KS2 SCIENCE
Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
KS2 SCIENCE
Stage
KS2
Topic
Plants and photosynthesis
New National Curriculum Link:
https://www.gov.uk/government/publications/national-curriculum-in-england-scienceprogrammes-of-study/national-curriculum-in-england-science-programmes-of-study
Links to old NC Relevant Units
Unit 1B Growing Plants: http://webarchive.nationalarchives.gov.uk/20090608182316/
http://standards.dfes.gov.uk/schemes2/science/sci1b/?view=get
NC REF
Unit 3B Helping Plants Grow Well:
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.
uk/schemes2/science/sci3b/?view=get
Unit 6A Interdependence and adaptation
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.
uk/schemes2/science/?view=get
Science Background Information
Useful information to support the teaching and learning of
Plants and Photosynthesis
What is Science ?
Lots of very clever people have tried to define what science is all about…so here is a selection of them!
Scientist
Discipline
Quote
Richard Feynman
Physics
You can know the name of a bird in all the languages of the world, but when
you’re finished, you’ll know absolutely nothing whatever about the bird... So
let’s look at the bird and see what it’s doing — that’s what counts. I learned
very early the difference between knowing the name of something and
knowing something.
Carl Sagan
Astronomy
Science is a way of thinking much more than it is a body of knowledge.
Sir Isaac Newton
Physics
“No great discovery was ever made without a bold guess”
William Lawrence
Bragg
Physics
The important thing in science is not so much to obtain new facts as to
discover new ways of thinking about them
Adam Smith
Economics
Science is the great antidote to the poison of enthusiasm and superstition.
Thomas Huxley
Biology
Science is organized common sense where many a beautiful theory was killed
by an ugly fact.
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So how do you go about doing some science?
The ‘Scientific Method’… is the technical term given to how science is undertaken and how new theories and laws are
eventually arrived at. Removing a lot of the technical jargon, the process has eight separate stages, and these are…
1.
2.
3.
4.
5.
6.
7.
8.
Define the question
Gather information and resources (observe)
Form hypothesis
Perform experiment and collect data
Analyse data
Interpret data and draw conclusions that serve as a starting point for new hypothesis
Publish results
Retest (frequently done by other scientists)
… and ultimately ... what should students being doing in a science lesson?
Having fun
Testing models
Creating graphs
Asking questions
Constructing things
Reading graphs
Testing ideas
Identifying variables
Deciding what to change
Making mistakes
Recording data
…and ultimately developing the skill
of thinking for themselves and never
accepting received wisdom!
In school, the above stages in the scientific method are condensed in the early years to the following four parts:
Stage
Planning
Recording Data
Analysis
Evaluation
Activities
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
Asking a question
Determining Independent and Dependent Variables
Making a Prediction / establishing a Hypothesis

Collecting and presenting scientific observations in a
way that can be analysed.


Creating graphs and charts of the data
Analysing data the data obtained from the experiment
and determining whether or not it proves or disproves
the prediction.


