Year 34 B3A Science Medium term planner Functions of the Parts of a Plant (Y3)
Year 3/4 Key Skills to be covered, taken from Lancashire Key Learning Document – pitching at the correct year group and differentiation within plan for different groups
Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum:
We will:
•
Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
•
Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
•
Investigate the way in which water is transported within plants
•
Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
•
Know that toots grow downwards and anchor the plant
•
Understand that water, taken in by the roots, goes up the stem to the leaves, flowers and fruit
•
Know also that nutrients (not food) are taken in through the roots
•
Understand that stems provide support and enable the plant to grow towards the light
•
Know that plants make their own food in the leaves using energy from the sun
•
Recognise that flowers attract insects to aid pollination
•
Know that pollination is when pollen is transferred between plants by insects, birds, other animals and the wind
•
Know that fertilisation occurs in the ovary of the flower
•
Know that seeds are formed as a result of fertilisation
•
Recognise that many flowers produce fruits which protect the seed and/or aid seed dispersal
•
Understand that seed dispersal, by a variety of methods, helps ensure that new plants survive
•
Know that plants need nutrients to grow healthily (either naturally from the soil or from fertiliser added to soil)
Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching:
English links
•
Mathematics links
•
Computing links
•
Other links
Possible Experiences including visits/visitors/other:
Consider what could augment your planning to really enthuse the children in your class:
Children go on a nature walk to look at flowers/plants. What types can they see? What colours are they? Where are they growing?
•
Children grow their own flowers from a selection of bulbs and seeds. Children take full responsibility for plants, i.e. watering, moving position, etc.
Display/Resources ideas:
Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught:
•
Flowers that have clear parts, i.e. lillies/daffodils/tulips
•
Display of large flowering plant with all parts labelled clearly
•
Cactus to show how water is stored
•
Rainforest display linking to Brazil. How do plants survive there?
Year 34 B3A Science Medium term planner Functions of the Parts of a Plant (Y3)
Session
1
Key Objective from skills
listed above
(What is it that you want
the children to learn?)
Possible Activities including use of Computing and other
technologies, and showing at least 3 differentiations
Outcomes/Evidence of what
they have learnt
(Where will this be found? Will
it be in a book? Topic book?
Display? Photographic
evidence?
Possible extension into
homework if appropriate to
enhance and deepen
learning
To reflect on own knowledge of
flowering plants and consider
what plants might need to be able
to grow.
Children will go on a nature walk around school environment. What flowers
can they see? Where are they growing? What is helping them to grow? What
do they already know about how flowering plants survive?
Children will have reflected on their
own knowledge whilst noting the
different types of flowers growing and
comparing what
differences/similarities there are in
where and what they are growing in.
Children have a look at own
gardens. What types of
plants/flowers are growing there.
Can they draw them? Or take
photos.
Diseccted parts will be displayed in
their books or on wall.
Children will have drawn a diagram of
their flower, labelling different parts of
plant.
Ask your parents if you can look at
a different flower from your
garden at home. .
http://extension.illinois.edu/gpe/index.cfm
The above link is a great little site that takes you through everything to do with
plants in a kid friendly way. Have a look and see which parts you could use. i.e.
parts of a plant is really clear.
2
Identify . different parts of
flowering plants: roots,
stem/trunk, leaves and flowers
LA: Label main parts, i.e. stem, leaves, flower, root
MA: Investigate further. What is inside the flower i.e., stamen, anther etc.
HA: Find the ovaries, stamen, anther style, as well as main parts.
How many different parts do flowering plants have?
Using Lillies or daffodils (flower with large/clear parts. Children work to
investigate the different parts of a flower. i.e. stamen, anther, flower, stem,
root/bulb leaves etc. Dissect and put parts in books labelling each one.
Draw their flower showing all the main parts of the plan
Extension:
Investigate the function of each part. Why do flowers need them? How do the
parts help the flower to grow healthily?
http://www.topmarks.co.uk/Flash.aspx?b=science/life_cycles
Children will have a record in their
books of what each part is important
for.
Can you show your parents the
different parts of a flower?
Take some photos of flowers in
your garden.
Year 34 B3A Science Medium term planner Functions of the Parts of a Plant (Y3)
3
Identify the function of the main
parts of a flowering plant
Understand that water, taken in
by the roots, goes up the stem to
the leaves, flowers and fruit
4
Explore the part that flowers play
in the life cycle of flowering plants,
including pollination, seed
formation and seed dispersal
LA: Say what, root, stem, leaves do for plant and draw diagram showing flow of
water through stem to flower on support sheet
MA:Children explain how stamen/anther are important to plant and how they
help in fertilisation. Draw own diagram of water moving up from roots to
flower
HA: Explain the function of all the parts they dissected yesterday. Use ipads for
support if needed. Also draw detailed diagram of how water moves through
the plant from one cell to another until it reaches the flower.
What do the parts of the flower do? What is the stem used for? Roots. Flower,
leaves etc.
