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Plants & Photosynthesis Lesson Plans

Biology Lesson Plans – Plants & Photosynthesis

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PLANTS & PHOTOSYNTHESIS

Each lesson plan contains some Essential Knowledge. This is meant for adults, and is not the content to be taught directly to children.

This unit should begin with a discussion/explanation of a two key facts:

• All plants are effectively ‘autotrophs’, i.e. they make their own food – (glucose). • 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.

The key concept to teach is:

ALL CARBON (chemical symbol 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.

Or put more simply:

History of Plants Over 3,000 million years ago, the first living-organism which resembled a plant appeared. It was blue-green algae which lived in the sea and can still be found in the water today. When the plants made their first appearance on Planet Earth the atmosphere was unliveable for all oxygen breathing creatures. The air was made out of carbon dioxide, a gas which to us is deadly. Then photosynthetic plants came along and slowly over several million years, cleaned the atmosphere and filled it with oxygen. If plants had never come along and revolutionized the atmosphere I don’t think I’d be writing this. We would never have evolved. To make a long story short, plants could be considered the most precious living organism on earth.


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Discovery of Photosynthesis

In 1649, Jan Baptista Van Helmont did the first biological experiment in which the ingredients were measured accurately and all changes noted precisely. Van Helmont began by transplanting the shoot of a young willow tree into a large bucket of soil. He weighed the willow and then the soil separately. If the willow tree formed its tissues by absorbing the nutrients from the soil, then the soil should lose weight as the plant grew. Van Helmont carefully kept the soil covered so that absolutely nothing could interfere with his experiment.

Naturally, Van Helmont had to water the willow tree or else it wouldn’t grow. He concluded that the water he was adding helped carry the nutrients to the tree and then simply evaporated into the air.

For five years, Van Helmont waited patiently, watching the tree grow until finally he removed it from the pot, shook off all the soil and weighed the plant. In five years the willow tree had added 164 pounds to its original weight. Then, for the second part of the experiment, Van Helmont dried and weighed the soil. Had it lost 164 pounds to the weight of the tree? No. It had only lost 2 ounces!

From this, Van Helmont concluded that the willow tree drew its nutrients, not from the soil but from water. Accidentally, he made a mistake and said that the material that made up the bark, wood, roots and leaves came from the water he had added over the five years!

The next big important step in the understanding of photosynthesis came in the early 1770’s. Joseph Priestly, the British man who received the recognition of discovering oxygen, found that a piece from a mint plant could restore the air in a container with a burning candle, so that the candle could be used again. Accidentally, one day, Joseph Priestly placed the candle in a dark corner of his laboratory. Since the mint plant could not photosynthesize, the candle’s flame extinguished. Unfortunately, Mr. Priestly never did really understand that great role which light played in his experiment.

Several years later, in 1979, a Dutch physician, Jan Ingenhousz, wanted to find out whether flowers really did help cure illnesses. After many different tests, he finally concluded that only the green parts of plants cleaned the air and only when placed in strong light. Flowers and other non-green parts of plants used up oxygen just like animals!

In 1796, Ingenhousz suggested that this process of photosynthesis causes carbon dioxide to split into carbon and oxygen. Then the oxygen is released as a gas.

Later, other scientists discovered that sugars contain carbon, hydrogen and oxygen atoms in a ratio of one carbon molecule per molecule of water (CH2O). This is where the word carbohydrate comes from, carbo- for “carbon” and hydrate for “water”. Carbohydrates are a family of chemical compounds including sugars and starches, which are made up of large numbers of sugar units linked together.

In 1804, the Swiss scientists, Nicholas Theodore de Saussure repeated Van Helmont’s experiment but carefully measured the amounts of carbon dioxide and water that were given to the plant. He showed that the carbon in the plants came from carbon dioxide and the hydrogen from water. Then, forty years later, a Garman scientist, Julius Mayer, showed that the energy of sunlight is captured in photosynthesis.


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In the Classroom: A timetable is provided to suggest a weekly outline in order to ensure children have plants, seedlings etc. to observe in lessons. This is only a guide and you may wish to alter it as you see fit.

Lessons are designed to be flexible, and can be organised to suit your class and timetable. Our suggested plan is to spend one lesson delivering the theory and demonstration. The website has a lesson plan and video demonstrations to serve as reminders. Time can then also be spent on the skills focus, i.e. planning, collecting data or interpreting data. Children can discuss predictions, questions that could be tested, variables and possible outcomes.