Critically deciding how well the experiment went
Deciding how to improve the investigation to obtain
valid and more reliable results.
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What do I need to know about plants and photosynthesis…?
All plants are effectively ‘autotrophs’, i.e. they make their own food – Glucose, and 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.
Photosynthesis is very often one of the most poorly understood (taught!!?) topics in school biology lessons, with most students
failing to grasp the main point that:
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.
Leaf Structure and Anatomy (from BBC Bitesize)
Cross-section through a leaf cell
A. Structural Features of the Leaf
Plants must take in CO2 from the atmosphere in order to photosynthesise. How does CO2 get into the leaf? Leaves have pores called
stomata on the epidermal layer of the leaf. Stomata are the openings through which plants respire. The stomata are surrounded
by two guard cells, which control the size of the stomatal openings. Guard cells regulate the flow of gas between the leaf and its
environment and control the amount of water passing through a leaf. Plants typically close their stomata at night to avoid too much
water loss. Stomata are usually found on the underside of leaves in terrestrial 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.
B. Internal Leaf Structure
Even though leaves are very thin, if you look at a cross section of a leaf under a microscope, you would see several cell layers. The
topmost 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.
A common misconception is that plants get their food from the soil. In fact, they manufacture their own food as shown above, but
they do get essential minerals from the soil. However, many plants do not grow in soil at all, for example, floating water plants, some
mosses and lichens, and so on. In this case, they obtain their essential minerals from rain, ponds, or even tap water.
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II. Leaf Function and Physiology
A. Transpiration
Have you ever noticed how much cooler it is in the shade of a tree in the
summer than in the shade of a building? This is partly because of
transpiration. 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. Much of the water released by the plants will form clouds
and become rain, which falls back to the soil and begins this process all over
again. If plants did not do this, much of the rain that falls would stay in the
ground and never go back into the atmosphere to become rain again. So
Earth would be much hotter with a lot less rainfall, as in a desert.
B. Photosynthesis
All life processes require energy. Animals obtain this energy from the food they eat, whereas plants, being capable of
manufacturing their own food, use energy from the Sun during a process called photosynthesis.
It is often mistakenly thought that plants get all their food from soil or from plant food. What soil and plant food actually do provide
are the essential mineral salts necessary for many of the chemical reactions which take place at a cellular level. However, they are
not a source of energy. Plants use a combination of carbon dioxide (CO2), water (H2O) 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 (C6H12O6), which are their basic
food. Oxygen (O2) is a waste product of the reaction and is released into the atmosphere.
The predominant colour in the natural world is green due to the chemical called chlorophyll that these plants contain. (It is the
chlorophyll in their leaves that makes them green). This chemical compound enables the plant to use light energy during the process
of photosynthesis.
Much of the sugar is turned into starch for storage in the leaves. In all living things, both energy and amino acids (the building blocks
of proteins), are essential for the generation of new cells. Energy is mainly provided by the foods known as carbohydrates and fats.
The most well-known carbohydrates are sugar and starch.
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Plants can produce a variety of carbon compounds through this process, including oils, proteins, and starches. Plants use these
compounds to build all of their materials for survival and reproduction. We use these materials for our food, medicines, dyes,
perfumes, fibres etc.
Plants are called primary producers. This means that they make their own food without having to “eat” anything. Without
plants, almost nothing could live on earth. There would be no food for anything else to eat, nor oxygen for animals to breathe.
All animals on earth are dependent on plants.
C. Minerals needed for plant growth
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
Plants require 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. More importantly, as highlighted earlier, in order to make chlorophyll, plants need magnesium.
Elements that are necessary for healthy plant growth are called essential elements.
The table below lists some of these elements:
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BEES AND POLLINATION
Bees
Bees are flying insects closely related to wasps and ants, and are known for their role
in pollination and for producing honey and beeswax. There are nearly 20,000 known
species of bees in seven to nine recognized families, though many are undescribed
and the actual number is probably higher. They are found on every continent except
Antarctica, in every habitat on the planet that contains insect-pollinated flowering
plants.
Bees are adapted for feeding on nectar and pollen, the former primarily as an energy source and the latter primarily for protein and
other nutrients. Most pollen is used as food for larvae.
Bees have a long proboscis (a complex “tongue”) that enables them to obtain the nectar from flowers. They have antennae almost
universally made up of 13 segments in males and 12 in females, as is typical for the superfamily. Bees all have two pairs of wings,
the hind pair being the smaller of the two; in a very few species, one sex or caste has relatively short wings that make flight difficult
