magnifiers, ruler
Group the class in pairs and give them 10 – 15 holly leaves.
Explain the activity to them, following the worksheet. They must measure the length of each leaf and the number of spikes and
record using tables. They then plot individual and class scatter-grams, the latter giving a more reliable result because of greater
numbers of leaves resulting more data and a more representative sample.
Investigation: Does anything come out of leaves? How does it get there? (set up and leave until next
lesson) Pairs of children will need: bag, paper clips/tie, plant, cobalt chloride paper
Think – pair – share activity: (You may need to lead them to the method used below as this is the
simplest. How do you think we can investigate this? Pupils think quietly on their own, pair up and
discuss their ideas. They feedback the best answer to the class. Class vote on “best” answer).
Set up the demonstration. This is to detect whether the water leaves through the leaves/stem/soil.
Place the potted geranium in the large plastic bag after putting the leaves into the smaller bag, secured
by string/tie/elastic band and leave until next lesson.
Possible Questions/ Suggestions for discussion
What was the most common length?
What was the range of leaf lengths?
What was the average leaf length?
What was the most common number of spikes?
What was the range of spike number?
What is the average number of spikes?
Is there a relationship between leaf length and the number of spikes?
Was the conclusion the same for your data and the whole class data? If it was different ask why this might be?
Do you think this is true for the number of lobes and leaf length in oak trees?
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Plants and Photosynthesis– Introduction to Plants and Leaves
Lessons 1 and 2
Learning Outcomes
All children should
Some children could
A few children could
 Understanding that appearance of leaves can be used to classify them e.g.
shape (round, pointed etc.), number together, how grouped.
 Learn about insect eating plants using the Venus Fly Trap investigation to find its
trigger time.
 Learn the term Photosynthesis and its very basic meaning.
 Develop the skills of pattern seeking and drawing scientific graphs.
 Investigating what materials are given off by leaves.
 Learning how to recognise patterns and draw scientific graphs.
 Identify that data does not always produce valid patterns. They could go on to
try to give reasons for this.
 Draw and interpret line graphs.
 Suggest ways in which to improve experimental design.
 Make species identification cards for interesting plants they have researched. Eg
Titum arum, the smelliest plant at Kew.
 Suggest ways to improve the experiment to obtain more meaningful results.
 Suggest ways in which the experiment could be of use. Eg, Research plants in
Brazil being used to discover new medicines.
 Suggest how water moves from soil and passes out of leaves, using reasoned
arguments.
Plenary/Review including Skills Progression focus: Evaluation
Evaluation involves critically considering the reliability of the data and discussing how it can be improved. Pupils explain
whether their evidence is robust enough to support a firm conclusion. They also suggest ideas to enable their investigation to
provide additional relevant evidence.
 Through whole class discussion elicit from the pupils what they observed.
 What do children think they needed to do to ensure that they would get the same results if they or someone else was to
repeat this experiment?
 The class should write on their experiment sheets an agreed definition for the term ‘valid data’.
 How could this experiment be improved to make the data more precise, accurate and valid?
 In what ways might data from this type of experiment be useful in the real world?
Useful websites
https://www.woodlandtrust.org.uk/learn/british-trees/native-trees/
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/plants/plants1.shtml
http://www.bbc.co.uk/bitesize/ks2/science/living_things/plants/read/1/
http://www.saps.org.uk/primary
http://www.sciencekids.co.nz/plants.html
http://www.nuffieldfoundation.org/practical-biology/recording-variation-ivy-leaves
https://www.youtube.com/watch?v=igkjcuw_n_U
https://www.youtube.com/watch?v=jkMjYJCdmF0
http://www.visuallanguagelab.com/cast/images/Photosynthesis_Expository.jpg
https://www.youtube.com/watch?v=C1_uez5WX1o
https://www.youtube.com/watch?v=pE82qtKSSH4
https://www.youtube.com/watch?v=_xeYNnzwpSE
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Plants and Photosynthesis– Transport of Fluids in Plants
Lessons 3 and 4
Transport of Fluids in Plants
Essential Knowledge for Teachers
1. The top most layer of a leaf is called the upper epidermis. This protects the leaf and may be covered by a waxy cuticle. The next
layer is the palisade mesophyll, which is a layer of closely packed cells that perform photosynthesis.
The third layer is the spongy mesophyll, a layer of loosely packed photosynthetic cells.
Finally, the bottom layer is called the lower epidermis and contains the guard cells with stomatal openings called pores.
2. Plants have two different types of transport tissue. Xylem transports water and solutes from the roots to the leaves, phloem
transports food from the leaves to the rest of the plant. Transpiration is the process by which water evaporates from the leaves,
which results in more water being drawn up from the roots. Plants have adaptations to reduce excessive water loss.
Plants have transport systems to move food, water and minerals around. These systems use continuous tubes called xylem and
phloem.
Xylem:
Xylem vessels are involved in the movement of water through a plant from its roots to its leaves.
Phloem:
Phloem vessels are involved in translocation. This is the movement of food substances from the stems to growing tissues and
storage tissues.
Water:
Is absorbed from the soil through root hair cells.
Is transported through the xylem vessels up the stem to the leaves.
Evaporates from the leaves (transpiration)
3. Transpiration is the movement of water through the plant. Plants release water molecules into the air, which cool the air
around the plant. Plants act as giant pumps, taking water up from the soil into the leaves. Some of the water is used in the
photosynthesis process, and much of it escapes through the stomata. Water that escapes goes back into the atmosphere.
Common Misconceptions
 Plants get their food from the soil. Plants take in all substances they need to grow through their roots. Actually Plants
take in air through their leaves. Chloroplasts in the plant absorb the sun’s energy for use in photosynthesis. Water and
minerals are taken in through the roots.
 Leaves take in water. Children will learn that water is taken in through their roots.
Termly Scientific Skills Development Focus: Evaluation
Questions that should be asked: (For more suggestions see page 16 of the Scheme of Work)
 Are there any results/observations which don’t seem to match others?
 How would you explain any results/observations that you were not expecting?
 How would you use science to explain any results/ observations which don’t seem to match others?
 What could you do to make your method better?

Opportunities should be given throughout the lesson for children to use and develop their knowledge of planning investigations
and collecting data. They should be encouraged to question the validity of their results.
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Plants and Photosynthesis– Transport of Fluids in Plants
Lessons 3 and 4
Cross curricular links
Literacy

Writing instructions for the demonstration/investigation using imperative verbs.
 Definitions of scientific vocabulary as part of a class science dictionary/glossary.
Numeracy
Other subjects


Calculating areas of irregular shapes.
Discussion and use of a variety of tables, diagrams.

Art: Use the leaf peels to make designer leaf prints using black paper and silver thread
or paint.
Art: Use the work of Lorenzo Duran to inspire: http://flavorwire.com/195150/galleylorenzo-durans-breathtaking-leaf-art.

Starter Activity
Demonstration: What comes out of leaves? How does it get there?
Show pupils the geranium plant from last lesson. Take the bags off the plant. Where is most of the condensation? Test condensation with blue cobalt chloride paper to show it is water.
Children can repeat the geranium investigation from last week, but this time they need to cover both sides of two leaves with
Vaseline before covering with a bag. They cover the underside of two leaves with Vaseline and cover with a bag. Finally they
cover the upper side of two leaves and cover with a bag.

Possible Questions/ Suggestions for discussion
How much water has come out of the plant?
Where has it come from?
How did it get there?
How will our new investigation help answer our questions?
What do we predict will happen?
Why do we think that?
Teacher Demonstration
Demonstration 1: Cacti
You will need: Cacti
Ask the questions: Are these plants? Where are the leaves? How do they survive in deserts? Etc. Show pupils the PowerPoint and
explain the adaptations of the cactus.