The following week time can be taken to revisit the scientific knowledge and children have the opportunity to plan their own investigation. There is then time to work in pairs to carry out the experiment and evaluate their findings and observations at the end of the lesson.

Each lesson plan has homework suggestions and links to further studies.

Differentiation is not stated by year groups as classes vary from year to year, cohort to cohort and school to school. We state our aims for most children and then for some. This means that every demonstration and investigation has been chosen because any KS2 child can access it at some level.

The level of understanding, language used, ability to relate concepts and investigate are the skills which develop as the child learns.

Biology Lesson Plans – Plants & Photosynthesis, Lessons 1 & 2

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Lessons 1 & 2: Introduction to Plants and Leaves

Essential Knowledge/Science Explained – for teachers

1. Photosynthesis uses sunlight, carbon dioxide and water to make carbohydrates and oxygen as a waste product. 2. Gases and water vapour enter and leave the leaf through holes called stomata (sing. Stoma) normally on the

underside. Expandable cells called guard cells regulate the size of the holes, which in turn controls the amount of gases/water vapour coming in/out of the leaf. More usually the stomata are closed at night to cut down water loss. Stomata are normally not submerged, so that in floating aquatic plants they are on top of the leaves, and in submerged aquatic plants they are absent.

3. Carnivorous plants are plants that derive some or most of their nutrients (but not energy) from trapping and consuming animals or protozoans, typically insects and other arthropods. Carnivorous plants have adapted to grow in places where the soil is thin or poor in nutrients, especially nitrogen, such as acidic bogs and rock outcroppings. Charles Darwin wrote Insectivorous Plants, the first well-known treatise on carnivorous plants, in 1875.

Common Misconceptions

The soil is the source of all plant food. Older children often have the idea that plants “breathe out” oxygen during the day and carbon dioxide at night. This

happens when children confuse two quite different processes: photosynthesis, which operates only in the light, and respiration, which goes on all the time.

If asked where the material of the plant comes from, many children and adults will suggest that it comes only from the soil. Many do not realise that most of the plant material is produced through photosynthesis.

That a large tree trunk is composed mainly of carbon converted from the CO2 in the air; i.e. air becomes a solid substance.

Children often think that seeds contain miniature plants waiting to grow. Human babies, snail babies are miniature versions of the adult. The connection between one form of baby and a plant is a misconception. See bit.ly/Plant-Misconceptions

Health and Safety Precautions

Please read the specific lesson Risk Assessment for details of procedure and equipment.

1. Ensure children are aware of the rules of science: a) Regular hand washing. b) Nothing is to be put in their mouths or eyes. c) Follow instructions given by adults.

2. Please ensure children handle holly leaves and mounted needles carefully. 3. Discuss with children safe procedure when collecting/picking leaves.

National Curriculum Requirements

For a full list of National Requirements covered, please see the Scheme of Work.

Termly Scientific Skills Development Focus: Analysis and Evaluation of Data

Questions that should be asked: (For more suggestions see the ‘What is Science Investigation?’) Are there any results/observations which don’t seem to match others? How would you explain any results/observations that you were not expecting? How would you use science to explain any results/ observations which don’t seem to match others? What could you do to make your method better?

Opportunities should be given throughout the lesson for children to use and develop their knowledge of planning investigations and collecting data. They should be encouraged to question the validity of their results.

http://bit.ly/Plant-Misconceptions


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Learning Outcomes

All children should

Develop the skills of pattern seeking and drawing scientific graphs. Learning how to recognise patterns and draw scientific graphs. Understanding that appearance of leaves can be used to classify them e.g. shape (round,

pointed etc.), number together, how grouped. Learn about insect eating plants using the Venus Fly Trap investigation to find its trigger

time. Begin to give reasons for classifying plants based on their characteristics. Learn the term Photosynthesis and its very basic meaning. Be able to use a microscope correctly.

Some children could

Identify that data does not always produce valid patterns. They could go on to try to give reasons for this.

Draw and interpret line graphs. Suggest ways in which to improve experimental design. Make species identification cards for interesting plants they have researched. E.g. Titum

arum, the smelliest plant at Kew.

A few children could

Suggest ways to improve the experiment to obtain more meaningful results. Suggest ways in which the experiment could be of use. E.g., Research plants in Brazil being

used to discover new medicines. Suggest how water moves from soil and passes out of leaves, using reasoned arguments.