or impossible, but none are wingless.
Tiny stingless bee species exist whose workers are less than 2 mm (0.079 in) long. The largest bee in the world is Megachile pluto,
a leafcutter bee whose females can attain a length of 39 mm (1.5”). Members of the family Halictidae, or sweat bees, are the most
common type of bee in the Northern Hemisphere, though they are small and often mistaken for wasps or flies.
The best-known bee species is the European honey bee, which, as its name suggests, produces honey, as do a few other types of
bee. Human management of this species is known as beekeeping or apiculture.
Bees are the favourite meal of Merops apiaster, the bee-eater bird. Other common predators are kingbirds, mockingbirds,
beewolves, and dragonflies.
Pollination
Pollination is the transfer of pollen grains (which are the male sex cells of the flower) from the anther where they are produced,
to the stigma, which is the receptive surface of the female organ of a flower. Since the honey bee is the most important insect
involved in transferring pollen, ‘pollination’ is often used to describe the service of providing bees to pollinate crop plants.
Bees are good pollinators for many reasons. Their hairy bodies trap pollen as they visit flowering plants in search of sweet nectar
that they need to feed their young. You can often see pollen attached to the legs of the bees (see the yellow patch on the picture
above). Bees also tend to stick to one species of plant. When they visit each plant some of the pollen from another plant is rubbed
off onto the stigma. As bees visit many plants in the course of searching for nectar, much cross-pollination takes place between
different plants. This gives the plant an evolutionary advantage.
Some examples of crops where bees are used as pollinators are as follows:
Apple
Apricot
Blackberry
Blueberry
Cherry
Cranberry
Cucumber
Cantaloupe
Nectarine
Peach
Pear
Plum
Pumpkin
Raspberry
Sweetcorn
Watermelon
Beans
Peas
Considering the variety of plant in the list above from trees to root vegetables etc., one can see how crucial bees are in a variety of
ecosystems
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The Importance of Bees to Humans
Approximately one third of the food we eat has been influenced by the work of the bee. The UN estimates that bees is worth over
£120 billion per year globally and as stated by Pavan Sukhdev in his Economy and Biodiversity Report 2010 ‘No bee has ever sent
you an invoice.’
Decline in Bee Population
Bee populations are facing a severe crisis due to agricultural methods. Widespread farming means that in the UK alone, 97% of
the wildflower population has disappeared since the 1930s. This obviously means less nectar and pollen available for them to feed
themselves and their young. In addition, the use of pesticides has led to widespread sterility of bee populations. Essentially the
bee is being starved or poisoned out of existence. Without drastic action, this trend is set to continue.
Making Honey
https://www.youtube.com/watch?v=I6E0yB0Ev0o
A honeybee starts the honey making process by visiting a flower and gathering some of its nectar. Many plants use nectar as a way of
encouraging insects (bees, wasps, butterflies, etc.) to stop at the flower. In the process of gathering nectar, the insect transfers pollen
grains from one flower to another and pollinates the flower.
Most flower nectars are similar to sugar water -- sucrose mixed with water. Nectars can contain other beneficial substances as well.
To make honey, two things happen:
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
Enzymes that bees produce turn the sucrose (a disaccharide) into glucose and fructose (monosaccharides). See How
Food Works for a discussion of food enzymes and saccharides.
Most of the moisture has to be evaporated, leaving only about 18% water in honey.
Here is a very nice description of the enzyme process:
An enzyme, invertase, converts most of the sucrose into two six-carbon sugars, glucose and fructose. A small amount of the
glucose is attacked by a second enzyme, glucose oxidase, and converted into gluconic acid and hydrogen peroxide. The gluconic
acid makes honey an acid medium with a low pH that is inhospitable to bacteria, mold, and fungi, organisms we call microbes,
while the hydrogen peroxide gives short-range protection against these same organisms when the honey is ripening or is diluted
for larval food. Honey bees also reduce the moisture content of nectar, which gives it a high osmotic pressure and protection
against microbes.
Here is a nice description of the evaporation process:
The physical change involves the removal of water, which is accomplished by externally manipulating nectar in the mouth parts
and then placing small droplets on the upper side of cells and fanning the wings to increase air movement and carry away excess
moisture.
The effect is to make honey a very stable food. It naturally resists molds, fungi and other bacteria, allowing it to last for years
without refrigeration!
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Suggested Activities
1.
2.
3.
4.
5.
6.
Write a play about the life of a bee
Make a model of a bee
Tasting session to show honey doesn’t all taste the same
Write a newspaper article to report that bees have become extinct and the effects this will have
Research how to set up an apiary and the equipment you will need
Produce a guide on how honey is collected
Useful Websites
1.
2.
3.
4.
5.
https://pollinator.org/PDFs/BeeBasicsBook.pdf
http://www.buzzaboutbees.net/
http://en.wikipedia.org/wiki/Pollinator
http://en.wikipedia.org/wiki/List_of_crop_plants_pollinated_by_bees
http://bumblebeeconservation.org
D. Germination of seeds
(see https://www.youtube.com/watch?v=iFCdAgeMGOA&list=PL335D04EEDCFB8118)
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.
They are able to resume growth, or germinate, when the
embryonic tissue is allowed to continue growing. When this
happens, a radicle (the root) emerges from the seed. In
order for germination to occur, there are a number of
conditions that are needed:




