Page one
Lesson Plan
Term:
Summer
KS2 (7-11 year olds)
Science Curriculum
Leaves
Objectives
By the end of the lesson pupils
should be able to:
• Understand that plants need healthy
leaves to grow properly
• Know that leaves need sunlight, air
and water to grow
• Understand that a plant makes its
own food
• Identify some leaves serve as food
Prior knowledge
Children need to know that in the world
around them, there are living and nonliving things.
Children should know or be guided in
how to plan a scientific experiment,
including ensuring only one variable
is changed Lower KS2 may need to be
supported in this.
Equipment and resources
KS2 Science Curriculum
SC1: 2c Think about what might
happen or try things out when
deciding what to do, what kind
of evidence to collect, and what
equipment and materials to use
SC1: 2d Make a fair test or comparison
by changing one factor and observing
or measuring the effect while keeping
other factors the same
SC2: 3a The effect of light, air, water
and temperature on plant growth
SC2: 3b The role of the leaf in
producing new material for growth
Other curriculum links
Maths
MA2: 1f Organise work and refine ways
of recording
• Masking tape
• Pictures of different leaves and
different environments, e.g. forest,
desert, garden etc.
• A suitable area/plant that children
can use for leaf experiment
• Science experiment template
and scaffold (page 3)
Every Child Matters
• Enjoy and achieve
• Make a positive contribution
Eco-Schools topics:
• School grounds
Page two
What to do
Starter:
With five minute timer: teacher to show picture of a plant. Children to list all the things they can investigate
about the plant.
Main teaching phase:
1. Go on ‘leaf safari’. Look at variety of different leaves in the school environment: single compound leaves,
leaves adapted for defence – nettle/holly, leaves used for climbing tendrils on beans and clematis.
Show leaves on evergreen/deciduous trees.
2. Discuss the changes in leaves that take place in autumn. Ask: What happens to the leaves? What colours
do they change to? Why does this happen? Is autumn the only time of the year that orange, yellow and red
leaves are found? What time of the year do we notice another change in the leaves? Why?
3. In partners discuss what you already know about leaves. Ask children to share what they know about leaves.
4. Share background information with children about leaves including:
• Leaves are factories for plants. That’s where the food is made using sunlight, air and water. Only
plants can make their own food and this process is called photosynthesis.
• The
effects of winter on leaves, i.e. less sunlight and less water elements essential to photosynthesis.
• Leaves
can be eaten as food, give examples of edible leaves, i.e. part of a food chain.
5. Pose question for children to investigate: What are the effects on a leaf when there is no light?
6. Children can plan an investigation to find out the effects of light on the colour of leaves (support in
planning the experiment can be differentiated depending on ability).
i) Select a green plant or outside tree.
ii) Use masking tape and paper; cover a leaf on the tree. Write name on the leaf.
iii) Can children predict what might happen?
Plenary:
Provide children with a range of edible leaves including some from school garden if you can (coriander,
cress, lettuce). Children can taste (optional).
Recap on what children have learned from lesson. Show other types of leaves that can be found in other
environments e.g. desert, overgrown area, hot climate, cold climate. Why are some leaves prickly? Why
are some leaves poisonous or harmful? Ask children to match environment to leaves.
Homework
Find examples of leaves and think about the shape and texture – how have they been adapted to suit
their environment?
Further work:
Display leaves in classroom
In PSHE create a leaf tree of different targets/feelings
School trip to botanical gardens
Page three
How are leaves affected when there is not any light?
Method
Firstly, I will
Next, I will After that, I will Finally, I will Equipment
I will need:
Prediction/Hypothesis
I think that when the leaf doesn’t get any light it will
Results (Observation)
When I took the masking tape off, the leaf looked
The leaf that was not covered looked
Conclusion
My results support/do not support my prediction. I think leaves need light/do not need light because
Evaluation
My test was fair because
My results could be more accurate by
Page four
Method
Equipment
Prediction/Hypothesis
Results (Observation)
Conclusion
Evaluation
Page one
Lesson Plan
Term:
Autumn
KS2 (7-11 year olds)
Science Curriculum
Seeds
Objectives
By the end of the lesson pupils
should be able to:
• Know that seeds make plants
reproduce
• Understand what is inside a seed
• Understand that seeds can be eaten
• Know how to sow seeds
Other curriculum links
Citizenship: 9a Respect for property
PSHCE: 5a Take responsibility (for
example, for planning and looking
after the school environment)
Equipment and resources
• Packets of seeds
• Checklist of which children have
nut allergies
• Plants with seeds attached
• Fruits with seeds
• Compost
• Small pots or recycled containers
• Small plastic bag
• Picture of plant (from a text book)
Prior knowledge
Children need to know:
That in the world around them, there are
living and non-living things.