Introductory Activity

Pass the Buck’ activity: Pupils are divided into groups, each group having a flip chart, different colour marker pen, and individual number. The groups are given 30 seconds to write down all they know about plants. Each sheet is then passed to the next group (last number passed to first). 15 seconds is allowed to cross out wrong facts, amend or add to list. This process is repeated until each group has their original sheet back.

What facts did all groups put in?

What facts did all groups get wrong?

What was changed from group to group?

How well did you work as a group?

How would you improve on this if you repeat it?

Introduction to Photosynthesis:

Simply write on the board the word Photosynthesis and ask if anyone has heard of it? Break it down into its component parts - Photo (light) and Synthesis (to make) and briefly explain that plants make their own food from Sunlight + Carbon Dioxide + Water. There is no need at this stage to go into any more detail as it is a recurring theme throughout each lesson in this Topic.

What is a leaf and how different can different types be?

Ask children to collect leaves from school/home.

There is a huge variety of different leaf types to be found. There are large leaves, small leaves, slender leaves and wide ones. Leaves can be soft, prickly, hairy, and hard.

Procedure 1. Pupils should look carefully at their leaf and draw it.

2. Use a microscope to look at the veins of the leaf. Describe them. They should look closely at the veins using a

microscope, describing accurately what they see.

3. Measure the length and width of the leaf. Measurements of length and width of the leaf should be recorded.

4. Describe the leaf e.g. margin, apex etc. The leaf type e.g. margin, apex etc. should be described.

5. Take the leaf and trace around it on the graph paper. Ask if they can work out the area of the leaf. The leaf can

be traced around onto the graph paper and pupils asked if they can work out the area (using the graph paper).

This is also an ideal opportunity to take time to teach children to use a microscope correctly and to ensure they are confident in the use of the focus tool. In order for them to become competent at focusing, start with something familiar to them, such as their handwriting.


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Possible Questions/ Suggestions for discussion

Discussion Questions What colour are the leaves you have (green)? Are all leaves this colour? What happens to deciduous leaves (shed & colour change) in autumn? What happens to evergreen leaves in autumn? Why do plants have leaves? Extensions Make a collection of as many different kinds of leaves as you can find. Find some way to group as many different kinds of leaves as you can find. Use the leaves to make leaf prints or leaf rubbings.

Arrange leaves on contact paper or waxed paper and place in a construction paper frame. Display in the window.

Teacher Demonstration

Demonstration 1.1 – Flesh Eaters

You will need: Venus Flytraps, Stopwatch, Mounted needle

Show pupils the carnivorous plants and discuss how they feed. Touch the trigger cells on one Venus Flytrap to show how they close. (Doing this repeatedly will kill the plants, so please ensure children are watching carefully)

1. Pupils are told to work in small groups. 2. They are given some time to come up with their own experiments on testing the trigger response time and closure

of the Flytrap – and to give feedback to the class. If they do not reason out the method on the worksheet, discuss it with them.

3. Pupils decide which investigation the teacher should carry out, and then the teacher undertakes the investigation. 4. Use the questions for a class discussion.

Venus Flytraps absolutely fascinated Charles Darwin who even wrote a book on Carnivorous Plants. He was particularly interested how they were a result of natural selection but could not quite work out why they evolved the way they did. It took another 60 years and a greater understanding of the role of Nitrogen in plants before their evolution was understood. The following link is an interesting recent look at the origins of the Venus Flytrap. bit.ly/Venus-Flytrap-Origin. This lesson is designed as an ‘introductory link' with the lesson on Darwin in the Environment, Evolution and Ecology SoW.

Demonstration 1.2 – What comes out of leaves? (Set up for lessons 3 & 4)

You will need: Small bags, Large bags, Cable ties/string, Plant such as geranium

1. Seal some small plastic bags around a few leaves on the plant. 2. Cover the whole plant with a large plastic bag and seal. 3. Leave for at least 24 hours before examination.

Children’s Investigation

Investigation 2.1 – Looking for a pattern

Pairs will need: Magnifier, Ruler, 10-15 Holly leaves

Explain the activity to them. Take time to look closely at each leaf using a microscope, and use to make accurate drawings. Children must measure the length of each leaf and the number of spikes and record using tables. They then plot individual and class scatter-grams, the latter giving a more reliable result because of greater numbers of leaves resulting more data and a more representative sample.