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
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Healthy seeds. Having a fresh supply of seeds is the best way to begin. While old seeds may still germinate, the chance is
small unless they have been properly stored.
Soil. Soil needs to be rich in nutrients.
Planting depth. If seeds are planted too deep, they will not have enough stored energy to reach the soil surface.
Moisture. 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.
Light. Many seeds germinate best in dark conditions, although some need light.
Warmth. Although seed germination temperatures vary by type of flower, many are between 21-30oC.
Time!
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Charles Darwin
Many people know about Gregor Mendel and his work on peas which laid the foundation for modern genetics, but the public
does not often associate Charles Darwin with botany. He published numerous articles on botanical subjects and six books. It was a
botanist called John Stevens Henslow that first inspired Darwin, introduced him to the concept of variation and arranged his place
on the Beagle. Plants were as important as animals in Darwin’s original theses on selection and variation in On the Origin of Species
and The Variation of animals and plants under domestication.
Darwin’s work on botanical subjects was scientifically important. He took complex traits, such as the flowers of orchids, or the
movements of climbing plants and insectivorous plants, and showed that his theories of natural selection and evolution through
common descent could explain their existence. Complex traits can evolve slowly over time from more simple forms. By doing this,
he addressed some of his critics who failed to see the real power of his ideas. They were also important in their own right and were
well received by his fellow scientists. His work too is more than historically important. For example, his work on the movement of
plants laid the groundwork for the discovering of the first plant hormone, auxin.
Famous scientists who developed theories about plants and photosynthesis
Plant physiology is concerned with the life processes of plants, and from the beginning has been focused largely on the higher green
terrestrial plants, the autotrophic (self-feeding) plants that feed us animals. In part, plant physiology has roots in agriculture.
In the early 1600s, Jan van Helmont, a Belgian physician, decided the source must be water alone. Van Helmont grew a willow
seedling in 200 pounds of soil, and only added rainwater. A 164-pound tree was produced with only 57.1 grams (2 ounces) of soil
lost. He knew of carbon dioxide but never dreamed that a diffuse gas could produce willow wood.
In the next century Antoine Lavoisier found organic matter to be largely formed of carbon and oxygen. Joseph Priestley, Jan
Ingenhousz, and Jean Senebier demonstrated that plant leaves in light take up carbon dioxide and emit equivalent amounts of
oxygen. Later, Nicholas de Saussure noted that water was involved in the process. The reverse occurred in the dark—plants respired
like animals, taking up oxygen and emitting carbon dioxide. J. R. Mayer observed that the process converted light energy into the
chemical energy of organic carbon.
In his experiment, van Helmont assigned no importance to the two ounces of soil lost. However, starting in the late 1700s and
extending into the mid-1800s, Julius Sachs and others used chemical assays to establish that quantitatively minor soil constituents
of nitrogen, potassium, phosphate, sulfur, and other elements had major importance in plant growth.
In 1727 an English clergyman and amateur physiologist, Stephen Hales, published Vegetable Staticks, an account of his pioneering
studies on the transpiration, growth, and gas exchanges of plants. Hales demonstrated that water from the soil moves up the stems
to the leaves where it is lost as water vapour, a process called transpiration. Subsequent research of the nineteenth and early
twentieth centuries showed that the water diffuses out through stomata (singular stoma), pores in the leaf epidermis (outer layer
of leaf cells).
Charles Darwin
http://en.wikipedia.org/wiki/Charles_Darwin
Van Helmont
http://en.wikipedia.org/wiki/Jan_Baptist_van_Helmont
Jan Ingenhousz
http://www.macroevolution.net/jan-ingenhousz.html
Joseph Priestley
http://en.wikipedia.org/wiki/Joseph_Priestley
Julius von Sachs
http://science.howstuffworks.com/dictionary/famous-scientists/biologists/
julius-von-sachs-info.htm
Jean Senebier
http://en.wikipedia.org/wiki/Jean_Senebier
Stephen Hales
http://en.wikipedia.org/wiki/Stephen_Hales
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Science enquiry and investigation skills
Pupils should be taught investigation skills explicitly and be given regular opportunity to practise and refine them. It is difficult to
complete whole investigations each time and so a compromise is to focus on one of the four skill areas each half term. For the final
term, pupils should have gained enough experience to complete whole investigations relatively efficiently.
A science investigation often begins with an observation leading to a question or the need to solve a problem. Examples of these
can be seen below.
Observation followed by a
question
Robert Brown was a botanist who observed pollen grains in a drop of water moving in a random
and jerky manner using a microscope in 1827. He repeated his observation with boiled pollen
grains and found the same result and so knew it was because the pollen grains were ‘alive’. He
was unable to explain his observation. It was eventually explained by Albert Einstein 1905 but
named Brownian motion after Robert Brown. Brownian motion is caused by water molecules
colliding with the pollen grains. Einstein explained it using mathematics.
Problem to solve
When NASA scientists were developing the Space Shuttle, they knew that the heat generated
on re-entry would burn up the shuttle unless they could insulate it. The problem was that most
insulation materials were not robust enough to stand the forces of take-off.
The problem was solved by developing ceramic foam tiles made from sand. These were
developed and tested and found to be the best solution to the problem
Planning
The scientist needs to decide what to do to answer the question or solve the problem and so a science investigation needs to
be planned. The planning process should result in the best way to answer the question or solve the problem by gathering valid,
sufficient, accurate and reliable primary or secondary evidence.
Hypotheses
A hypothesis is a little bit more than a prediction. It is a reasonable explanation for observations that can be tested with additional
experiments. Robert Brown probably came up with this hypothesis after his observation of pollen grains:If pollen grains move in a random and jerky manner because they are living, and I boil them to kill them, then they will no
longer move in a random and jerky manner.
In most situations in school pupils do not have enough science knowledge and understanding to make insightful hypotheses; they
tend to make a prediction. However, it is useful to introduce the term to pupils and to start them using it.
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Glossary of science enquiry terms
Term
Explanation
Primary evidence
Primary evidence is original evidence that the scientist collects him or herself. This evidence may be
measurements, observations or survey results
In terms of school-based science, this means the pupils doing an investigation and making observations
and/or measurements.
Secondary evidence
Secondary evidence is evidence that the scientist collects from other sources. These sources may
be directly from other scientists or from scientific journals. This evidence may be measurements,
observations or survey results
In terms of school-based science, this means the pupils getting results from other groups of pupils or
researching for information on the internet or reference books
Valid
A valid measurement is one that measures what you want to measure. A valid way to measure the
height of a person is with a ruler or tape measure. Using bathroom scales is not a valid way to measure
the height of a person.
Reliable
This is also called repeatability. A good measure of how reliable results are is by repeating measurements
or observations. If the measurements or observations are about the same each time, we can say they