That seeds are produced by plants and
they are part of the plant’s life cycle.
KS2 Science Curriculum
SC2: 3d To know about the parts of the
flower (for example, stigma, stamen,
petal, sepal) and their role in the life
cycle of flowering plants, including
pollination, seed formation, seed
dispersal and germination
SC2: 3c Know that the root anchors
the plant and that water and minerals
are taken in through the root and
transported through the stem to other
parts of the plant
Every Child Matters
• Enjoy and achieve
• Make a positive contribution
Eco schools topics:
• School grounds
Important: be aware of tree nut allergies in the group.
What to do
Starter:
Teacher to show children a picture of a plant. Ask children to roughly draw and label the parts of the plant.
Discuss any misconceptions.
Page two
Ensure that children understand the root anchors the plant and that water and minerals are taken in through
the root and transported through the stem to other parts of the plant. Remind children about the life cycle of a
plant and ensure children are clear that plants mostly grow from seeds.
Discuss vocabulary, including: dispersal, germination.
Main teaching phase:
Sowing seeds indoors
See October in the Growing Planner (available at www.morrisons.co.uk/letsgrow) for recommended indoor
and outdoor sowing.
1. Explain
to children that some seeds need to be grown inside as it is too cold outside. Seeds need
protection from predators like slugs. Some seeds need a higher temperature to germinate.
2.Recap on health and safety – for example some seed is coated with fungicide, so must not be put
in the mouth.
3. Teacher to model sowing a seed.
4. Give children a pair of small pots or recycled containers.
5. Get children to mix up their own compost in a large open container (one per table). The mix can be one
multi-purpose, one seed compost.
6. Label pots with child’s name.
7. Distribute seeds into children’s hands and sow the seeds following the advice on the back of the packet.
8. Label your plants with the name of the seed.
9. Water the seed.
10.Cover the pot with a plastic bag (but make sure you remove after germination takes place to prevent
damping off).
Extension:
Investigating different types of seed dispersal: explosion, animal, wind, gravitational. This can be done
using laptops, the internet or an information book, depending on resources.
Plenary:
Discuss where would be best to keep the seeds so that they germinate most quickly. Remind children it is
important to check the back of the packets. Try eating sunflower seeds, peanuts, pine nuts, etc. Talk about
the seeds that can be found in fruits like strawberries, tomatoes, cucumbers.
Homework
Continue to investigate seed dispersal.
Further work:
Keep a log of germination of seeds and record of them growing. Within this, different variables can be
changed to investigate conditions affecting germination.
Page one
Lesson Plan
Term:
Autumn
KS2 (7-11 year olds)
Science Curriculum
Soil and separating materials
Objectives
By the end of the lesson pupils
should be able to:
• Separate different size particles
• Understand where soil comes from
• Know soil provides nutrients for
foods we eat to grow
Prior knowledge
Children need to know that in the world
around them, there are living and nonliving things.
Know that compost and soil allow plants
to grow.
For upper KS2, how to use
weighing scales.
Understand the importance of repeating
tests to check accuracy of results.
Other curriculum links
Maths
MA3: 4a Recognise the need
for standard units of length, mass
and capacity
Equipment and resources
• Sieve
• Weighing scales
• Samples of 3 different types of soil
Check soil is free of any harmful substances (animal
faeces) or sharp, foreign objects
KS2 Science Curriculum
SC1: 2e,g Use simple equipment
and materials appropriately and
take action to control risks, check
observations and measurements by
repeating them where appropriate
SC3: 3a Know how to separate solid
particles of different sizes by sieving
(for example, those in soil)
Every Child Matters
• Enjoy and achieve
• Make a positive contribution
Eco-Schools topics:
• School grounds
What to do
Starter:
Show children some compost and soil. If you have a school garden, take a walk with the children through the
garden. Discuss differences between compost and soil, i.e. compost is only organic matter (more pure) whereas soil
has rocks, sand etc. Ask children what it looks like and how it feels. What is soil used for? What is compost used for?
Page two
Main teaching phase:
SAFETY FIRST!
Make children aware of hygiene standards, including washing hands thoroughly at end of task and avoiding
touching any part of the face during activity.
1. Give children background information about soil including:
• Almost
all the food we eat, fibre (material) for the clothes you wear and wood for the house you live in is
produced by soil.