1. What was the most common length?

2. What was the range of leaf lengths?

3. What was the average leaf length?

4. What was the most common number of spikes?

5. What was the range of spike number?

http://bit.ly/Venus-Flytrap-Origin


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6. What is the average number of spikes?

7. Is there a relationship between leaf length and the number of spikes?

8. Was the conclusion the same for your data and the whole class data? If it was different ask why this might be?

9. Do you think this is true for the number of lobes and leaf length in oak trees?

Plenary/Review including Skills Progression focus: Analysis and Evaluation of Data

1. Ask the class what they learnt / discovered…providing the wherewithal so that children can say ‘I used to think ......... and now I think.......... because ......’ or

‘I used to think ......... and I still think .......... because ......’

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.

Through whole class discussion elicit from the pupils what they observed. What do children think they needed to do to ensure that they would get the same results if they or someone else

was to repeat this experiment? The class should write on their experiment sheets an agreed definition for the term ‘valid data’. How could this experiment be improved to make the data more precise, accurate and valid?

In what ways might data from this type of experiment be useful in the real world?

Cross curricular links

English

Write instructions for the demonstration/investigation using imperative verbs. Compile definitions of scientific vocabulary as part of a class science dictionary/glossary. Use scientific vocabulary to develop report writing e.g., how does a Venus Flytrap capture it’s

food? News Report: New Jungle Found (see the story from The Telegraph on a new jungle

discovered in Falmouth). bit.ly/Plants-Lost-Jungle

Maths

Drawing line graphs to illustrate numerical data. Use data to calculate averages. Calculating areas of irregular shapes. Discussion and use of a variety of tables, diagrams.

Other subjects

Pupils could learn the Photosynthesis song / rap (see links below). Use plastic Easter egg packaging or paper mache, to make 3D models of Venus Flytraps. Research projects on famous botanists such as Gregor Johann Mendel, and his study of

heredity or Robert Brown, and his pioneering use of the microscope. Art – use a variety of media to produce leaf art work.

Useful websites

Shortened web links (Type these.)

A – Z of British trees BBC sites on plants BBC sites on plants Lots of useful information for you and pupils Great site for children Alternative activity using ivy leaves Giant waterlily video More about leaves Comic strip on photosynthesis Photosynthesis song Animation of photosynthesis

bit.ly/Woodland-Trust bit.ly/Plants-BBC-Bitesize bit.ly/Plants-BBC bit.ly/Plants-SAPS bit.ly/Plants-for-Kids bit.ly/Ivy-Variation bit.ly/Giant-Waterlily bit.ly/Leaf-Margins bit.ly/Photosynthesis-Cartoon bit.ly/Photosynthesis-Song bit.ly/How-Plants-Make-Food

hyyp://bit.ly/Plants-Lost-Jungle

http://bit.ly/Woodland-Trust

http://bit.ly/Plants-BBC-Bitesize

http://bit.ly/Plants-BBC

http://bit.ly/Plants-SAPS

http://bit.ly/Plants-for-Kids

http://bit.ly/Ivy-Variation

http://bit.ly/Giant-Waterlilly

http://bit.ly/Leaf-Margins

http://bit.ly/Photosynthesis-Cartoon

http://bit.ly/Photosynthesis-Song

http://bit.ly/How-Plants-Make-Food

Biology Lesson Plans – Plants & Photosynthesis Lessons 3 & 4

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Lessons 3 & 4: Pollination, Transpiration and Plant Variety


1. Transpiration is the movement of water through the plant. 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.

2. Environmental factors affect the rate of transpiration. The drier the atmosphere, the greater the driving force for water movement out of the plant, increasing rates of transpiration.

3. Pollination is the process by which pollen is transferred from the anther (male part) to the stigma (female part) of the plant, thereby enabling fertilization and reproduction. This takes place in the angiosperms, the flower bearing plants.

4. Most plants sprout bisexual flowers (which have both male and female parts), but plants like squash grow separate male and female flowers — still others have both bisexual and single-sex flowers. And, as evolutionary biologists have recently discovered, plants with male and bisexual flowers produce more seeds. However not all flowers have both male and female parts, and some plants have totally separate male and female flowers. Plants that have either male or female floral parts, but not both are called Dioicous ("two houses"). Plants that have both male and female floral parts are called Monoicous ("one house"). While many angiosperms seem to have both anthers and ovules they may not, whereas pansies and gymnosperms are very good examples of Diocious flowers.


