1
Plants
In this unit, pupils will learn about the general and
morphological descriptions of plants. This will allow them to
discover the criteria used to classify plants: flowering and
non-flowering, with or without seeds, with or without fruit.
Students will also learn how plants carry out life functions
and why they are essential for other living things, as well as
for human beings.
18
Unidad 1
Complementary materials
Natural Science 5 Workbook. Unit 1
Unit resources
Digital Resources
Teacher's Resources in USB and
at www.smconectados.com
Other Materials
Pupil's Resources in CD and
at www.smsaviadigital.com
Self-assessment activity. What do
you know about plants?
Video. From seed to plant
Self-assessment activity. What do you know
about plants?
Animation. Trees, bushes and grasses
Presentation. Classification of plants
Group activity. Flowering and non-flowering plants
Animation. Groups of plants!
Fun fact. Giant sequoia trees
Animation. Plants create their own food
Diagnosis activity. Photosynthesis and respiration
Animation. Photosynthesis
Animation. A new plant grows
Group activity. Flower elements
Animation: Reproduction in flowering plants
Animation: Play with the almond-tree
Activity. Do pine tree have flowers? Phases of
plant reproduction
Presentation. Asexual reproduction of plants
Animation. Reproduction in non-flowering plants
Webquest. Your own garden
Fun fact. Asexual reproduction
Presentation. Tropisms and nastic
movevements
Group activity. The 4 seasons
Fun fact. Web link. Carnivores plants
Web link. Phototropism in tomatoes
Activity. Deciduous or evergreen trees?
Mind map. Plants
Video. Plants transpire water
Test yourself. Self-evaluation
Teacher's material
Unit 1:
Plants
1. Characteristics of plants
Parts of a plant
Classification of plants
2. Plant nutrition
Classroom Box
Reinforcement. Structures and
classification of plants
Extension. Plants adapt to the
environment
Science task. Looking at leaves around you
Classifier and plants cards
Science task. Analysing plant nutrition
How do plants grow?
How do plants make nutrients?
Poster. Plants: The savia tour (also
available as interactive poster)
3. Sexual reproduction in plants
Reinforcement. Plant reproduction
Science task. Label a real flower
Reproduction in flowering plants
Reproduction in non-flowering plants
4. Asexual reproduction in plants
Poster. Plants: from flower to the fruit
(also available as interactive poster)
Science task. Dissecting bulbs
Science Lab: Make your own garden
5. How do plants respond to their
environment?
Reinforcement. Plant nutrition and
environment
Science task. Looking at plants around
you
Plants can move
Plants respond to the seasons
Review
Skills
Review. Plants
Assessment. Unit 1
Let's read!: The mistery of vanilla
Let's investigate!: Growing gladioli
Animation. Growing gladioli
Task rubric. Check the way you have learnt
Final task: The germination in plants
Assessment
•Teacher’s task rubric
•Pupil’s task rubric
Unidad 1
19
Teaching programme
OVERALL OBJECTIVES
OBJECTIVES OF THE UNIT
Know and appreciate your natural, social and cultural
environment, as well as the possibilities to act and take
care of it.
Develop individual and team work, effort and
responsibility in the study, as well as attitudes of
self-confidence, critical sense, personal initiative, curiosity,
interest, creativity in learning and entrepreneurship.
Develop basic mathematical skills and initiative in solving
problems that require elementary operations of
calculation, geometry and estimates, as well as being able
to apply these concepts to situations in everyday life.
Begin using computer and communication technologies as
learning tools.
CONTENTs
The basic characteristics of plants.
The parts of a plant.
•Roots, stem and leaves.
•Flowers, fruits and seeds.
Classification of plants.
•Flowering plants: Angiosperms and
Gymnosperms.
•Non-flowering plants: Ferns and
Mosses
SKILLS
1. Knowing the general characteristics of plants.
2. Using simple criteria to classify plants.
3. Understanding the function of plant nutrition:
making food and getting energy.
4. Distinguishing sexual and asexual reproduction in
plants.
5. Understanding different ways that plants respond to
their environment.
6. Recognising the importance of plants.
Linguistic communication
(Objectives 1 and 3)
Mathematical competence
(Objective 5)
Basic competences in sciene and technology
(Objectives 1, 2, 3, 4, 5, 6 and 7)
Competence in learning to learn
(Objectives 2, 4 and 6)
Digital competence
(Objective 7)
7. Analysing the results of an experiment.
CRITERIA OF EVALUATION
LEARNING STANDARDS
ACHIEVEMENT INDICATORS
1.Know the structure and physiology of
plants. Name the organs and describe
their functions.
1.1. Know the structure and physiology
of plants.
•Identify the main organs in plants
through illustrations and photographs.
Act. 1, p. 19.
(Linguistic communication)
•Identify the main organs in plants and
know their functions. Act. 1, p. 19.
2.Describe the characteristics that allow
the classification of plants into
different groups.