• Soil
is the top layer of the earth’s surface.
• Soil
is made from rocks that are broken up in tiny pieces, as well as dead leaves, roots, twigs, dead bugs
etc. It also contains water and air.
• There
are four different layers of soil (the profile). These are topsoil, subsoil, regolith and bedrock. The
first layer, topsoil, is where plants take root and grow. Topsoil is as the name indicates, the top layer of soil
and is composed of both inorganic (sand, clay and/or other granular matter) and organic matter (humus).
Compost is composed of strictly organic matter in a partially broken down state.
2. E
xplain that soils can be made from rocks and particles of different sizes and can have a different colour
depending on the type of rock they have come from.
3. A sk the children how can they compare which soils have the biggest particles. How can you separate larger
particles from smaller particles? What do you use at home to separate rice from water or lumps from flour?
Children to identify that a sieve will separate large particles from smaller particles.
4. Children to compare three different types of soil, looking at the size of particles and the colour of the soil.
5. Children to record in an observation table.
6. Remind children that the experiment should be a fair test. What factors need to be kept the same?
7. C hildren should weigh the amount of soil before and after they sieve to ensure results are accurate (optional:
lower KS2 can compare size).
Extension:
Children to research different layers of soil and draw a diagram showing where bigger particles of rock are
found – nearer the topsoil or further away?
Plenary:
Share results. Which soil had the biggest particles? Why do you think this is so? Which seeds would grow best
in which soil?
Homework
At home children should investigate which materials can be separated using a sieve (larger particles) and
which materials can be separated using a filter (e.g. filter paper). This will depend on varying particle sizes.
Further work:
Separating other materials, e.g. salt from sea water.
Page one
Lesson Plan
Term:
Summer
KS2 (7-11 year olds)
Science Curriculum
Flowers
Objectives
By the end of the lesson pupils
should be able to:
• Understand that the main purpose of
a flower is to make seeds
• Dissect and name the parts of
a flower
• Know that some flowers can be eaten
• Learn that plants produce flowers
which have male and female organs
Prior knowledge
Children need to know:
That in the world around them, there are
living and non-living things
The different parts of the flower
Every Child Matters
• Enjoy and achieve
• Make a positive contribution
Eco-Schools topics:
• School grounds
KS2 Science Curriculum
SC2: 3d To know about the parts of the
flower (for example, stigma, stamen,
petal, sepal) and their role in the life
cycle of flowering plants, including
pollination, seed formation, seed
dispersal and germination.
Other curriculum links
PSHCE: 5a To take responsibility (for
example, for planning and looking
after the school environment)
Art & Design: 4a To use visual and
tactile elements, including colour,
pattern and texture, line and tone,
shape, form and space, and how
these elements can be combined and
organised for different purposes
Equipment and resources
• Flowers
• Magnifying glass
• Diagram of flower (page 3)
What to do
Starter:
Bring in a variety of flowers. What are flowers used for in everyday life? For example, celebration, offerings
etc. In talk partners, can you recap on the parts of a flower and the function of the various parts? Listen for
accurate vocabulary and encourage.
Page two
Main teaching phase:
1. Show children a detailed diagram of a flower and provide background information about parts of the plant
including the following:
• All
flowers have male and female parts
• The
female part is called the carpel
• The
male part is called the stamen
• The
flower helps the plant to reproduce
2. D
istribute flowers one between two. Tell children to look carefully at the flower with your partner. What does
it smell like? What can you see? Can you identify the male and female parts?
3. S how children an enlarged diagram of the carpel (page 3). Point out the stigma, style and ovary. Can they
identify these female parts in their own flower?
4. S how children an enlarged diagram of the carpel (page 3). Point out the anther, filament and pollen. Can
they identify these male parts of the flower?
5. M
odel draw a detailed diagram of the flower labelling the male and female parts. Show different ways of
shading to give picture texture, including varying the light and dark tones.
6. Children to work on own and evaluate in pairs at end of session.
For less able children provide a template or a word bank to support them when labelling.
Extension:
Find out what each part of the flower, e.g. the stigma is used for.
Plenary:
Link the role of the flower with the plant life cycle. Ask how are the seeds dispersed. Discuss answers.
How do the different parts of the flower promote reproduction?
Flower is bright and colourful to attract insects.
Stigma is sticky, so that the pollen from the insect stays on the ovary etc.
Create a class rap, e.g.
Here is the flower that opens wide,
To attract the insects to go inside,
Here is the...
Homework
Ask the children to look for examples of plants/flowers/leaves/fruits to bring in and share with class or take
digital photographs of the flowers.