are reliable. To improve the reliability of our evidence, we usually take an average of our measurements.
Sufficient
We have sufficient evidence if we have enough to establish a pattern. For example, if we want to find
out if there is a pattern between the weight we hang on a spring and its length, using five or so values
of weight may well be sufficient. To find out if there is a pattern between the height of a person and the
length of their stride, many more measurements would be needed before we have sufficient evidence.
Accurate
An accurate measurement is one which is close to the true value. In science, it is often difficult to be
sure of the true value for a measurement. We often need to make a judgement of what the true value
is, based on how we have made the measurement. For instance, using a 30 cm rule to measure the
width of a piece of paper is likely to give us an accurate measurement. We would have more evidence
the result was accurate because repeated readings would give the same value. We would judge this to
be the true value for the width of the paper.
Measuring the true height of a tall tree would be more difficult to measure accurately. We might need
to make several different measurements using different methods. We would judge the accuracy of our
result from the methods we used and the reliability of our results.
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Variables
Variables are things which can be measured by a scientist. Variables can be independent or dependent. Independent and dependent
variables can be continuous, discrete or categoric.
Variable Type
Independent
An independent variable is one which the scientist chooses or changes. For example, in an
investigation to measure how the length of a spring varies with weight, the independent variable
is the weight the scientist chooses to put on the spring. He can change the weight he puts on the
spring to make different measurements of the length of the spring.
Dependent
A dependent variable is one where the value depends on the value of another variable. In the
case of the spring investigation, the length of the spring depends on the weight the scientist puts
on the spring.
Continuous
A continuous variable is one which can have any value e.g. length. The length of a piece of string
can be any value; 15 cm, 27.3567 cm 25.345 km etc. Quantities such as weight, length, speed,
temperature can have any value and are continuous variables.
Discrete
A discrete variable can only have whole number values. For example, number of people (not to
be confused with the average number of people which is continuous. This is why we can have a
family with 2.4 children!).
Categoric
A categoric variable is one which has values which are described by labels; it does not have number
values e.g. type of metal. The values for the type of metal could be iron, copper, silver, gold etc.
In an investigation of the density of metals, the metal would be the independent categoric variable. The density of the metal would
be the dependent continuous variable.
Key points to remember
Pupils need to be given planned opportunities to ask questions that can be investigated scientifically and decide how to find
answers. They should consider what sources of information, including first-hand experience and a range of other sources, they
will use to answer these questions.
Pupils must 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. Using the Sc1 Planning sheets for each investigation, students will develop the skill of
identifying variables to control, measure and change in addition to making and testing PREDICTIONS or HYPOTHESES.
Try and use the right terminology with pupils and get them to use it in their discussions about science investigations.
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Observing and recording evidence
Observing and measuring
Observation is a really important skill for the scientist. The ability to see what is really happening rather than seeing what you expect
to see can be difficult. It’s a good idea to give pupils observation exercises to help them to improve this skill.
A good example of an observation exercise is to get them to describe what happens when a match is struck. The first time they see
it, they will see the flare of the flame as it is struck, the yellow flame and the match turns to black. If you repeat it, asking them to
observe every little detail including sounds and smells, the list they come up with is enormous
Pupils should be able to choose and use simple scientific equipment and materials appropriately and take action to the control
risks involved in their use. They need to make systematic observations and accurate measurements using appropriate equipment,
including the use of ICT for data logging. In their investigations, pupils should check their observations and measurements by
repeating them where appropriate to ensure that they are reliable.
Recording data
Pupils should demonstrate their ability to use a wide range of methods, including diagrams, drawings, tables, bar charts, photographs,
video clips, voice recordings, line graphs and ICT, to communicate data in an appropriate and systematic manner. Pupils will need
explicit skills teaching in order to construct tables, charts and graphs well. They also need practise in choosing the most appropriate
method to show their results to analyse and evaluate their evidence.
The way data is recorded often depends on the type of data. Measurements are often tabulated before they are put on a graph, pie
chart or bar-chart. A bar chart or pie chart is used to show categoric and discrete variables. Observations which are made can be
recorded by photograph, picture or diagram. Events may be recorded using video or sound recording.
Examples of recording data
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Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
Analysing
Most scientific data is presented in one form of graph such as a Line graph, Bar graph, Pictographs or Pie Charts. When analysing
scientific data, a decision needs to be made as to which particular type of graph best reveals the ‘trends’ or patterns in the data. As
a general rule, line graphs are only used where both the variables are continuous.
The key part of every analysis is of course to state clearly what the data ‘appears’ to suggest i.e. ‘it appears* that there is a correlation
between Force and Mass’ etc. *Always remember there are NO DEFINITES in science!
Two key skills in analysing data are
1.Learning that (for most graphs) the Independent Variable data goes on the X axis and the Dependent Variable data goes
on the Y axis
2.Drawing ‘Lines of Best Fit’ – this is defined simply as ‘A line on a scatter plot which can be drawn near the points to more
clearly show the trend between two sets of data’ e.g. a ‘strong positive correlation’
Lines of Best Fit can show strong positive and negative correlations
or weak positive and negative correlations.
A positive correlation is one where the dependent variable increases
as the independent variable increases (as with the example on the
left). A negative correlation is where the dependent variable
decreases as the independent variable increases’.
A strong correlation is where all the points are clustered closely to
the line of bets fit. A weak correlation is where the points on the
graph are more scattered. In the weakest correlation, no line of best
fit can be drawn.
There are lots of different types of Lines of Best Fit and care needs to be taken to determine which the best one to use is. The most
common line of best fit is a straight line but the graphs below show some common shapes of curve.
e.g. How speed increases
with time for something
you drop
e.g. How the time for
one swing of a
pendulum changes with
length
e.g. How the temperature
of a cup of coffee
decreases with time
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e.g. How the number
of bacteria in a colony
increase with time
Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
The scientific method focus for this term is EVALUATION
In using the Sc1 Analysis and Evaluation sheet to support investigation work, students will develop the skill of analysing data from
each of their experiments and suggesting ways in which they could improve them to increase the validity and reliability of the data.
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.
Prompt questions to support evaluation of quality of data
To prompt pupils to identify inconsistencies/anomalies in
evidence:



Are there any results/observations which don’t seem to
match others?
Are there any results/observations that you were not
expecting?
How reliable are your results?
To prompt pupils to explain inconsistencies/anomalies in
evidence:



How would you explain any results/observations
which don’t seem to match others?
How would you explain any results/observations that
you
were not expecting?
How reliable are your results and how can you tell?
To prompt pupils to explain inconsistencies/anomalies in
evidence using science:

How would you use science to explain any results/
observations which don’t seem to match others?
How would you use science to explain any results/
observations that you were not expecting?
Prompt questions to support evaluation of quality of
procedure
To prompt pupils to suggest improvements to working
methods:





What could you do to make your method better?
What could you do to get more reliable results?
How could you get more accurate measurements?
Is that the best way of doing that?
Is there a better piece of equipment you could use?
Is there any part of your method you could change to
get better results?
To prompt pupils to explain improvements to working
methods:




Why would doing X make your method better?
Why would doing X give you more reliable results?
Why would doing X give you more accurate
measurements?
Explain why doing X would be a better way of doing
that.
Explain why X would be a better piece of equipment to
use?
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Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
Plants and Photosynthesis
KEY VOCABULARY
Photosynthesis
Iodine
Margin
Ethanol
Oxygen
Embryo
Anomaly
Plumule
Apex
Testa
Inaccurate
Epicotyl
Carnivorous
Hypocotyl
Accuracy
Cotyledon
Stomata
Minerals
Cross section
Germination
Reliability
Ethylene
Xylem
Mineral
Phloem
Hydroponics
Vascular bundle
Cambium
Circulation
Heartwood
Variable
Dendrochronology
Spongy mesophyll
Word equation
Palisade mesophyll
Nitrogen
KEY FACTS AND DEFINITIONS
Anomaly – The name given by scientists to a result taken during
an experiment that ‘does not fit the general pattern’.
Photosynthesis – The process by which green plants make their
own food using water and carbon dioxide. The Sun’s energy
is needed, as are minerals from the soil. Glucose is produced,
with oxygen generated as a waste product.
Accurate data – This is the term scientists give to measurements
made in experiments that are very ‘close’ to the actual value
of the quantity being measured. From the definition of precise
above, different bottles may have been used all containing
similar quantities of liquid but of different inherent physical
volumes.
Minerals – The name given by scientists to the single ‘elements’
required by our bodies to function such as calcium, iron,
magnesium, copper, potassium, chlorine, sodium etc.
Transpiration – the processes of water travelling from the soil
into the plant up to the leaves, where it evaporates into the air.
Cuticle
Pore
Epidermis
Potometer
Microscope
Carbon dioxide
Glucose
Starch
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Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
Understanding the assessment focuses for science
The AFs for science describe the key elements of performance. They are linked to the National Curriculum programmes of study and
the level descriptions, and are designed give a detailed, analytic view of pupils’ attainment across all the key stages and in all areas
of science.
AF1 Thinking scientifically
AF1 contains the main criteria related to how pupils work with scientific ideas, models and evidence to understand and handle
knowledge of the subject. It includes criteria, which recognise how scientific ideas and models develop through further evidence,
recognising the tentative nature of science as a discipline. Pupils work with scientific ideas, models and evidence themselves to
further their understanding, and recognise how scientific understanding as a whole develops in such a way.
AF2 Understanding the applications and implications of science
The focus of AF2 is linking specific scientific ideas to particular applications and scientific and technological developments, and
exploring how these developments can affect individuals, society and the world. It includes criteria related to the understanding of
various issues surrounding such developments, such as ethical or moral arguments, and also criteria related to the understanding
of the factors that can influence the development of science and technology. In addition there are criteria, which relate to the
application of science in roles or jobs.
AF3 Communicating and collaborating in science
AF3 contains the main criteria related to how pupils construct and present evidence-based responses and arguments for particular
audiences, drawing on appropriate scientific language, mathematics, and scientific conventions and terminology. It also contains the
main criteria related to how pupils use and develop collaborative approaches to their own work, and understand and recognise the
advantages of the collaborative work of scientists.
AF4 Using investigative approaches
The focus of AF4 is how pupils ask questions, hypothesise, and develop appropriate and safe strategies and methodologies to collect
scientific evidence, through experimental or other means.
AF5 Working critically with evidence
AF5 involves criteria based on how pupils interpret and analyse data and other scientific evidence to identify outcomes and draw
conclusions using scientific knowledge and understanding. It also considers their ability to evaluate evidence, recognise limitations
and develop methodologies or other strategies to improve data or provide further evidence.
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Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
APP (ASSESSING PUPIL PROGRESS)
Assessment Foci
Example Opportunities for APP in this Unit
Explanation and Level Descriptors
AF 1
Thinking scientifically
Use straightforward scientific evidence to answer questions, or to support their findings
relating to the number of spikes on holly leaves.
1
Use simple models to describe scientific ideas about leaf and stem structure.
3
7
Use abstract ideas or models or multiple factors when explaining processes or phenomena
involved in the growth of trees
AF 2
Understanding the
applications and
implications of science
AF 3
Communicating
and collaborating in
science
AF 4
Using investigative
approaches
AF 5
Working critically with
evidence
Can suggest a simple application of some of the experiments.
Can identify aspects of the topic used in specific jobs.
Can explain in detail the applications of our knowledge of seed germination.
Can represent data in a simple table.
Can present data in more than one way.
Can use appropriate graph / table to present and discuss data for specific experiment
Can follow instructions and handle basic equipment to complete investigation
Can use different sources of information from those provided to address a question
Can make and record detailed sets of scientific measurements
Can suggest problems with some of the experimental procedure
Can identify ways of making the investigations fairer.
Can suggest detailed ways of improving the data obtained from the experiments.
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6
5
5
1
2,3,4
5
2,4
4
6
1
6
7
Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
PLANTS AND PHOTOSYNTHESIS – WEEK BY WEEK SUMMARY OF KEY CONCEPTS,
OBJECTIVES, INVESTIGATIONS AND EQUIPMENT
LIST OF THEORY LESSONS AND DEMONSTRATIONS
QCA UNIT REFERENCES & LINKS
Unit 1B Growing Plants:
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci1b/?view=get
Unit 3B Helping Plants Grow Well:
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci3b/?view=get
Unit 6A Interdependence and adaptation
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci6a/?view=get
INVESTIGATION FOCUS & HOW SCIENCE WORKS LEARNING OBJECTIVES
All through this term the focus is on planning, observation and recording of data from scientific investigations – looking
specifically at how to plan fair tests, make accurate observations and record data in a variety of ways
INVESTIGATION AND DEMONSTRATION EQUIPMENT SHEET
Guidance – Teachers should try to run the scheme in the sequence it is written in and work through each experiment
first because of the parallel requirements of some of the experiments
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Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
Lessons 1 and 2
LESSON
DEMONSTRATIONS
Introduction to plants and leaves
Demonstration 1:
Investigation 1 – Is there a
relationship between the length of a
holly leaf and the number of spikes
it has?
The trough of terror (Venus
Investigation 2 – What comes out of
leaves?
Flytrap, sundew, pitcher
plants) Demonstration 2:
Trigger response in the Venus
Flytrap
INVESTIGATIONS
KEY QUESTIONS & Investigation
Ideas that can be tested.
Is there a relationship between the
length of a holly leaf and the number
of spikes it has?
1. Is there a similar relationship in
other leaves? E.g. The size of an
oak leaf and the number of lobes
it has
What comes out of leaves?
2. Is there a pattern to
your observations? How
can you tell?
KEY CONCEPTS and LEARNING OBJECTIVES
 Learn that although there are a large variety of
leaves, they can be grouped according to their
position, shape etc.
 Leaves are vital to the plant. They absorb
carbon dioxide and the Sun’s energy to make
food by photosynthesis.
 Water is released by the leaves back into the air.
 Some plants supplement the food they
make by being insectivorous.
 Learn about the external structure of leaves.





INVESTIGATION FOCUS & WORKING
SCIENTIFICALLY, PRACTICAL SCIENTIFIC
METHODS, PROCESSES AND SKILLS
OBJECTIVES
Develop the skill of recording data and
presenting it in an appropriate way.
Develop the skill of pattern seeking to identify
relationships.
Be able to identify an anomalous result.
Learn about range, mean and mode.
Appreciate the length of time some science
investigations take.
3. How can you present your data?
Lessons 1 and 2
4. What comes out of leaves?
Practical Equipment
Starting Activity 1 - What is a leaf? – hand lens (x 15)
Demonstration – Flesh eaters (Venus fly trap , sundew, pitcher plants)
Investigation 1 – Is there a relationship between the length of a holly leaf and the number of spikes it has? - Holly leaves
Investigation 2 - What comes out of leaves? - Small leafy pot plant (geranium) x 15, 2 x boxes of medium plastic food
bags one larger than the other and sufficient to cover plant, cable ties / elastic bands / string, cobalt chloride paper
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Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
Lessons 3 and 4
LESSON
DEMONSTRATIONS
Introduction to the transport of fluids  Are cacti plants?
in plants.
INVESTIGATIONS
KEY CONCEPTS and LEARNING OBJECTIVES
 Water travels through the plant in tubes
called veins.
 On the underside of most leaves are tiny holes
called stomata.
 Stomata allow substances to pass in (e.g.
carbon dioxide), and out (e.g. water) of the
leaf.
 Learn that leaves lose water through stomata
which are usually on the underside of the leaf.
KEY QUESTIONS & Investigation
Ideas that can be tested.
1. What is condensation?

Investigation 2 – From where do
leaves lose water?
2. Which part of the leaf gives
off the water? Why do you
think that?