2.1. Classify examples of flowering and
non-flowering plants using the
correct vocabulary.
(Learning to learn)
2.2. Know the difference between
angiosperms and gymnosperms.
•Distinguish flowering and nonflowering plants, angiosperms and
gymnosperms. Give examples of each
group. Act. 2 and 3, p. 9; Act. 6, p. 19.
•Describe the characteristics of each
group. Act. 2, p. 19.
•Use simple keys to identify different
groups of plants. Act. 6, p. 19.
Plant nutrition.
•Making food: photosynthesis.
•Getting energy: respiration.
3. Know the main characteristics of
photosynthesis and its importance
for living things.
3.1. Identify the main characteristics of
photosynthesis and know its
importance for all live on Earth.
(Linguistic communication)
3.2. Know the difference between
photosynthesis and respiration in
plants.
•Interpret diagrams of the process of
plant nutrition. Act. 2, p. 12.
•Explain and differentiate the process
of photosynthesis and respiration in
plants. Act. 1 and 2, p. 10; Act. 4 and
10, p. 19.
•Understand the role of photosynthesis
in making food and the importance of
sunlight in this process. Act. 2, p. 18;
Act. 4, p. 19.
•Understand how respiration is related
to how plants obtain energy. Act. 1
and 2, p. 10; Act. 2, p. 18.
• All evaluation criteria work the basic competences in science and technology.
20
Unit 1
Teaching programme
CONTENT
Sexual and asexual reproduction in
plants.
•Plants with hermaphrodite flowers.
•Plants with male and female flowers.
•Non-flowering plants.
CRITERIA OF EVALUATION
4. Explain the process of and differences
between sexual and asexual
reproduction.
LEARNING STANDARDS
4.1. Explain simply the process of and
difference between sexual and
asexual reproduction.
(Learning to learn)
5. Differentiate the process of sexual
reproduction in flowering and
non-flowering plants.
4.2. Know how plants can reproduce
asexually.
5.1. Understand the mechanisms of
sexual reproduction in flowering
and non-flowering plants.
ACHIEVEMENT INDICATORS
•Make diagrams in order to explain the
processes of reproduction in plants.
Recognise, name and label the parts of
a flower. Act. 1 and 2, p. 18.
•Identify sexual reproduction in
flowering plants with seeds and in
non-flowering plants with spores. Act
2, p. 19.
•Give examples of sexual reproduction
in plants. Ac. 3, p. 19; Act. 1, p. 15.
•Match types of flowers to types of
pollination. Act. 1, p. 13.
•Distinguish sexual and asexual
reproduction by the type of offspring.
Act. 7, p. 19.
The function of response in plants:
•Tropic movements.
•The seasons.
6. Explain how plants respond to
different types of stimuli: contact,
sunlight, temperature, humidity ...
6.1. Understand how plants carry out the
function of response.
•Know the stimuli that causes different
types of tropisms. Fun fact, p. 16.
(Competence in maths and in
learning to learn)
•Match/Relate reactions/adaptations
(trees losing their leaves, leaves
turning yellow) to change of seasons
and weather conditions. Act. 3, 4, 5
and 6, p. 17.
•Interpret and use data from
graphs and measurements to reach
conclusions. Act. 3, p. 17 and Let’s
investigate, p. 21.
Do an experiment to test the most
favorable weather conditions for plant
germination. Analyse the results.
7. Reach conclusions about what
happens when conditions are
manipulated or unmanipulated.
8. Write and discuss orally the results.
Use graphs as support.
9. Do a project and write a report.
7.1. Search for, choose and organise
concrete and relevant information.
Analyse this information and draw
conclusions, discuss this experience,
reflect on the process orally and in
writing.
(Competence in maths)
8.1. Use of accurate scientific
vocabulary along the unit contents.
(Linguistic communication)
Use of information and communication
technologies.
10. Use the computer to reinforce
contents and work procedures.
•Make a table and collect the correct
information. Final task, Act. 1, p. 22.
•Show photos to support the
explanation and results of the
experiment. Final task, Act. 1, p. 22.
•Collect and organise all the
information and assignments related
to the experiment. This should be
done orderly, methodically and
coherently. Final task, Act. 1, p. 22.
9.1. Do a project and show a report
using paper or digital support and
including images and/or brief texts.
•Describe the entire process of
the experiment using the proper
vocabulary. Final task, Act. 2, p. 22.
(Learning to learn and digital
competence)
•Provide coherent reasons to explain
the results of the experiment. Let's
investigate, Act. 3, p. 21; Final task,
Act. 2, p. 22.
10.1. Use the computer for Natural
Science specific purposes.
•Solve interactive activities. Act.
including Saviadigital icon: pp. 9, 10,
13, 14, 15, 16, 17, 19 and 21.
Unit 1
21
Teaching programme
Methodological guidance
1. Previous knowledge
In this unit, students should know certain content and concepts taught in previous years. For example:
• Knowing the life functions that all living things perform.