Demonstration 2: Observing the transport system of plants.
You will need: celery, food colouring, beakers
Use the teacher notes and pupil activity sheet to set up the celery stalks (white flowers can be used) in Part (a) and (b). These
need to be left for four to seven days, but observed as stated by the pupils at regular time intervals and observations recorded.
1.
2.
3.
Fill the beaker 1/4 full of water then add food colouring.
Cut the end from the celery and place the celery in the coloured water and let it sit.
Observe.
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Plants and Photosynthesis– Transport of Fluids in Plants
Lessons 3 and 4
Children’s Investigation
Where does the water leave the leaf?
Pairs of children will need: a leaf, clear nail varnish, tweezers, microscope
Begin by looking closely at the leaf, can you see where the water comes out? Explain that for water to escape, there must be a
hole. These are called stomata. Explain the relationship with the guard cells. 
To demonstrate stomata in a leaf, obtain a fresh leaf. This increases the chances of observing the stomata “open”. General
experience has shown that mid-morning time is the best time for collecting leaves.
Maple and Ivy leaves have many good sized stomata.
Ensure each child has a leaf. They should coat both sides of the leaf with clear nail
varnish.
After 15 minutes these should be dry enough for the children to carefully peel off,
revealing the intricate details of the leaf.
Children can then use the microscopes to carefully observe their leaf, and use to
identify where the stomata can be found.

There are lots of opportunities for artwork from this activity.
Children should be able to spot the stomata, and can make detailed drawings from
their “peel”.
Plenary Activity
Recap / Plenary: Collective memory activity
Learners in groups of three or four are given a number within the group: 1, 2, 3 or 4.
All the ‘ones’ are invited up to look at the image hidden on the teacher’s desk for a few seconds and then they return to their
group and start to reproduce the image on a blank piece of paper as accurately as possible.
After 1 minute all the ‘twos’ come up for a few seconds, return to the group and help complete and refine the copied picture /
diagram.
Then the ‘threes’ and finally the ‘fours’.
At this point, stop and tell the groups that they are going to have one or two more rounds to reproduce the images. Ask them,
“How are you going to best work together to make the image as accurate a copy as possible?” (Perhaps using ‘Think, Pair, Share’
for this question).
To succeed, learners will need to plan how they will work together (e.g. by splitting the image into quarters and concentrating on
one each, or by having one person do the labels etc.). They will also need to develop an awareness of how much information they
can retain in their short-term memory. It is valuable to unpick this once the activity is completed.
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Plants and Photosynthesis– Transport of Fluids in Plants
Lessons 3 and 4
Learning Outcomes
All children should
Some children could
A few children could
 Describe that water is taken up from the soil by the roots and travels through
the plant in tubes called veins.
 Know leaves have pores called stomata.
 Spot that stomata are surrounded by two guard cells.
 Identify that stomata are usually found on the underside of leaves in plants.
Some floating aquatic plants, like water lilies, have their stomata located on the
upper side of the leaf. (Submerged aquatic plants do not have stomata)
 Investigate what materials are given off by leaves.
 Should be able to draw a labelled poster explaining the adaptations of each part
of the cactus.
 Suggest ways in which to improve experimental design.
 Know that plants typically close their stomata at night to avoid too much water
loss.
 Learn that leaves have pores called stomata on the epidermal layer of the leaf,
through which plants respire.
 Describe how guard cells control the amount of water passing through a leaf.
 Know that some floating aquatic plants, like water lilies, have their stomata
located on the upper side of the leaf. Submerged aquatic plants do not have
stomata.
 Learn that plants have two different types of transport veins. Xylem transports
water and solutes from the roots to the leaves, phloem transports food from the
leaves to the rest of the plant.
 Suggest ways to improve the experiment to obtain more meaningful results.
 Suggest how water moves from soil and passes out of leaves, using reasoned
arguments.
Plenary/Review including Skills Progression focus: Evaluation
Evaluation involves critically considering the reliability of the data and discussing how it can be improved. Pupils explain
whether their evidence is robust enough to support a firm conclusion. They also suggest ideas to enable their investigation to
provide additional relevant evidence.
 Through whole class discussion elicit from the pupils what they observed.
 What do children think they needed to do to ensure that they would get the same results if they or someone else was to
repeat this experiment?
 Are our patterns the same?
 Can we identify how many stomata are on every leaf and is there a pattern to be found?
 How would we discover if every type of leaf has the same number of stomata?
Useful websites
http://www.biologydiscussion.com/experiments/experiment-to-observe-temporary-mount-of-a-leaf-peel-to-show-stomata/1733
http://www.nuffieldfoundation.org/practical-biology/transpiration-plants
https://www.youtube.com/watch?v=y9hprlmck44
http://amrita.olabs.co.in/?sub=79&brch=16&sim=137&cnt=1
http://www.saps.org.uk/secondary/teaching-resources/299-measuring-stomatal-density
http://www.bbc.co.uk/learningzone/clips/van-helmonts-experiments-on-plant-growth/12895.html
http://morriscourse.com/elements_of_ecology/chapter_6.htm
http://www.pinterest.com/pin/302937512405710281/
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Plants and Photosynthesis– Inside the Leaf, Bees and Pollination
Lessons 5 and 6
Inside the Leaf, Bees and Pollination
Essential Knowledge for Teachers
1.
2.
3.
4.
Transpiration is the movement of water through the plant. Plants release water molecules into the air, which cool the air
around the plant. Plants act as giant pumps, taking water up from the soil into the leaves. Some of the water is used in
the photosynthesis process, and much of it escapes through the stomata. Water that escapes goes back into the
atmosphere.
Environmental factors affect the rate of transpiration. The drier the atmosphere, the greater the driving force for water
movement out of the plant, increasing rates of transpiration.
Pollination is the process by which pollen is transferred from the anther (male part) to the stigma (female part) of
the plant, thereby enabling fertilization and reproduction. This takes place in the angiosperms, the flower bearing plants.
Most plants sprout bisexual flowers (which have both male and female parts), but plants like squash grow separate male
and female flowers — still others have both bisexual and single-sex flowers. And, as evolutionary biologists have recently
discovered, plants with male and bisexual flowers produce more seeds. However not all flowers have both male and
female parts, and some plants have totally separate male and female flowers.
Plants that have either male or female floral parts, but not both are called Dioicous ("two houses").
Plants that have both male and female floral parts are called Monoicous ("one house").
While many angiosperms seem to have both anthers and ovules they may not, whereas pansies and gymnosperms are
very good examples of Diocious flowers.
Common Misconceptions


Plants take in all substances they need to grow through their roots. In reality, chloroplasts in the plant absorb
the sun’s energy for use in photosynthesis.
Water is absorbed by leaves. It is not, water and minerals are taken in through the roots.
Termly Scientific Skills Development Focus: Evaluation
Questions that should be asked: (For more suggestions see page 16 of the Scheme of Work)
 Are there any results/observations which don’t seem to match others?
 How would you explain any results/observations that you were not expecting?
 How would you use science to explain any results/ observations which don’t seem to match others?
 What could you do to make your method better?

Opportunities should be given throughout the lesson for children to use and develop their knowledge of planning investigations
and collecting data. They should be encouraged to question the validity of their results.
Cross curricular links
Literacy
 Write a biography for a famous botanist.
 Make a class glossary for Plants and Photosynthesis using new vocabulary
learned. This could be adapted for younger children in school. For example Y6
could make a pictorial one for Y3 children.
 Produce an explanation text on how plants reproduce.
 Research and write a news report on the problem of the decreasing population
of bees.
 Interview a beekeeper and write instructions on keeping bees.
 Bee and Flower poetry – excellent for personification.
 Write the diary of a bee – “A day in the life of…”
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Plants and Photosynthesis– Inside the Leaf, Bees and Pollination
Lessons 5 and 6
Numeracy
Other subjects
 Create some maths problems using plants. Eg if a bee collected 35 grains of
pollen from each of the 8 flowers he visited each day, how many grains of pollen
has he transferred?
 Drawing line graphs to illustrate numerical data.
 Use data to calculate averages.
 Discussion and use of a variety of tables, diagrams.
 More able children may be able to work out surface areas of irregular shapes.