Investigation 3: Observing the
transport system in celery and
flowers.
3. Water lilies have stomata on the
upper surface of the leaf. Why
do you think this is?
Investigation 1 - What comes out of
leaves?
4. How does water reach the
leaves and flowers of a plant?



INVESTIGATION FOCUS & WORKING
SCIENTIFICALLY, PRACTICAL SCIENTIFIC
METHODS, PROCESSES AND SKILLS
OBJECTIVES
Develop the skill of planning an appropriate
investigation.
To make accurate observations.
Develop the skill of recording data and
presenting it in an appropriate way.
Learn how to use a hand held microscope.
Start to develop the skill of making detailed
accurate scale model drawings of natural
phenomena they have not seen before.
Further develop the sense of patience required
to conduct a scientific investigation.
Lessons 3 and 4
Practical Equipment
Demonstration 1 (optional) - Water lilies water lily and deep container for water
Demonstration 2 – Cacti variety of cacti
Investigation 1– What comes out of leaves? (Set up during Lesson 1) – Geranium plants form Lesson 1, cobalt chloride
paper
Investigation 2 – Where do leaves lose water from? - Class set (x 8): 4 leaves per group, Vaseline, 4 test tubes, rack,
marker pen, 2 ml syringes
Investigation 3 – Where does water leave the leaf? Class set (x15) Leaves, nail varnish/PVA glue, tweezers, microscopes,
slides and coverslips
Investigation 4 –Observing the transport system in celery and flowers - Class set (x 15) celery stalk or white flowers,
food dye, beakers
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Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
Lessons 5 and 6
LESSON
Introduction to internal plant
structure + Role and Function of
Flowers (+ the importance of bees)




INVESTIGATIONS
Investigation 1: Observing the
transport system in celery and
flowers (set up in Lesson 2)
Investigation 2: Observing cross
sections of leaves and stems
DEMONSTRATIONS
Measuring the rate of water
uptake in plants using a
potometer.
Observing cross sections of
leaves and stems
Modelling internal leaf
and stem structure
Flower dissection + Pollen
Slides + Pictures of bees
KEY CONCEPTS and LEARNING OBJECTIVES
 Learn that stomata are surrounded by two
guard cells.
 Guard cells control the opening/closing of the
stomata
 Learn that veins are called vascular bundles
that are made up of xylem and phloem
 Learn the role, basic structures and function of
flowers + Pollination.
 Learn the importance of Bees! And
Pollination.
 Learn about the internal structure of leaves
 Learn how important bees are to our
ecosystem.
 Learn that the movement of water through the
plant is affected by temperature, wind etc.
KEY QUESTIONS & Investigation
Ideas that can be tested.
 Which part of the stem
transports water?
 Do all stems and flowers have
a similar structure?




INVESTIGATION FOCUS & WORKING
SCIENTIFICALLY, PRACTICAL SCIENTIFIC
METHODS, PROCESSES AND SKILLS
OBJECTIVES
To use a microscope safely and carefully.
To practise and use good observation skills
involving things they have not seen before.
Develop the skill of accurately comparing
experimental data / observations with original
predictions.
Develop the skill of refining experimental
methodologies to generate reliable results.
Lessons 5 and 6
Practical Equipment
Demonstration 1- Measuring the rate of water uptake in plants using a potometer - 1x Potometer, leafy shoot
Demonstration 2 – Flower dissection and Pollen under the microscope + Bees and Honey. – scalpel, white tile, small jar honey,
pictures / film of bees ((http://www.bbc.co.uk/guides/zg4dwmn), microscope, slides, cotton bud or small brush.
Investigation 1– Observing the transport system in celery/ flowers – Celery stalk/ flowers set up with beakers and dyed water
in Lesson 2
Investigation 2 - What do stems and leaves look like in cross section – Class set (x15) Microscopes, pre- prepared leaf cross
sections, slides, cover slips, small dropper bottles for dye, tweezers, dissecting needle, Toluidine Blue, 1 x microtome + wax
melting tube, wax and blade
Plenary activity - Modelling internal leaf and stem structure - Plasticine/play dough in a variety of colours
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Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
Lessons 7 and 8
LESSON
Introduction to photosynthesis and
plant products
INVESTIGATIONS
DEMONSTRATIONS
 Where is starch found in
the leaf?
 To show that oxygen
is released during
photosynthesis.
 Comparison of energy
contained in different
foods.
KEY QUESTIONS & Investigation
Ideas that can be tested.
Where is starch found in the leaf?

Testing different foods for starch.

Set up: Seed germination
investigation
KEY CONCEPTS and LEARNING OBJECTIVES
 Learn that plants make their own
food using water and carbon dioxide by
photosynthesis.
 Learn that Glucose, starch and oxygen are
produced in photosynthesis.
 Learn that photosynthesis needs light
energy.
 Learn about the huge variety of plant
products and their impact on our lives.
How can we test
for starch?
Do all parts of a leaf
produce starch?




INVESTIGATION FOCUS & WORKING
SCIENTIFICALLY, PRACTICAL SCIENTIFIC
METHODS, PROCESSES AND SKILLS
OBJECTIVES
To practise safe handling of chemicals and
glassware.
Learn a safe heating technique for liquids.
Develop the skill of assessing how to
improve and investigation to obtain
similar results.
Develop the skill of listing limitations in
experimental design.
Lessons 7 and 8
Practical Equipment
Demonstration: Where is starch formed in the leaf? - methylated spirits, kettle, tripour beaker, boiling tube, tweezers
Investigation - Investigation: Which plant products contain starch? Class set (x15) spotting tiles, iodine solution in dropping
bottles, gloves, safety goggles, a variety of food stuffs inc. sweet-corn, bread, rice, apple, carrot, potato, orange
Demonstration(potential extension for teachers who wish to extend this lesson) - To show that oxygen is released during
photosynthesis – Pondweed (Elodea or Cabomba) from pet store or garden centre, boiling tube, 250ml beaker, warm water.
http://www.saps.org.uk/secondary/teaching-resources/190-using-cabomba-to-demonstrate-oxygen-evolution- in-the-process-ofphotosynthesis-
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Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
Lesson 9 and 10
LESSON
DEMONSTRATIONS
Introduction to factors affecting plant
growth: germination
Demonstration 1: Bean dissection
Demonstration 2: Root view farm
activity Demonstration 3: Fruit
ripening demonstration
INVESTIGATIONS
Investigation 1: Investigating seed
germination
KEY CONCEPTS and LEARNING OBJECTIVES
 Learn that plants grow from seeds.
 Know that seeds are the plant embryo and
learn about their structure.
 Learn that seeds need certain conditions
 to germinate: water and warmth, and then
light to continue to grow.
 Learn that a gas from bananas (ethylene)
helps fruits to ripen.
 Know that we use this knowledge to
control the ripening of fruit.
KEY QUESTIONS & Investigation
Ideas that can be tested.
1. What did you do to ensure
that this was a fair test?
2. What other conditions could you
test?
3. How would you do this?
4. What observations would you
make?
5. How will you present your data