• Recognise the parts of plants and flowers as well as the reproductive organ of flowering plants.
• Knowing how to look for common and different characteristics in order to classify plants into groups.
• Knowing that plants are autotrophs, in other words, living things that make their own food from water, minerals,
carbon dioxide and energy from sunlight.
• Recognise the different stages of sexual reproduction in plants: pollination, fertilisation, seed growth and germination.
2.Predicted difficulties
Students may continue to have misconceptions about the following:
• Plant reproduction: Not all plants have flowers, and there are different types of flowers.
• Angiosperms and gymnosperms: pinecones are not actually the fruit of the pine tree, even though they contain seeds.
• Nutrition: Plants make their own food; they don’t get food from the soil and water. Students often find it difficult to
understand the difference between the gas exchange that occurs during photosynthesis and the exchange of gas that
occurs during respiration.
• Response: Plants do not have a nervous system; however, they can react to external stimuli from their environment.
3.Interdisciplinarity
Cooperative Learning
Revolving paper: Suggestion 1 from the Teacher's Book, p. 47.
Mind maps (suggestion 5 from the Teacher's Book, p. 48), Concept map ( Teacher's Book, p. 49), Time line, (Reinforcement 2, Plant
reproduction, Mixed-ability Booklet).
Learning strategies
Metacognition: Value what you have learnt: How have you worked? Student rubric for the final task.
Education in values
Education for development and health: Emphasise how scientific curiosity about the beneficial properties of plants has helped modern
medicine discover cures for many illnesses.
4.Specific programmes
•Scientific activity initiation. Experimental approach to various topics.
•Science Lab: Make your own garden, p. 15.
•Using different information sources.
Scientific activity
initiation program
•Using diverse material, always bearing in mind safety measures.
•Planning projects and submitting reports.
•Final task: The germination in plants.
5. Suggested timing
It is recommended to divide the unit into 11 one hour-lesson sessions.
UNIT PRESENTATION
CONTENTS
REVIEW
SKILLS
FINAL SECTION
1 session
5 sessions
1 session
2 sessions
2 sessions
We recommend using the first few minutes of each lesson to review the previous lesson.
22
Unit 1
Multiple intelligences
VERBAL-LINGUISTIC
INTRAPERSONAL
Speaking activities
Self-assessment and metacognition
exercises
Pupil's Book:
•Let’s speak!, p. 7
•Final task, p. 22
Pupil's Book:
•Test yourself, Sel-evaluation, p. 19
•To sum up, Check the way you have
learnt, p. 22
Individual reading
Pupil's Book:
•Let’s read!, The mystery of vanilla,
p. 20
New vocabulary acquisition
-INTERPERSONAL
Pupil's Book:
Using common cooperative learning
techniques in structured groups or teams
•Glossary, pp. 8, 10, 12 and 17
•Let’s read!, The mystery of vanilla,
Pupil's Book:
•Review, Act. 7, p. 19
p. 20
•Act. 2, p. 9; Act. 1, p. 13; Act. 1, p. 14;
Act. 1, p. 16
MATHEMATICAL-LOGICAL
Reading and using graphic organisers
Pupil's Book:
•Act. 2, p. 10
•Act. 3 and 4, p. 17
•Mind map, p. 18
•Review, Act. 10, p. 19
Logical thinking
Pupil's Book:
•Let's speak!, p. 7
•Act. 2, p. 13; Act. 4, p. 17; Act. 3, p. 21
and Act. 2, p. 22
•Review, Act. 2, 5 and 7, p. 19
•Let's investigate!, Growing gladioli,
p. 21
VISUAL-SPATIAL
Making graphs and charts
Pupil's Book:
•Act. 2, p. 18
NATURALISTIC
MULTIPLE
INTELLIGENCES
Looking at images related to nature
Pupil's Book:
•Animation, Play with the almond tree,
p. 13
•Fun fact, p. 16
Teacher's Book:
•Suggestion 4, p. 47
•Suggestion 5, p. 48
•Suggestions 6 and 7, p. 76
•Let's investigate!, Growing gladioli,
p. 95
Depicting nature through images
Pupil's Book:
•Sections 1, 2, 3, 4 and 5
Applying the scientific method
Pupil's Book:
•Review, Act. 6, p. 19
•Let's investigate!: Growing gladioli,
p. 21
Reading and interpreting images
•Final task, p. 23
•Science tasks, pp. 9, 10, 13, 14 and 16
Pupil's Book:
Making an urban garden
Making mind maps
•Science Lab: Make your own garden,
•Sections 2, 3, 4 and 5, pp. 8-17
Pupil's Book:
•Review, p. 18
Pupil's Book:
p. 15
BODILY-KINHESTETIC
Making models
MUSICAL
Associating melodies to concepts, ideas
and emotions
Pupil's Book:
•Science lab: Make your own garden,
p. 15.
Teacher's Book
•Group activity C, The 4 seasons,
p. 88
Unit 1
23