Plants take in all substances they need to grow through their roots. In reality, chloroplasts in the plant absorb the sun’s energy for use in photosynthesis.

Water is absorbed by leaves. It is not, water and minerals are taken in through the roots.




2. Wash hands after touching cobalt chloride paper. 3. Care to be taken when handling knives and cacti.






http://en.wikipedia.org/wiki/Pollen

http://en.wikipedia.org/wiki/Plant

http://en.wikipedia.org/wiki/Fertilization

http://en.wikipedia.org/wiki/Reproduction

http://en.wikipedia.org/wiki/Angiosperms


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Learning Outcomes

All children should

Report on findings from enquiries. Understand the role of key parts of a flower. Learn about the internal structure of leaves. Be able to use the microscope. Learn that stomata are surrounded by two guard cells. Recognise that guard cells control the opening/closing of the stomata. Learn some of the basic classification of trees and plants.

Some children could

Use straightforward scientific evidence to answer questions or to support findings. Explain the role of insects in pollination. Create a fully labelled poster or PowerPoint or model of a bee that shows all its body parts

and describes the life and function of a bee. Work together to create models of plant leaves, stomata, stems, flowers and bees to form

part of a whole class activity, presentation or display for the school.


Report and present findings from enquiries, including conclusions, causal relationships and

explanations of and degree of trust in results, in oral and written forms such as displays and

other presentations.

Identify scientific evidence that has been used to support or refute ideas or arguments.

Give detailed explanation of the role of each part of the flower for reproduction.

Understand there are different methods of pollination, and be able to explain some of them.

Explain the structure of veins i.e. they have specialised tubes called xylem, (takes water up),

and phloem (takes glucose to where it is needed).


‘Think-Pair-Share’: What were the five most important facts from last lesson?

‘Snowball’ (Form groups of four from pairs): From your ten most important facts, which are the top five? Feedback to class.


Demonstration 3.1 – What comes out of leaves? (Set up in lessons 1 and 2)

You will need: Cobalt Chloride paper (blue tinge when dry) – please place in the sunshine or on a radiator before using.

1. Examine the bagged plant. 2. There should be condensation on the inside of the plant. 3. It looks like water but how can we know it is water? 4. Fortunately, there is a chemical test using cobalt chloride paper! 5. Take a strip of blue cobalt chloride paper (make sure it is dry) 6. Dip it into condensation in the sealable bag. If it is water the cobalt chloride paper will go pink.

Demonstration 3.2 - Bees and Pollination - Flower dissection and Pollen under the microscope

You will need: Flowers, Tiles, Scalpel, Magnifiers, Microscopes, Honey, Cotton buds

Curiously of all the demonstrations and discussions to be had in science this is perhaps one of the most important! Bees are incredibly important pollinators and pollination in particular is essential for most life on earth – so it is worth spending some time on this demonstration and class discussion.

1. Watch the clip of pollination: bit.ly/Plants-Produce-Seeds 2. As a class, work through and play the demo: bit.ly/Plant-Reproduction 3. Using fresh flowers (lilies and tulips are better), carefully dissect a flower and stem. Allow the children to

observe this, and then pass round the parts of the flower. 4. Children should then be able to identify, label and observe in detail using the magnifiers and microscopes.

Children can then begin to grasp the concept of pollination and the role of bees. (bit.ly/BBC-Bees)

http://bit.ly/Plants-Produce-Seeds

http://bit.ly/Plant-Reproduction

http://bit.ly/BBC-Bees


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Demonstration 3.3: Are Cacti plants?

You will need: Cacti

Ask the questions: 1. Are these plants? 2. How do you know? 3. Where are the leaves? 4. How do they survive in deserts? Etc.

Show pupils the cactus picture from the Support Document (bit.ly/Plant-Support-Documents) and explain the adaptations of the cactus.


Can pupils think of any other plants which have adapted to their environment? Encourage children to name the seeds of different plants. Make 3D/ Lift the flap style flower posters to demonstrate children’s understanding of the role of each part of the

flower.


Investigation 4.1 – ICT Research on Pollination and Bees

Pairs will need: bit.ly/BBC-Bees, bit.ly/Pollination-for-Kids

Explain that some areas of science cannot be undertaken in a classroom when they concern living creatures. Therefore, this is a research based activity: Begin by exploring, bit.ly/BBC-Bees in order to grasp the concept of pollination and the role of bees. Use the following website to research other pollination methods as well as the life cycle of plants. bit.ly/Pollination-for-Kids Children can then produce reports to demonstrate their learning to parents or other groups of children.