INVESTIGATION FOCUS & WORKING
SCIENTIFICALLY, PRACTICAL SCIENTIFIC
METHODS, PROCESSES AND SKILLS
OBJECTIVES
Develop the skill of planning an appropriate
investigation.
To make accurate observations.
Develop the skill of recording data and
presenting it in an appropriate way.
Develop the skill of pattern seeking to
identify relationships.
Develop the skill of comparing group data for
analysis.
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.
Lessons 9 and 10 Practical Equipment
Demonstration 1 - Bean dissection - Broad bean seeds, paper towels
Demonstration 2 - Root view farm activity – Two litre pop bottle x1, , pair of scissors, pair of compasses, bamboo meat
skewers x 4, self-adhesive labels x4, seeds, soil/newspaper
Demonstration 3 - Fruit ripening demonstration - Unripe apples, unripe bananas, sealable plastic bags, 500 ml graduated
cylinder, shallow glass or plastic tray at least 5 cm (approx. 2”) deep, plastic straws, knife and cutting board, iodine
Investigation 1: Factors affecting seed germination
Class Set (x 10) - Radish Seeds or Brassica or mung beans, 1.5 litre plastic bottle (x 10 ), card base, petri dishes, filter paper,
cotton wool
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Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
Lessons 11 and 12
LESSON
DEMONSTRATIONS
Introduction to factors affecting plant
growth: Darwin and plants
INVESTIGATIONS



KEY QUESTIONS & Investigation
Ideas that can be tested.
Investigation 1: Are all fertilisers the
same?







Lessons 11 and 12
Charles Darwin activity.
What is hydroponics?
Life of plants video clip.
KEY CONCEPTS and LEARNING OBJECTIVES
 To grow healthily, plants need minerals.
 Minerals are found in the soil.
 Minerals dissolve in water and are taken
in by the plant roots.
 Mineral deficiencies have specific
symptoms.
 Learn that plants need minerals to grow
healthily and that N, K and P are the most
important.
How will you make this a fair
test?
What observations will you
make?
How will you measure
growth?
How can you be sure that
the results are reliable?
How will you present your
data?
Who might be
interested in your
results?
How could they use the
data that you have
collected?







INVESTIGATION FOCUS & WORKING
SCIENTIFICALLY, PRACTICAL SCIENTIFIC
METHODS, PROCESSES AND SKILLS
OBJECTIVES
Develop the skill of planning an
appropriate investigation.
To make accurate observations.
Develop the skill of recording data and
presenting it in an appropriate way.
Develop the skill of pattern seeking to
identify relationships.
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.
Practical Equipment
Investigation 1: Are all fertilisers the same? Class Set (x 15) 4 different fertilisers solutions, empty film canisters or vegetable
plug, pack trays, hydrogel crystals, plastic spoons, packs of quick growing seeds, mass balances
Activity 1 – David Attenborough video “Life of Plants”
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Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
Lessons 13 and 14
LESSON
DEMONSTRATIONS
Introduction to plant growth: Trees
INVESTIGATIONS
Investigation 2: Investigating factors
affecting dispersal of sycamore keys.
Lessons 13 and 14
Tree planting
Role play activity to
explain tree growth
KEY QUESTIONS & Investigation
Ideas that can be tested.
Review: Investigation 1: Are all
fertilisers the same?
Activity 1: Planting Trees


KEY CONCEPTS and LEARNING OBJECTIVES
 To know that one set of vessels (xylem)
carry water up a plant and another set
(phloem) carry food down from the leaves
to wherever it is needed.
 Learn about the structure of vascular
bundles.
 To learn about annual growth in trees.
 To know that annual rings show how old
a tree is.
 What will you investigate?
 How will you make this a fair
test?
 What observations will you
make?
 How will you record your results?
 How can you be sure that the
results are reliable?
 How will you present your data?
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INVESTIGATION FOCUS & WORKING
SCIENTIFICALLY, PRACTICAL SCIENTIFIC
METHODS, PROCESSES AND SKILLS
OBJECTIVES
Develop the skill of planning an
appropriate investigation.
To make accurate observations.
Develop the skill of recording data and
presenting it in an appropriate way.
Develop the skill of pattern seeking to
identify relationships.
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.
Practical Equipment
Investigation: – Factors affecting the dispersal of sycamore keys - Pre-printed seeds on card, 100g paper (1/2 ream)
Plasticine/play dough / Blue tack timer (x 15).
Activity 1 – How long does it take a tree to grow? Class set (x 10 ) - A plant pot, crocks, soil and compost,
some tree seeds
Other resources: cross section of tree trunk; green, brown and blue wool; a scarf
Empiribox - – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
SOW 1.BPP.001 V2 12 October 2015 Page 27
Empiribox – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
Empiribox - – KS2 Biology SoW – PLANTS and PHOTOSYNTHESIS
SOW 1.BPP.001 V2 12 October 2015 Page 28