 Pupils could work on creating a large model of a leaf cross section using
plasticine, modroc or clay.
 Research English vicar called Stephen Hales, who discovered how plants
transport water.
 Make 3D models of flowers, lift the petal to reveal the parts of a flower.
 Either individually or in small groups on a larger scale.
 Painting in the style of Elizabeth Blackadder.
Starter Activity
‘Think-Pair-Share’: What were the five most important facts from last lesson?
‘Snowball’ (Form groups of four from pairs): From your ten most important facts, which are the top five? Feedback to class.

Activity
Demonstration 1: Examine leaves/celery/flowers from last week.
Children can pass them around, or use a visualiser.
Can children explain what has happened?
In order to replace the lost water, the plant has little tubes inside its stem that transport water up to the leaves from the roots.
When the celery was placed inside of the coloured water, both the water and the food colouring were taken up the tubes and the
colouring was left behind in the leaves when the water evaporated through the stomata!
If you cut the stem open length-wise you should have seen the tubes going all the way up from bottom to top, loaded up with
coloured water.

Demonstration 2: Bees and Pollination - Flower dissection and Pollen under the microscope + Bees and Honey.
You will need: flowers, tiles, knives, magnifiers
Curiously of all the demonstrations and discussions to be had in science this is perhaps one of the most important! Bees are
incredibly important pollinators and pollination in particular is essential for most life on earth – so it is worth spending some time
on this demonstration and class discussion.
1.
2.
3.
4.
5.
Watch the clip of pollination: http://www.bbc.co.uk/education/clips/zfx76sg
As a class, work through and play the demo:
http://resources.hwb.wales.gov.uk/VTC/plant_repro/eng/Introduction/default.htm
Using fresh flowers (lilies and tulips are better), carefully dissect a flower and stem. Allow the children to observe this,
and then pass round the parts of the flower.
Children should then be able to identify, label and observe in detail using the microscopes.
Children can then begin to grasp the concept of pollination and the role of bees.
(http://www.bbc.co.uk/guides/zg4dwmn)

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Plants and Photosynthesis– Inside the Leaf, Bees and Pollination
Lessons 5 and 6
Possible Questions/ Suggestions for discussion
 Do you think that any particular food colouring would work better than another? Why don’t you do an experiment and
find out?
 What would happen if you left the flower/celery in the coloured water longer? Explain your reasons for this.
 How much water has been taken up the stem? How could we measure this?
 Would where we placed the pot change our results? What might happen if the pot was left in a warm or a cold place?
Teacher Demonstration
Recap: What have we learnt so far about water in plants?
Demonstration: Measuring rate of water uptake by a plant shoot using a potometer
You will need: bowl of water, stem, photometer, Vaseline/blutac
Explain the potometer to the class: explain how it was set up and that the rate of water uptake by the shoot is measured by
timing how long the air bubble takes to move a set distance, in the capillary tube.
Explain that you cut the shoots under water and assembled the potometer under
water. If air got into the xylem vessels of the plant, it could have formed air locks
that would prevent the plant taking up water.
Explain that the potometer has been left for the leaves to dry or they have been
dried gently with a paper towel. The potometer will not work properly until any
excess water on the leaves has evaporated or been removed.
It is a good idea to assemble the potometer before the lesson, as there is a real
art in setting them up. This will give the leaves time to dry and give you a chance
to check that they are working before you begin to take measurements with the
pupils.
Adding food colouring to the water makes it easier to see the air bubble in the
capillary tube.
See the following links for guidance:
https://www.youtube.com/watch?v=oUr1P9RZnEU
https://www.youtube.com/watch?v=qj7jnqgzHuE
Children’s Investigation
Class Activity:
You will need: microtone, wax, boiling tube, tripour beaker, carrot/celery, scalpel, microscopes for the children
What do stems and leaves look like in cross section? There is a choice of three methods:
1. Use the prepared slides and microscopes to observe the cross sections of a leaf and stem.
2. You can make your own microscope slides using a fresh leaf and a sharp knife. Make sure that the leaf is clean and dry. Lay it
flat on a chopping board, and slice a two centimetre section crosswise from the centre. The cells surrounding the central vein of
the leaf are what you will want to look at so make sure that you cut across the vein. Starting at one of the short end strips (the
edges that you did not cut), tightly roll the leaf section. Carefully make several very thin slices off one end. Make a wet mount on
the slide by adding a few drops of water over the leaf section on the slide and cover with the coverslip. Use the data recording
sheet from www.hometrainingtools.com.
3. Use the microtone to make slides for the children. This MUST be done by an adult.





Attach the microtone to a table.
Pour some wax crystals into a boiling tube then place both into a beaker of hot water.
Place a chunk of carrot/celery etc into the well of the microtone.
When the wax has melted, pour around the piece of vegetable and leave to set.
Once set, use a scalpel to shave off a thin layer, twist the handle underneath the microtone to move the well upwards
and repeat several times.
 Pass the homemade slides to the children to observe.
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Plants and Photosynthesis– Inside the Leaf, Bees and Pollination
Lessons 5 and 6
Pupils then observe the sections by hand, with a lens and microscope and make accurate neat drawings. Pupils should attempt to
provide precise measurements of what they see in their thin sections.
Children can then use the microscopes to compare slides, draw and label diagrams etc.

Possible Questions/ Suggestions for discussion
Questions:
What can you see?
Are all stems the same?
Are there any patterns in similar vegetables?
Can you label parts of the leaf?
Identify the guard cells and the stomata to make a detailed drawing.
Plenary: Modelling stem and leaf cross sections.
Show pupils the “stem and leaf structure” PowerPoint to consolidate learning. Print pictures of the cross sections of the stem and
leaf. Then give each group a variety of Plasticine colours and ask them to develop models of the cross sections.