Investigation 4.2 – Where does water leave the leaf? (Set up for lesson 6)

Pairs will need: Test tube rack, 4 test tubes, Water, 4 leaves, Vaseline, Syringes 2ml

This activity allows pupils to investigate which surface of the leaf loses water, upper, lower or both.

1. Take a test tube rack and 4 test tubes. 2. Turn each tube into measuring cylinders by marking the tube with 1,2,3 mls etc. 3. Fill each tube with the same amount of water. 4. Take 4 leaves of approximately the same size from the same plant (must have stalks on them). 5. Put the stalks into the water and then make a plug from Vaseline so the water cannot escape. Take care that the

bottom of the stalk does not get covered in Vaseline. 6. One leaf should have no Vaseline in it, one should have the upper surface only covered with Vaseline, one the

lower surface only, one has both surfaces covered. 7. Periodically measure or observe if any water loss has occurred. Through a process of deduction, it will be those

leaves with the lower surface exposed that lose water i.e the lower surface contains the stomata!

http://bit.ly/Plant-Support-Documents


http://bit.ly/Pollination-for-Kids





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Investigation 4.3 – Transport in Plants using Celery (Set up for week 6)

Pairs will need: Polystyrene cup, Tripour beaker, Food colouring, Celery ~10cm long

1. Take a polystyrene cup. 2. Add about 20cm3 of a mixture of food colouring and water (50:50). Put the cup into a tripour beaker. 3. Cut a small length of celery 9 (both sides of the celery must be freshly cut). 4. Put the celery into the food colouring. 5. You may wish to put the beakers in different conditions, on a radiator, by a window etc. 6. Check the celery periodically, eventually there will be coloured dots on top of the celery.

Try the demo with white carnations. Eventually the flowers will be dyed.


Questions: 1. What can you see?

2. Are all stems the same?

3. Can you label parts of the leaf/flower, and explain their role?

Plenary: Modelling stem and leaf cross sections.

Show pupils the “stem and leaf structure” PowerPoint to consolidate learning. Print pictures of the cross sections of the stem and leaf. Then give each group a variety of Plasticine colours or string and wool, and ask them to develop models of the cross sections.

Cross Curricular Links

English

Write a biography for a famous botanist. Make a class glossary for Plants and Photosynthesis using new vocabulary learned. This could

be adapted for younger children in school. For example, Y6 could make a pictorial one for Y3 children.

Produce an explanation text on how plants reproduce. Research and write a news report on the problem of the decreasing population of bees. Interview a beekeeper and write instructions on keeping bees. Bee and Flower poetry – excellent for personification. Write the diary of a bee – “A day in the life of…”

Maths Create some maths problems using plants. E.g. if a bee collected 35 grains of pollen from each

of the 8 flowers he visited each day, how many grains of pollen has he transferred? More able children may be able to work out surface areas of irregular shapes.

Other subjects

Pupils could work on creating a large model of a leaf cross section using plasticine, modroc or clay.

Research English vicar called Stephen Hales, who discovered how plants transport water. Make 3D models of flowers, lift the petal to reveal the parts of a flower. Either individually or in small groups on a larger scale. Painting in the style of Elizabeth Blackadder.


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Useful websites

Type these links

Pollination Song Talk from National Geographic Live on Pollination BBC Plants Life Cycle Quiz BBC Plants Life Cycle Text BBC Pollination Video Great for Revision

bit.ly/Pollination-Rock bit.ly/People-Plants-Pollinators bit.ly/Plants-Life-Cycle-Quiz bit.ly/Plant-Life-Cycle bit.ly/BBC-Pollination bit.ly/SAPS-Plant-Resources

http://bit.ly/Pollination-Rock

http://bit.ly/People-Plants-Pollinators

http://bit.ly/Plants-Life-Cycle-Quiz

http://bit.ly/Plant-Life-Cycle

http://bit.ly/BBC-Pollination

http://bit.ly/SAPS-Plant-Resources

Biology Lesson Plans – Plants & Photosynthesis 5 & 6

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Lessons 5 & 6: Transport of Fluid in Plants


1. The top most 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.

2. Plants have two different types of transport tissue. Xylem transports water and solutes from the roots to the leaves, phloem transports food from the leaves to the rest of the plant. Transpiration is the process by which water evaporates from the leaves, which results in more water being drawn up from the roots. Plants have adaptations to reduce excessive water loss. Plants have transport systems to move food, water and minerals around. These systems use continuous tubes called xylem and phloem.