Further work:
In ICT, these pictures could be collaborated into a multimedia presentation.
Page four
Petal
Pollen
Anther
Stamen
Stigma
Style
Filament
Carpel
Ovary
Ovule
Sepal
Stem
Figure 2. A half flower, showing the basic parts:
sepal, petal, stamen (anther, filament), carpel
(stigma, style and ovary with ovules), and stem
Page four
Page one
Lesson Plan
Term:
Spring
KS2 (7-11 year olds)
Science Curriculum
Compost
Objectives
By the end of the lesson pupils
should be able to:
• Create their own composter
• Investigate the role of insects in
the garden
• Understand some of the benefits
of composting
Prior knowledge
Children need to know that in the world
around them, there are living and nonliving things.
Equipment and resources
• Compost
• Latex gloves
• Suitable composters that are clear
and can hold approximately 2 litres
e.g. plastic bottles (ask children to
collect from home)
• Ask children to bring lunch box
waste back to class
Every Child Matters
• Enjoy and achieve
• Make a positive contribution
Eco-Schools topics:
• School grounds
KS2 Science Curriculum
SC2: 3d To know about the parts of the
flower (for example, stigma, stamen,
petal, sepal) and their role in the life
cycle of flowering plants, including
pollination, seed formation, seed
dispersal and germination
SC2: 3c Know that the root anchors
the plant and that water and minerals
are taken in through the root and
transported through the stem to other
parts of the plant
SC2: 5f Know that micro-organisms
are living organisms that are often
too small to be seen and that they
may be beneficial (for example, in the
breakdown of waste, in making bread)
or harmful (for example, in causing
disease, in causing food to go mouldy).
Other curriculum links
PSHCE
5a Take responsibility (for example,
for planning and looking after the
school environment)
Design Technology
2d Measure, mark out, cut and shape
a range of materials and assemble,
join and combine components and
materials accurately
Page two
What to do
Starter:
Using a two minute timer, list as many living things they may find in soil. Share with class and particularly
draw attention to nutrients and water which help plants to grow. Where do the nutrients in the soil come from?
Introduce compost by showing children a sample. Explain this is a special type of soil that helps plant to grow,
giving them plenty of sustenance. Ensure children realise that compost is different to soil.
SAFETY FIRST!
Ensure areas where children will be searching for waste are free of any harmful substances (animal
faeces) or sharp, foreign objects. Make children aware of this safety aspect. Make children aware of
hygiene standards, including washing hands thoroughly at end of task and avoiding touching any part of
face during task.
Main teaching phase:
Ask children what they think compost is? What is it made from? What is it used for? Show children a
sample of compost from the school garden.
Give children background information on composting including:
• Compost is the breakdown of organic matter by micro-organisms which leads to the creation of compost.
• Compost consists of green waste and brown waste, what do you think constitutes green/brown waste?
• What should you not compost? I.e. items that are non-biodegradable and cooked animals as this will
attract vermin.
• Insects that can be found in the garden, helpful and harmful to plants.
• How long does it take? 6-9 months.
1. Explain that we will be making a mini composter in the classroom and once we have learnt how to do
it, then we can introduce a larger composter in the playground (optional). Our mini composter will take
about 6-8 weeks.
2. Collect
food waste from previous lunch time, wearing gloves.
3. Ask
children to collect any other suitable green or brown waste they can find in the playground, for
example: leaves, twigs, recycled paper.
4. Ask
children to add waste to the composter: start with brown waste twigs etc., followed by food waste,
followed by soil.
5. Add
mini beasts from playground (ensure air holes) as they help to decompose the waste.
6. Explain
that we will be making a larger composter out of a garden bin. Discuss how this would be
similar to the miniature composter they have made. Once back in class, devise a rota so that all
children get to collect green waste from the school dining hall, recycle bins, etc. To make the enlarged
composter: cut a large hole at the base (big enough to dig out new compost); layer with brown waste,
green waste and soil respectively. Continue to collect green waste to add to the composter. Once the
composter is left for 6-9 months children will have made their own compost!
7. Once back in the classroom, devise a rota so that all children get to collect green waste from school
dining hall, recycle bins etc.
Page three
Plenary:
Together, draw up a table of good vs. bad waste for a composter. Discuss micro-organisms and ensure
children understand that they help to decompose the waste.
Extension:
Children to design posters for dining hall so that children and lunchtime supervisors know what is suitable
for recyclable waste.
Homework
Continue with poster and organise a recycling system at home.
Further work:
Write instructions for making a composter at home.