Teachers’ notes – Plants
Synopsis
In this activity, learners study plants in more detail. They are encouraged to name different
fruits and vegetables and to group plants according to the parts of those plants that are eaten.
They are required to choose one plant and generate a detailed fact sheet about it. They are
also given the opportunity to compare two different plants, draw their different parts and
compare the leaves of different plants.
Curriculum links
Interdependence of organisms:
4. through fieldwork, the plants and animals found in two contrasting local environments, e.g.
identification, nutrition, life cycles, place in environment
Skills
Communication: 1 & 2
Enquiry – Planning: 2 & 3
Enquiry – Developing: 5, 6 & 7
Enquiry – Reflecting: 5 & 6
Activities
Tab 1
This tab is designed to encourage children to think about and
discuss the plants that we consume as part of our diet.
Information about when seeds are sown, how long a plant takes
to mature and the country in which it is grown is widely available
through the internet.
The URL – http://www.gardenersworld.com provides one useful
source of information.
Tab 2
Using the context of plants that are commonly eaten, this activity
aims to encourage learners to think about the parts of plants.
Learners should consider what the plants are and then identify
the part of each plant that is eaten. The parts of plants defined
by the random generator should be dragged and dropped into
groups. Learners might think of other examples of plant parts that
are commonly eaten which could be added to those in the set.

Unit 1.3.2 teachers’ notes – Plants
1
Tab 3
The aim of this tab is to encourage learners to think
systematically about the way they describe a plant’s features.
Learners should be encouraged to choose a plant that interests
them – perhaps one that they see on the way to school, in the
park or in their garden at home – a plant that they would really
miss if it ceased to grow in their area or became extinct. They
need to consider botanical features such as the nature of the
plant’s foliage, roots, flower, size and so on. They might also
consider aspects external to the plant such as location, frequency
in the area and growing conditions.
The activity should lead on to discussion and comparison of the
features learners have selected as important to the description
and identification of plants.
Tab 4
Learners should compare and contrast two plants by thinking
about similarities and differences. This activity is likely to
proceed more profitably if teachers encourage learners to
choose two very different plants. They should be clearer about
the essential observed characteristics of plants as the result of
the previous activity: size, shape of foliage, evergreen or
deciduous, structure of flowers, fruit and seeds, and so on.
Tab 5
Younger learners might use this tab to provide simple drawings.
Older learners might be encouraged to provide a greater level of
detail in their drawings and add annotated notes.
The aim of this activity is to encourage learners to think about the
roots of plants as well as the visible part of the plant above the
surface of the soil. Additionally, learners could consider the form
and function of the root in different plants.
The main functions of roots are to anchor the body of the plant to
the ground/in the soil and to allow absorption of water and
inorganic minerals dissolved in the water they take up.
Tab 6
This tab’s activity builds on the previous tab. It shows examples
of three different types of roots and learners are required to draw
the part of the plant that appears above ground. Again, younger
learners might use this tab to provide simple drawings. Older
learners might be encouraged to provide a greater level of detail
in their drawings and add annotated notes.
Unit 1.3.2 teachers’ notes – Plants
2
Tab 7
The aim of this tab is to encourage learners to consider the
differences and similarities in leaves of different plants. They
should consider the size, texture and position of the leaf on the
plant. They should research the role of the leaf as part of the
plant’s anatomy. They should also consider why some plants
shed their leaves in autumn then grow new leaves in spring the
following year. They should use a fieldwork exercise to compare
the leaves of plants in the school grounds or locality.
Background information
Information relating to Tab 2:
Vegetable/fruit
Cabbage
Carrot
Leek
Cucumber
Pea
Rhubarb
Pepper
Strawberry
Potato
Sweet corn
Edible part of plant
Leaves
Roots
Stem/leaves
Fruit
Seeds
Stem
Fruit
Fruit
Root
Seeds
Tuber – swollen end of an underground stem
Information relating to Tab 5:
Some plants, seaweed, for example, have a structure called a ‘holdfast’ that is similar to the
root. As the name suggests, the ‘holdfast’ is used by the plant to firmly attach itself to a rock,
for example. However, the ‘holdfast’ of the seaweed does not absorb any water or minerals
unlike the root structure of plants.
Unit 1.3.2 teachers’ notes – Plants
3