Learning Outcomes
All children should





Record measurements in a table and draw a conclusion from them.
Learn about the internal structure of leaves.
Be able to use the microscope.
Learn that stomata are surrounded by two guard cells.
 Recognise that guard cells control the opening/closing of the stomata.
Some children could
A few children could
 Explain their observations using simple arguments.
 Draw a simple line graph.
 Suggest ways in which to improve experimental design.
 Create a fully labelled poster or powerpoint or model of a bee that shows all its
body parts and describes the life and function of a bee. 
 Work together to create models of plant leaves, stomatas, stems, flowers and
bees to form part of a whole class activity, presentation or display for the school.
 Suggest ways to improve the experiment to obtain more meaningful results.
 Suggest how water moves from soil and passes out of leaves, using reasoned
arguments.
 Explain the structure of veins i.e. they have specialised tubes called xylem, (takes
water up), and phloem (takes glucose to where it is needed).
Plenary/Review including Skills Progression focus: Evaluation
Evaluation involves critically considering the reliability of the data and discussing how it can be improved. Pupils explain
whether their evidence is robust enough to support a firm conclusion. They also suggest ideas to enable their investigation to
provide additional relevant evidence.
 Through whole class discussion elicit from the pupils what they observed.
 What do children think they needed to do to ensure that they would get the same results if they or someone else was to
repeat this experiment?
 How could this experiment be improved to make the data more precise, accurate and valid?
 In what ways might this investigation be useful in the real world?
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Plants and Photosynthesis– Inside the Leaf, Bees and Pollination
Lessons 5 and 6
Useful websites
Please see the following www links for lesson support and guidance:
https://www.youtube.com/watch?v=V5yya4elRLw
https://www.youtube.com/watch?v=rmL_XTrPOMw
http://www.bbc.co.uk/bitesize/quiz/q69706711
http://www.bbc.co.uk/bitesize/ks2/science/living_things/plant_life_cycles/read/1/
http://www.bbc.co.uk/programmes/p00nn01z
Great for revision: http://www.saps.org.uk/primary/teaching-resources/239-reproduction-and-life-cycles-part-1parts-of-a-flower
http://www.microscope-microscope.org/activities/school/microtome.htm
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Plants and Photosynthesis– Inside the Leaf, Bees and Pollination
Lessons 5 and 6
NOTES:
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Plants and Photosynthesis– Photosynthesis and Plant Products
Lessons 7 and 8
Photosynthesis and Plant Products
Essential Knowledge for Teachers
1.
2.
3.
4.
5.
6.
7.
8.
All green plants manufacture their own food, by using energy from the Sun during a process called photosynthesis. They
use carbon dioxide (CO2 ) from the air, water (H2 O) from the soil, energy from the Sun in the form of light, minerals from
the soil and chlorophyll in their leaves to make organic chemicals, mainly sugar (C6 H12O6 ), which is their basic food.
Oxygen (O2) is a waste product of the reaction and is released into the atmosphere.
Much of the sugar is turned into starch for storage in the leaves.
Photosynthesis is summarized in a word equation as:
Sunlight Chlorophyll Carbon dioxide + water glucose + oxygen Photosynthesis is normally written as a symbol equation:
Sunlight Chlorophyll 6CO2 + 6H2 O C6 H12O6 + 6O2.
Plants use the sugar to manufacture a variety of carbon compounds including oils, proteins, and starches.
We use these materials for our food, medicines, dyes, perfumes, fibres etc.
Because plants use raw materials to manufacture food, they are called primary producers.
NB this is one of the key underlying concepts in biology and it is vital that pupils’ misconceptions are dealt with
immediately.
Leaf colour comes from pigments. Pigments are natural substances produced by leaf cells. Chlorophyll is the most
important of three. Without the chlorophyll in leaves, trees wouldn't be able to use sunlight to produce food.
Trees respond to the decreasing amount of sunlight throughout the year, by producing less and less chlorophyll.
Eventually, a tree stops producing chlorophyll. When that happens, the carotenoid pigment, already in the leaves, can
finally show through. The leaves then become a bright rainbow of glowing yellows, sparkling oranges and warm browns.
Common Misconceptions

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




Plants get their food from the soil.
All plants make their own food.
Oxygen is used in photosynthesis.
Oxygen is a wanted product from the process.
Plants do not respire.
Water enters plants through the leaves.
The Sun’s energy is part of the chemical process.
Energy is made during the process.
 Plants do not respire during the day.
Termly Scientific Skills Development Focus: Evaluation
Questions that should be asked: (For more suggestions see page 16 of the Scheme of Work)
 Are there any results/observations which don’t seem to match others?
 How would you explain any results/observations that you were not expecting?
 How would you use science to explain any results/ observations which don’t seem to match others?
 What could you do to make your method better?

Opportunities should be given throughout the lesson for children to use and develop their knowledge of planning investigations
and collecting data. They should be encouraged to question the validity of their results.
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Plants and Photosynthesis– Photosynthesis and Plant Products
Lessons 7 and 8
Cross curricular links
Literacy
Other subjects

Write a photosynthesis poem like Mr R.
http://sciencepoems.net/sciencepoems/photosynthesis.aspx#.VRZg-vmsVFM


Pupils work in groups of two, three or four (dependent on ICT available). They could
complete a newspaper front page on Van Helmont, Priestley and Ingenhousz using the
information sheet to help them.
Write an explanation text explaining why leaves change colour throughout the year.

See Van Helmont fact sheet.
 Ask pupils to write a little song about photosynthesis including the equation.
 Students could create a little ‘play’ acting out all the various parts of photosynthesis.
 Pupils could research and write up their own experiment about photosynthesis
identifying how they could study all the factors that affect photosynthesis.
Starter Activity
Either: Review leaf structure by memory map activity.
Or: Think-pair-share:
What do we know about plants? Draw a poster.
(Show the ‘Plants’ PowerPoint and ask students what they did not remember and re-enforce these aspects).

Activity
Introduction to Photosynthesis
Show the ‘Photosynthesis’ PowerPoint’. Use the presentation to explain photosynthesis to pupils. Emphasise the key facts that
plants take in Carbon Dioxide from the air and Water from the ground to make Glucose, which it then turns into starch and then
uses this to make plant fibre.
LIGHT ENERGY
Carbon dioxide + water
glucose + oxygen the capillary tube.
LIGHT ENERGY


6CO2 + 6H2O
C6H12O6 + 6O2
Possible Questions/ Suggestions for discussion
Discussion Questions
Collective memory activity on photosynthesis (last slide on PPT)
1.
2.
3.
4.
5.
Learners in groups of three or four are given a number within the group: 1, 2, 3 or 4.
All the ‘ones’ are invited up to look at the image hidden on the teacher’s desk for 10 seconds and then they return to
their group and start to reproduce the image on a blank piece of paper as accurately as possible.
After 30 seconds, all the ‘twos’ come up for 10 seconds, return to the group and help complete and refine the copied
picture / diagram.
Then the ‘threes’ and finally the ‘fours’.
At this point, stop and tell the groups that they are going to have one or two more rounds to reproduce the images. Ask
them, “How are you going to best work together to make the image as accurate a copy as possible?” (Perhaps using
‘Think, Pair, Share’ for this question).
To succeed, learners will need to plan how they will work together (e.g. by splitting the image into quarters and concentrating on
one each, or by having one person do the labels etc.). They will also need to develop an awareness of how much information they
can retain in their short-term memory. It is valuable to unpick this once the activity is completed.
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Plants and Photosynthesis– Photosynthesis and Plant Products
Lessons 7 and 8
Teacher Demonstration
Demonstration: Where is starch formed in the leaf?
1. Ask pupils to pick a small leaf off the top of any plant or provide 15 variegated geranium leaves to class.
2. Arrange a plastic 250ml beaker on a desk and boil a full kettle of water.
3. Once the kettle has boiled, place the leaves in the kettle for a few mins.
4. Remove the leaves and place them into the bottom of the boiling tube.
5. Pour around 10mls of methylated spirit into the boiling tube to cover the leaves and place into beaker.
6. Reboil the kettle and place 150ml boiling water into the beaker.
7. The methylated spirit will boil (it boils around 700C) and the solution will turn green as it removes the chlorophyll from the
leaves.
8. After 10 mins carefully remove the leaves, unfurl and lie flat on a white tile.
9. Add a few drops of iodine solution to the leaves and wherever starch is present the leaf will turn black.
http://www.biotopics.co.uk/plants/psfac2.html
10. Allow children to examine the leaves when cooled.
Extra Demonstration: To show that oxygen is released during photosynthesis
Set up the elodea or Cabomba demonstration explaining why the equipment is set up in this way and that any bubbles of gas
released will float to the top of the upside down test tube.
As it does this the water in the tube is forced out. You do not have to set up the control, but if you do it will show that light is
needed for the process.
http://www.saps.org.uk/secondary/teaching-resources/190-using-cabomba-to-demonstrate-oxygen-evolution-in-theprocess-of-photosynthesisThis will help pupils understand that oxygen is released by the plant and not part of the process or used by the plant. Through
careful higher order questioning, stress that without plants we would have no oxygen to breathe and life on Earth would cease.
This is why we must make our forests sustainable.
Children’s Investigation
Investigation: What plant products contain starch?
Pairs of children will need: spotting tile, variety of food, iodine solution
1.
2.
3.
4.
Using the spotting tiles, simply ask pupils to place a little of the food substances you have into each of the
dimples.(bread, potato, cheese, rice, orange etc)
Add 1 or 2 drops of iodine solution from the dropping bottles to the food samples.
If starch is present the food will turn black.
Pupils can then create a little table for the results and show which foods contain lots of starch.