Ask children to give ideas. Show powerpoint
http://www.bbc.co.uk/bitesize/ks2/science/living_things/plants/read/3/
Ask the children to think about the parts of the plant they dissected in the
previous week. Make a fact file saying why each part is important to the plant.
Set up a short observation to show how water travels up inside the stem to the
leaves to help the flower to grow. I.e. give the children a white carnation.
Put the carnations in water with red colouring in. The children watch what
happens to the flower. i.e. the flower should eventually get red streaks in. Ask
children to explain how this might happen. Can they draw a diagram showing
how the water travels from the roots to the flower?. (idea of osmosis might be
too much here but could be mentioned)
LA: Give 4 boxes for cartoon strip. i.e. growth, flower, fertilisation,
germination. They draw picture for each
MA: Children use as many boxes as they want giving a detailed account of lifecycle.
HA: Children choose how to tell their story. Cartoon strip, story, powerpoint
etc.
Children will have evidence of their
work showing their understanding in
their books.
Children will have a finished fact file in
differing degrees of detail.
They will have a diagram showing the
way water travels up the stem from
the roots to the flower.
Children will have produced a cartoon
strip showing the lifecycle of a
flowering plant.
Finish the cartoon strips for
homework
Take copy of bumble bee play
home and act it out with your
siblings in the garden.
What is the life-cycle of a flowering plant.? How does it all work? How do the
flowers keep coming back every year? How do they produce more of them?
Give the questions to the children in groups. As a group come up with ideas
about each question.
In groups act out the Bumble Bee Play. Each person taking a turn. Each group
can then perform their play in front of others. (children should get the idea of
lifecyle from performing play.
5
Explore the requirements of plants
for life and growth (air, light,
water, nutrients from soil, and
room to grow) and how they vary
from plant to plant
Draw a cartoon strip showing the life-cycle of a flowering plant using ideas from
the play.
.
LA; Give investigation writing frame to fill in.
MA: Give suggested Sub-titles for experiment
HA: Children write up in own style
Show story of One Seed
https://www.youtube.com/watch?v=06H27-OaC44
Discuss
Children will have planned and carried
out an investigation which will be
recorded in books and photographs to
support
Put a plant in the dark at home.
Watch what happens.
Year 34 B3A Science Medium term planner Functions of the Parts of a Plant (Y3)
What do all living things need to be able to do to be able to live?. MRS NERG.
Ask children to work in pairs to come up with ideas. Make short notes together
about this
What do flowering plants need to be able to live? Ie air, light, water etc.
Show Power point re :What do plants need to be able to live. (could relate this
to rainforest and the different canopies etc)
Decide together what is needed.
http://www.bbc.co.uk/bitesize/ks2/science/living_things/plants/read/2/
Use above.
Ask children how they could tell if it was true or not? What could they do to
find out? In mixed groups come up with ideas. Feed back to class.
Hopefully come up with taking something away. Discuss fair test etc and using
a control. Children work in mixed groups to plan an investigation removing one
of the things a plant needs.
Ie put in dark cupboard, don’t water, put in fridge, put in vacuum etc.
Ensure children understand process of investigation.
Model how to set up an experiment keeping a fair test and only changing one
variable at a time.
Model how to write up. I.e. equipment, method, hypothesis, recording results,
etc etc.
Give time for children to set up own experiment and write up.
6
Understand that seed dispersal, by
a variety of methods, helps ensure
that new plants survive
7
What do I now know about
flowering plants and how they
live?
Recap the life-cylce of a flowering plant. Ask the question How are the seeds
dispersed? (explain definition of dispersed). Why do they need to be
dispersed? Ie. Need room to grow.
Children come up with own ideas of dispersal.
Show children different types of seeds, i.e stickle pods, pea pods, bluebell
seeds, blackberries, apple seeds etc. Ask the children to decide how the seeds
are dispersed.
Show how seeds are dispersed in different ways i.e. animals,
Wind, water Discuss and show video clips of different ways.
Children go back to seeds and sorting activity , have they changed mind from
original thoughts. decide which seeds are dispersed in which way and why.
Eg. Peas, explode etc.
LA: Give sheet for each one with writing about seeds already in . Children draw
seeds from description.
MA: Children fill in own writing say how seeds dispersed and how they have
adapted
HA: Make fact file on seed dispersal showing different ways and drawing seeds
for each one.
Ask the children to reflect on the unit of work. What do they know about them,
what do they still want to know? How will they find out.
Working in mixed groups ask the children to make a powerpoint about
flowering plants to teach other classes. Discuss what needs to be included.
What order they will put things in etc. Children have laptop per group and start
to work on it. Suggest animations and sounds to enhance quality of
Seeds sorted into correct dispersal
method and explained how they have
adapted for this method of dispersal
will be in their books
Power points are evidence of what
they have learnt throughout unit
Year 34 B3A Science Medium term planner Functions of the Parts of a Plant (Y3)
powerpoints.
Mixed ability grouping will mean LA will have support from MA/HA children