Possible Questions/ Suggestions for discussion




Did every leaf make the water turn the same shade of green? Can you suggest why?
What would happen if we used yellow leaves or red leaves?
Comparison of energy contained in foods. Did all foods turn the same colour? Why?
What patterns did pairs spot?
Group foods which turned another colour, and those which were less affected. What reasons can children give?
In this activity it is important that pupils understand that fats contain more energy than sugar. Our bodies use up sugar
first for energy and any fat not used is stored. You could stress that food content data is on all food packages and the
need for a balanced diet that contains the right amount of different nutrients for each person.
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Plants and Photosynthesis– Photosynthesis and Plant Products
Lessons 7 and 8
Learning Outcomes
All children should
Some children could
A few children could
 Understand that appearance of leaves can be used to classify them e.g. shape
(round, pointed etc.), number together, how grouped.
 Learn about insect eating plants using the Venus Fly Trap investigation to find its
trigger time.
 Learn the term Photosynthesis and its very basic meaning.
 Develop the skills of pattern seeking and drawing scientific graphs.
 Investigate what materials are given off by leaves.
 Learn how to recognise patterns and draw scientific graphs.
 Identify that data does not always produce valid patterns. They could go on to
try to give reasons for this.
 Draw and interpret line graphs.
 Suggest ways in which to improve experimental design.
 Make species identification cards for interesting plants they have researched. Eg
Titum arum, the smelliest plant at Kew.
 Research and present a project on the history of the development of our
understanding of photosynthesis. (This could be a homework activity.)
Information sheet
Computers
PowerPoint of newspaper formats
NB If computers not available, print out blank A3 versions of the formats for pupils to
complete.
Plenary/Review including Skills Progression focus: Evaluation
Evaluation involves critically considering the reliability of the data and discussing how it can be improved. Pupils explain
whether their evidence is robust enough to support a firm conclusion. They also suggest ideas to enable their investigation to
provide additional relevant evidence.
 Through whole class discussion elicit from the pupils what they observed.
 What do children think they needed to do to ensure that they would get the same results if they or someone else was to
repeat this experiment?
 The class should write on their experiment sheets an agreed definition for the term ‘valid data’.
 How could this experiment be improved to make the data more precise, accurate and valid?
 In what ways might data from this type of experiment be useful in the real world?
Useful websites
https://www.woodlandtrust.org.uk/learn/british-trees/native-trees/
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/plants/plants1.shtml
http://www.bbc.co.uk/bitesize/ks2/science/living_things/plants/read/1/
http://www.saps.org.uk/primary
http://www.sciencekids.co.nz/plants.html
http://www.nuffieldfoundation.org/practical-biology/recording-variation-ivy-leaves
https://www.youtube.com/watch?v=igkjcuw_n_U
https://www.youtube.com/watch?v=jkMjYJCdmF0
http://www.visuallanguagelab.com/cast/images/Photosynthesis_Expository.jpg
https://www.youtube.com/watch?v=C1_uez5WX1o
https://www.youtube.com/watch?v=pE82qtKSSH4
https://www.youtube.com/watch?v=_xeYNnzwpSE
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Plants and Photosynthesis– Plant Growth and Germination
Lessons 9 and 10
Plant Growth and Germination
Essential Knowledge for Teachers
1.
2.
Seeds are dormant.
Germination is the process where growth begins from this resting stage. Seeds are mature ovules of plants and contain
an embryo and stored food.
3. Seeds contain a radicle (which will grow to form the root) and the plumule. (The young shoot).
4. In order for germination to occur, there are a number of conditions that are needed:
5. Soil needs to be rich in nutrients.
6. If seeds are planted too deep they will not have enough stored energy to reach the soil surface.
7. Seeds need moisture to germinate. A wet environment can cause seeds to rot, because they need oxygen. If it is too dry
an area the seed will not receive the necessary water it needs.
8. Many seeds germinate best in dark conditions, although some need light. Once germination has occurred, they will need
light to continue growing,
9. Although seed germination temperatures vary by type of flower, many are between 21-30o C.
Common Misconceptions


Seeds need light to germinate.
Seeds need soil to germinate.
Termly Scientific Skills Development Focus: Evaluation
Questions that should be asked: (For more suggestions see page 16 of the Scheme of Work)
 Are there any results/observations which don’t seem to match others?
 How would you explain any results/observations that you were not expecting?
 How would you use science to explain any results/ observations which don’t seem to match others?
 What could you do to make your method better?

Opportunities should be given throughout the lesson for children to use and develop their knowledge of planning investigations
and collecting data. They should be encouraged to question the validity of their results.
Cross curricular links
Literacy
Numeracy
Other subjects




Write a diary account of a seed, either a single part, or the entire life cycle.
Plant poetry, lots of examples here:
http://www.theflowerfields.com/sites/default/files/plant_poetry.pdf
Explanation texts on the Perfect Conditions for Growing.
Children can write a quiz for other children, or parents, to complete.



Take accurate measurements.
Record data in a table.
Draw a bar chart and use to devise and answer questions.

Go on a walk and collect two plants from different habitats to bring in to school.
Record and compare the conditions found in the two different habitats, and features of
the plant found in each, such as height, leaf size, colour of leaves, whether they have
flowers or fruits and the general health of the plant. Try to think of reasons for any
differences you have found between the types of plants found there and any
differences between the same species of plant growing in two places. Think about
threats there might be to these habitats, like drying out in summer. Press your plants
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Plants and Photosynthesis– Plant Growth and Germination
Lessons 9 and 10

as soon as you have picked them. To make your plant press use a large book and sheets
of newspaper or tissues. Open the book and lay a piece of tissue on to the open page.
Place the plant specimens face down on the tissue and place another piece of tissue on
top of the plant. Close the book. Put something heavy on top of the book.
Design and make a game for a specific audience. Eg a card game for families or a board
game for younger children.
Starter Activity
Review the life cycle of plants.
Brainstorm in pairs the main stages in the life cycle of plants and any related ideas.
‘Think-pair-share’: Ask pupils. ‘What do you think seeds need to germinate?’
Take ideas from the group Show PowerPoint and complete the bean dissection.
Distribute two beans to each pupil. Place beans on dry paper towels. Discuss seed parts with pupils as they investigate the beans.
Ask pupils to take beans apart and identify the seed coat, cotyledon(s), and embryo. Ask students to observe and record findings
as they locate seed parts on the worksheet.
Activity
Demonstration/Practical activity: Root View Farm
You will need: 2l bottles, scissors, seeds, soil/newspaper
Set up the root vue farms:
1.
2.
3.
4.
5.
Cut the top off a 2l plastic drinks bottle.
Working in pairs, half fill the bottle with soil/ rolled newspaper.
Each child places a seed next to the edge of the bottle.
Carefully water the seed.
Observe carefully over the next few weeks.
Pupils use root race stickers to track daily root growth. The longest root over the shortest period of time wins the race.
http://brainstorminbloom.blogspot.co.uk/2013/06/viewable-planter-watch-roots-grow.html


Possible Questions/ Suggestions for discussion
What do you expect to see over the next few weeks?
Which part of the seed will grow first?
What would happen if you planted the seed upside down?
Teacher Demonstration
Demonstration 1 - Bean dissection
You will need: Broad bean seeds, paper towels, scalpel
Slice open some broad beans and pass around for children to examine. They can draw/record the parts they know/see.
Demonstration 2 : Ripening fruit
You will need: plastic bags, fruit
1. Label the bags:
Bags 1–4: Control
Bags 5–8: Test
2. In each of the Control bags, place one piece of unripe fruit and seal the bag.
3. In each of the Test bags, place one banana and one piece of unripe fruit and seal the bag.
4. Place the bags together, and observe changes to fruit each day. Record your observations.
The procedure is very simple but you must explain to pupils that bananas give off ethylene gas as they ripen and ethylene speeds
up the ripening process in other fruits. The fruit will need to be tested after 2-3 days.
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Plants and Photosynthesis– Plant Growth and Germination
Lessons 9 and 10
Questions:



Why do some people keep bananas away from their other fruit?
How else could the ripening process be slowed down? (Low temperature)
Nectarines are often very unripe when you buy them in the supermarket. How could I ripen them one day at a time to
eat?
Children’s Investigation
Investigating seed germination
This is a simple way to investigate the germination of seeds under different conditions. It allows students to make quantitative
measurements of root / shoot growth, length of root hairs, etc. Follow the instructions on the SAPs guide for setting it up. (see
link below)
http://www.saps.org.uk/secondary/teaching-resources/186-student-sheet-5-investigating-seed-germination-experiment
Groups of children will need: A straight-sided 1 litre plastic bottle, petri dishes, filter paper, seeds, paper towel, cotton wool,
water
1. Decide upon the factors your group believes will affect seed germination – light,
heat, water, type of seed etc.
2. Cut out a piece from the side of the bottle.
3. Place a material in the bottom of a petri dish, eg. Cotton wool.
4. Sprinkle some seeds onto the material.
5. Decide if you believe water is a necessary factor in germination, if so, dampen the cotton wool.
6. Place the lid on the petri dish and place vertically in the bottle/ rack.
7. Repeat with different materials/ seeds/conditions depending on the question pupils decided upon.
Most/some pupils can plan and carry out a fair test investigation to see if there are differences between seeds grown in light and
seeds grown in darkness. They write an independent report for homework. Ask the class, ‘What other conditions affect the
germination of seeds?’ Each group can choose one factor and design a fair test to examine its effect. (They do not have to carry
this out). Pupils will need to check on their seeds regularly for a week and record growth etc.

Possible Questions/ Suggestions for discussion
 How many seeds have germinated after 1, 2 and 3 days etc? Calculate the percentage germination for each day. Design a
suitable way of showing the information on a graph.
Compare germination rates for different seeds.
How can you tell which is the radicle (root) and which is the plumule (shoot)?
Which appears first, the radicle or the plumule? Is it the same for other seeds?
Measure the radicle and plumule as they grow. Design a suitable way of displaying the data that you collect.
Do radicles and plumules grow at the same rate?
Are there any differences between seeds grown in light and seeds grown in darkness? Design a fair test to investigate
this.
 What other conditions affect the germination of seeds? Choose one and design a fair test to examine its effect.
 What is a tropism? Design ways of investigating tropisms using this apparatus.






Learning Outcomes
All children should




Know that plants grow from seeds.
Understand that seeds are the plant embryo and learn about their structure.
Realise that seeds need certain conditions to germinate.
Know that a gas (Ethylene) helps fruits to ripen and that we use this knowledge
to control the ripening of fruit.
 Measure and record observations in a table.
 Apply their learning to a new situation.
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Plants and Photosynthesis– Plant Growth and Germination
Lessons 9 and 10
Some children could
A few children could

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

Describe plant growth and the key stages of plant development.
Make accurate observations and record them appropriately.
Explain their observations using justified arguments.
Plan and carry out a fair test.
Develop the skill of questioning experimental design.
Develop the skill of clearly identifying factors to change in an investigation on
the basis of initial results obtained.




Develop the skill of pattern seeking to identify relationships.
Develop the skill of comparing group data for analysis.
Plan and carry out a fair test independently.
Write an accurate scientific report.
Plenary/Review including Skills Progression focus: Evaluation
Evaluation involves critically considering the reliability of the data and discussing how it can be improved. Pupils explain
whether their evidence is robust enough to support a firm conclusion. They also suggest ideas to enable their investigation to
provide additional relevant evidence.
 Through whole class discussion elicit from the pupils what they observed.
 What do children think they needed to do to ensure that they would get the same results if they or someone else was to
repeat this experiment?
 The class should write on their experiment sheets an agreed definition for the term ‘valid data’.
 How could this experiment be improved to make the data more precise, accurate and valid?
 In what ways might data from this type of experiment be useful in the real world?
Useful websites
http://www.saps.org.uk/secondary/teaching-resources/186-student-sheet-5-investigating-seed-germination-experiment
http://www.bbc.co.uk/education/clips/zb4rkqt
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/white board/growth.htm
http://www.primaryresources.co.uk/science/science2c.htm
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Plants and Photosynthesis– Darwin and Plants
Lessons 11 and 12
Darwin and Plants
Essential Knowledge for Teachers
 Plants require nitrogen, phosphorus and potassium along with other elements for healthy development.
 For instance, to make proteins, plants require nitrogen and sulphur. For the production of more nucleic acids, plants also
require phosphorus. In order to make chlorophyll, plants need magnesium.
 Elements that are necessary for healthy plant growth are called essential elements.
 Charles Darwin undertook a 5 year voyage on HMS Beagle and made many scientific observations on his travels. On his
return to England in 1836, Darwin tried to solve the puzzle of how species evolve.
He proposed a theory of evolution occurring by the process of natural selection. The animals (or plants) best suited to
their environment are more likely to survive and reproduce, passing on the characteristics which helped them survive to
their offspring. Gradually, the species changes over time.
 David Attenborough is a current animal and plant behaviour /environmental scientist.
Common Misconceptions
 Plants need to be in soil to grow.
 Charles Darwin was the first to “discover” evolution. This is just simply untrue all the way around. There are
many scientists who came before Darwin that came up with the idea of species changing over time. Even ancient
philosophers came up with stories and ideas that would be considered the basis of evolution.
 Charles Darwin said humans evolved from monkeys. He never said that humans evolved from monkeys and this
statement shows an overall misunderstanding of the concept of evolution. Humans are related to primates, like apes, on
the tree of life. Humans are not direct descendants of apes or monkeys, however, and belong to a different branch of
the family tree. It would be more accurate to say that humans and apes are cousins to put it in familiar terms.
Termly Scientific Skills Development Focus: Evaluation
Questions that should be asked: (For more suggestions see page 16 of the Scheme of Work)




Are there any results/observations which don’t seem to match others?
How would you explain any results/observations that you were not expecting?
How would you use science to explain any results/ observations which don’t seem to match others?
What could you do to make your method better?

Opportunities should be given throughout the lesson for children to use and develop their knowledge of planning investigations
and collecting data. They should be encouraged to question the validity of their results.
Cross curricular links
Literacy
Numeracy




Design a timeline of Darwin’s discoveries.
Write a ships log from The Beagle.
Write a factfile on Darwin.
Produce a news report/balanced argument on Darwin’s theory and the views of his
critics.




Take accurate measurements.
Drawing graphs to illustrate numerical data.
Use data to calculate averages.
Discussion and use of a variety of tables, diagrams.
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Plants and Photosynthesis– Darwin and Plants
Lessons 11 and 12
Other subjects


A painting-based project on the theme of 'variations', and including an introduction to
the work of artists such as Andy Warhol.
A musical composition project based on Darwin's voyage in the 'Beagle', in which
children represent musically the key events of the expedition, the discoveries he made
and the development of his theories.
Starter Activity
Review the results of the practical activity:
Investigating seed germination Ask pupils to discuss in their groups the differences that they can see between the seeds placed
in the light and dark. Take feedback. What conclusion can we draw?
Review Root View Farm: Which seed is in the lead? What can you differences can you see between the different plants?
Ripening fruit. In your groups, discuss any observations you can make. Does this have any implications for shopkeepers, families
etc.?

Activity
Question: ‘If seeds need certain conditions to germinate successfully and fruits need certain conditions to ripen, do plants need
certain conditions to grow well?’
Let pupils discuss for five minutes in groups of four and take feedback.
If pupils mention the need for “plant food”, ask them ‘Is this really food if plants make sugar/glucose during photosynthesis?’ So
what is “plant food” that people buy in bottles? If no-one mentions minerals, introduce them here, as ‘substances that plants
need to grow well’ and that they are found naturally in soil.
PowerPoint: Show the presentation, ‘SAPS growing plants with hydroponics’, to reinforce the fact that the ‘substances’ are found
in soil naturally, but in hydroponics, we need to know what to put in to the water for the plants to grow well. Carry out the
activity in the PowerPoint.
Teacher Demonstration
Darwin – Information found in the Support Materials
Using the “Plant Collection” Teacher notes booklet, read the story of Charles Darwin to the class, pages 3-4.
Then undertake Q2-3 with the class. Ask your students to look at the photographs of the two plant specimens (p7-8). One was
collected and pressed 170 years ago. The other is a recent example. Can they spot the differences between the sheets and
describe them? How do they compare with the specimens they have collected and pressed?
Children’s Investigation
Practical activity: Investigating the effect of minerals on plant growth
Equipment per pair:




4 containers
Hydrogel
Seeds (radish, mung bean etc.)
Plant food
1.
2.
3.
4.
5.
6.
Each group fills each container with hydrogel.
Place seeds each container.
Feed one container with one plant food.
Repeat with the other two.
(The fourth is a control without plant food)
Observe and note results.
It is easy to differentiate this investigation: pupils can measure dry mass of plant material, length of stems, number of leaves or
colour/colour patterns of leaves. Pupils will need to make daily observations until next lesson.



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Plants and Photosynthesis– Darwin and Plants
Lessons 11 and 12
Possible Questions/ Suggestions for discussion
What steps have you taken to ensure that your results are reliable?
How are the plants affected by plant foods in the pots?
Which plant food encouraged the greatest growth of plant material?
What does this suggest about how we should fertilise the soil in which we grow our food crops?
What do the plant foods contain that help plant growth?
Learning Outcomes
All children should
Some children could
A few children could





State that plants need minerals for healthy growth.
Measure and record observations in a table.
Explain their observations using simple arguments.
Learn about the life and work of Charles Darwin.






Describe the effects of a range of mineral deficiencies on plant growth.
Make accurate observations and record them appropriately.
Explain their observations using justified arguments.
Plan and carry out a fair test.
Recall the effects of some mineral deficiencies on plant growth.
Develop the skill of pattern seeking to identify relationships.


 Plan and carry out a fair test independently.
 Write an accurate scientific report.
 Learn that plants need minerals to grow healthily and that N, K and P are the
most important.
 Be able to suggest a range of alternative methodologies that could lead to
similar results.
 Refine the skill of being able to identify anomalous data and explain reasons for
the anomalies.
Plenary/Review including Skills Progression focus: Evaluation
Evaluation involves critically considering the reliability of the data and discussing how it can be improved. Pupils explain
whether their evidence is robust enough to support a firm conclusion. They also suggest ideas to enable their investigation to
provide additional relevant evidence.
 Through whole class discussion elicit from the pupils what they observed.
 What do children think they needed to do to ensure that they would get the same results if they or someone else was to
repeat this experiment?
 How could this experiment be improved to make the data more precise, accurate and valid?
 In what ways might data from this type of experiment be useful in the real world?
Plenary: Demonstration – David Attenborough “Life of Plants” Show clip of plants growing.
see:http://www.amazon.co.uk/Private-Life-Plants-DVD/dp/B0000AISJC/ref=sr_1_1?ie=UTF8&qid=1301073522&sr=8-1
Exit ticket: Pupils complete an exit ticket with a fact they have learned today, and hand in to the teacher before leaving the room.
Useful websites
https://www.tes.co.uk/article.aspx?storycode=6169446
http://www.darwinproject.ac.uk/schools-resources
https://www.youtube.com/watch?v=d26AhcKeEbE
http://www.bbc.co.uk/education/clips/zb4rkqt
http://www.bbc.co.uk/bitesize/ks2/science/living_things/plants/play/
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Plants and Photosynthesis– Darwin and Plants
Lessons 11 and 12
NOTES:
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Plants and Photosynthesis– Trees
Lessons 13 and 14
Trees
Essential Knowledge for Teachers
1.
2.
3.
4.
5.
6.
7.
We could not exist as we do if there were no trees. A mature leafy tree produces as much oxygen in a season as 10
people inhale in a year. What many people don't realize is the forest also acts as a giant filter that cleans the air we
breathe.
The term phytoremediation is a fancy word for the absorption of dangerous chemicals and other pollutants that have
entered the soil. Trees can either store harmful pollutants or actually change the pollutant into less harmful forms. Trees
filter sewage and farm chemicals, reduce the effects of animal wastes, clean roadside spills and clean water runoff into
streams.
Trees muffle urban noise almost as effectively as stone walls. Trees, planted at strategic points in a neighbourhood or
around your house, can abate major noises from freeways and airports.
Very little of a tree's volume is actually "living" tissue. Just one percent of a tree is actually alive but you can be assured it
is working overtime! The living portion of a growing tree is a thin film of cells just under the bark (called the cambium)
plus the leaves and roots.
Every year that a tree grows its trunk gets fatter. This is because trees don't just grow up they grow out in the form of
rings too. The newest growth of a tree is between the bark and the wood that grew the year before.
In parts of the world with four seasons, trees usually grow best in the spring. Some parts of the world only have two
seasons, wet and dry. In those areas, trees grow best in the wet season. Wood that grows in the spring makes a lightcoloured ring. In the summer (or dry season) trees don't grow as much. Wood that grows in the summer makes a darkcoloured ring.
1 light-coloured ring + 1 dark-coloured ring = 1 year. (This is called a "growth ring.")
The growth rings in a tree don't all look the same. This is because climate and other things going on in the environment
affect a trees' growth. The temperature, amount of rain, what the soil is like, wind, sunlight, amount of snow on the
ground and insects all affect how a tree grows. These things are different from year to year.
Common Misconceptions
 Tree roots systems extend deep below the ground. The large supporting root system near the base of the tree tapers
rapidly into smaller roots, with the vast majority of all roots being concentrated in the upper few inches of soil. While a
few roots may extend as deep as several feet, it is rare for many to exist at significant depths (more than a few feet).
 Trees only “breathe” out oxygen and humans only breathe out carbon dioxide. Many other gases are exhaled too, eg
nitrogen.
 Trees, and other plants die in the winter and are born in the spring.
 Leaves change colour because they don't have much moisture, get dry, and turn brown and when the temperature
changes and they can't survive and drop off.
Termly Scientific Skills Development Focus: Evaluation
Questions that should be asked: (For more suggestions see page 16 of the Scheme of Work)
 Are there any results/observations which don’t seem to match others?
 How would you explain any results/observations that you were not expecting?
 How would you use science to explain any results/ observations which don’t seem to match others?
 What could you do to make your method better?

Opportunities should be given throughout the lesson for children to use and develop their knowledge of planning investigations
and collecting data. They should be encouraged to question the validity of their results.
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Plants and Photosynthesis– Trees
Lessons 13 and 14
Cross curricular links
Literacy
Numeracy



Write the story of our tree.
Research famous trees to compile a fact file/report, eg the oldest, tallest etc.
Myths and trees: eg. Major Oak in Sherwood Forest was reportedly shelter to Robin
Hood.

Measuring and estimating:
Find any trees in the local area.
Measure the girth
Use a tape measure, or piece of string, and measure the distance around the trunk (or
girth) about one metre from the ground. Every 2.5cm of girth corresponds to
approximately one year's growth. So a tree with a girth of 100cm will be about 40 years
old (100 divided by 2.5).
Estimate the approximate number of leaves and the total leaf area of a deciduous tree,
count the number of leaves on one twig. Estimate the number of twigs on a branch and
the number of branches, then multiply these numbers together to get the (rough) total
number of leaves (see below).
Number of leaves on one twig: 8
Number of twigs on a branch: 24
Number of branches on the tree: 14
Total number of leaves on the tree: 8 x 24 x 14 = 2,688
Leaves and symmetry:
Leaf shapes provide excellent opportunities to introduce or reinforce the concepts of
transformation and symmetry in its three forms of reflection, translation and rotation.
Some striking design work can come from translating a leaf shape along a line using
different rules.
A tree census
Conduct a survey of the different types of trees in the area you have chosen to study
(eg school grounds, local park, street, etc). Record findings on a simple map with a key
and show the number of different types of tree on a bar chart. Different groups of
pupils can then decide to study one particular tree and find its age, the area of its
crown, and estimate its total leaf area.
The tree crown
Walk round the tree and mark out where the outside edge of the leaves (the crown, or
canopy) ends. Measure from the trunk to the edge of the crown in eight different
directions (following the approximate points of the compass) and draw out the shape
on square paper. You can then use this diagram to work out the area of the tree's
crown.





Other subjects



Make a leaf mobile using twigs to hang leaf drawings from.
Make a tree with real leaves and natural materials. Try letting children do a bark
rubbing for the trunk and collect leaves and glue them on. They could also glue on real
grass at the foot of the tree or use paper or felt to cut out grass and flowers.
Use Gustav Klimt – The Tree of Life to inspire painting and 3D artwork.
Starter Activity
Role play: Based on the number of students, write the names of tree parts needed for the activity (e.g. Phloem 2) on slips of
paper. (The illustrations shown uses 27 students. Adapt tree part numbers to best fit the size of your class - see Chart A, page 16.)
Cut as many two metre lengths of blue and green yarn as you have leaves and roots. Labels for ‘Heartwood’ and ‘Outer Bark’
need to be made in advance by the teacher for use later in the activity. Write ‘Heartwood’ on as many labels as you have ‘Xylem
1’s. Write ‘Outer Bark’ on as many labels as you have ‘Phloem 1’s and ‘Phloem 2’s.
Spinners practical: Depending on the time of year, collect and investigate some actual sycamore spinners.
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Plants and Photosynthesis– Trees
Lessons 13 and 14
Teacher Demonstration
Role play: Use: ‘Role-play tree growth’. Print page 9 “Tree cross section sheet” for each pupil group. Use the notes on page 10-11
to explain the layers to pupils
Cambium Activity: Ask one student to come to the front of the room and extend their arms perpendicular from the body,
pretending to be a tree. Tie a scarf or ribbon around one of the student’s arms. Ask if the student were an actual tree and the arm
a branch, would the scarf move upwards as the tree grew? The answer is no. Trees grow in diameter from the inside out and
height is added by new growth from the tips of the branches. Cells are not transported like building blocks; they are created
where needed and stay there. Next tie the scarf firmly around the student’s waist. Ask if the student were a tree, would the scarf
be affected by the annual growth? The answer is yes. New cells are formed by the cambium inside the bark. These new cells push
the bark outward which would cause the scarf to become tighter and tighter. If the scarf did not break, it might be forced into the
bark as the tree grew around it. Should that happen, it might injure the food transportation system and eventually kill the tree.
Xylem activity Have students examine a stump or tree cross-section and calculate the age of the tree when it was cut down.
Explain that for scientists, looking at the growth rings of a tree is just like looking at a scrapbook of the tree's life.
The tree's age can be figured out by counting the pairs of light and dark rings. It's easier to see the dark rings so they are usually
the ones used for counting. Start with the first dark ring in the centre and count out to the last dark ring before the bark.
To help figure out what climate the tree grew in and what the environment was like, scientists looks at each ring:
o Thickness: How wide a ring is can tell you if the environment was good or bad for the tree to grow in. In years when the
amount of rain and temperature were good a tree's rings are wider. In bad years a tree's rings are thinner.
o
Shape: If rings start to become thinner on one side than the other it probably means the tree is leaning over to one side.
High winds or a big storm can cause a tree to lean.
o
Strange marks: If a ring has scars, and other "pieces of evidence”, these can tell the story of the tree. Scars can be left by
insects or disease. A forest fire can leave burnt marks.
Possible Questions/ Suggestions for discussion
Could we estimate the age of our tree?
Are there any parts we can identify?
Do we notice anything unusual?
Why would people study tree rings? What benefits would it have?
Children’s Investigation
1. Check the results from the practical activity: Investigating the effect of minerals/plant food on plant growth
Ask the pupils to complete a table to record their results and, if appropriate, draw bar charts, (they may need to calculate average
seedling length etc). Use the questions on the student sheet to promote a discussion of the results. (The answers are on page 2).
Show slide 1 to help pupils understand the impact of a deficiency in a mineral.
2. Plant a Tree:
Each child will need: pot, soil, seed
1. Place some crocks at the base of a pot, then nearly fill it with soil, mixed with some compost.
2. Ask your children to plant their seed about 2cm (0.8in) deep, then cover it up with soil and
compost, watering it well.
3. They can put their pot in a shady place in the garden for the winter.
4. Ensure the children check it from time to time to see if the soil is too dry - but they shouldn't
overwater it!
5. They can grow their tree in a pot as long as they keep repotting it into a bigger pot whenever it
gets too cramped.
3. Investigating spinners (see template in support documents)
Show pupils a sycamore seed and then work through the planning sheet.
Pupils need a Blutack seed at the base of the spinner and a Blutack vein along the top edge to work. Although they work ok with
80 g paper, they work better with 100g. There are seven keys to investigate a range of sizes and pupils can investigate the effect
of changing the seed weight too.
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Plants and Photosynthesis– Trees
Lessons 13 and 14
Possible Questions/ Suggestions for discussion
What steps have you taken to ensure that your results are reliable?
How are the plants affected by growth in the different culture media?
Which culture medium encouraged the greatest growth of plant material?
What does this suggest about how we should fertilise the soil in which we grow our food crops?
Did the size of the sycamore seed make any difference to the way it fell? If so, what and why?
Learning Outcomes
All children should





Some children could
A few children could
Recall that annual rings show how old a tree is. .
Learn how to plant a tree.
Develop the skill of recording data and presenting it in an appropriate way.
Understand the length of time some experiments require to complete.
Develop the skill of evaluating an experiment in order to redesign it to obtain
more reliable results.
 Develop the skill of pattern seeking to identify relationships.
 Recall that one set of vessels carry water up a plant and another set carry food
down from the leaves to wherever it is needed.
 Recall that trees grow from one internal layer towards both the bark and the
centre of the plant.
 Make accurate observations and record them appropriately.
 Explain their observations, using justified arguments.
 Plan and carry out a fair test.





Explain how annual rings are laid down.
Plan and carry out a fair test independently.
Write an accurate scientific report.
Explain how water and glucose move inside xylem and phloem vessels.
Plenary/Review including Skills Progression focus: Evaluation
Evaluation involves critically considering the reliability of the data and discussing how it can be improved. Pupils explain
whether their evidence is robust enough to support a firm conclusion. They also suggest ideas to enable their investigation to
provide additional relevant evidence.
 Through whole class discussion elicit from the pupils what they observed.
 What do children think they needed to do to ensure that they would get the same results if they or someone else was to
repeat this experiment?
 The class should write on their experiment sheets an agreed definition for the term ‘valid data’.
 How could this experiment be improved to make the data more precise, accurate and valid?
 In what ways might data from this type of experiment be useful in the real world?
Put pupils in groups of eight. Blutack a piece of flip chart/sugar paper onto the wall for each group. Have a lively piece of music to
play. Pupils must not speak at all. Give each group one marker pen. One person in the group goes to the paper and writes down
one fact they have learnt in the lesson. Once they have sat down, the next pupil can stand up and does the same etc. until the
end of the music. The group with the most facts has won!
Useful websites
http://www.forestry.gov.uk/pdf/WyreFOD_mad-about-trees-cut.pdf/$file/WyreFOD_mad-about-trees-cut.pdf
http://www.botanic.co.uk/FCKfiles/File/15_Woody_Wonders_Activities_and_Worksheets.pdf
Dr Fir: http://www.ecokids.ca/pub/eco_info/topics/climate/treerings/report.cfm
Famous trees: http://www.touropia.com/famous-trees-in-the-world/
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