Xylem: Xylem vessels are involved in the movement of water through a plant from its roots to its leaves.

Phloem: Phloem vessels are involved in translocation. This is the movement of food substances from the stems to growing tissues and storage tissues.

3. Transpiration is the movement of water through the plant. 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. It is absorbed from the soil through root hair cells, then is transported through the xylem vessels up the stem to the leaves. Finally, it evaporates from the leaves (transpiration).


Plants get their food from the soil. Plants take in all substances they need to grow through their roots. Actually, plants take in air through their leaves. Chloroplasts in the plant absorb the sun’s energy for use in photosynthesis. Water and minerals are taken in through the roots.

Leaves take in water. Children will learn that water is taken in through their roots.




2. Refer to the risk assessment for calcium hydroxide.



Termly Scientific Skills Development Focus: Analysis and Evaluation of data




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Learning Outcomes

All children should

Describe that water is taken up from the soil by the roots and travels through the plant in tubes called veins.

Know leaves have pores called stomata. Spot that stomata are surrounded by two guard cells. Identify that stomata are usually found on the underside of leaves in 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)

Investigate what materials are given off by leaves. Should be able to draw a labelled poster explaining the adaptations of each part of the cactus.

Some children could

Suggest ways in which to improve experimental design. Know that plants typically close their stomata at night to avoid too much water loss. Learn that leaves have pores called stomata on the epidermal layer of the leaf, through which

plants respire. Describe how guard cells control the amount of water passing through a leaf. Know that 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.


Learn that plants have two different types of transport veins. Xylem transports water and solutes from the roots to the leaves, phloem transports food from the leaves to the rest of the plant.

Suggest ways to improve the experiment to obtain more meaningful results. Suggest how water moves from soil and passes out of leaves, using reasoned arguments. Know that plants take CO2 from the air.


Demonstration 5.1 - What enters a leaf? – Using Limewater (calcium hydroxide dissolved in water) to test for CO2

You will need: 1 tsp Calcium Hydroxide, Filter paper, Funnel, Straw, 4 clean empty bottles with lids (330ml fizzy drinks bottles will do), Fresh leaves

Part 1: Prepare the day before the lesson 1. Put 1 teaspoon of calcium hydroxide in a clean plastic bottle. (there will be some extra chemical that doesn't

dissolve, don’t worry about this) 2. Fill the bottle with tap water. 3. Shake the bottle vigorously for 1-2 minutes, then let it stand for 24 hours. 4. Being careful not to stir up the sediment, pour the clearer solution off the top of the bottle through a clean

coffee filter or filter paper (this should sit in the funnel). 5. Repeat the filtering step if necessary to obtain a clear limewater solution. Store in a clean jar or bottle.

Part 2: Conduct the test for CO2 using the lime water : CO2 turns limewater cloudy white or ‘milky’.

1. Pour some lime water into another bottle. Do not use all of the limewater for this demonstration. 2. Place the straw into the limewater and blow until a colour change is observed – be careful you do not drink any

of the limewater! 3. The limewater will then go milky. This is because the carbon dioxide in the teacher’s breath has reacted with

the calcium hydroxide to produce calcium carbonate (a white precipitate). Pupils will then know the chemical test for CO2 and will get to see filtration for the first time.

Part 3: Finally, demonstrate how leaves take CO2 from the air for the plant to use.

1. Blow into one empty bottle for about 30 seconds before tightening the lid. 2. Take the second bottle, blow into it for approx. 10 seconds, then add some leaves, then blow again for 30

seconds before securing the lid. 3. Place both bottles in the sunlight for about an hour. 4. Then pour approx. 15ml of lime water into the bottle without leaves and shake well. 5. Do the same to the bottle with leaves.

This video provides an easy step by step guide on how to conduct the demonstration (we recommend turning the music off!): bit.ly/LimeWater-Leaves

http://www.hometrainingtools.com/calcium-hydroxide-30-g-lime/p/CH-CA(OH)2/

http://www.hometrainingtools.com/filter-paper-11-cm--10-pkg/p/CE-FILTPAP/

http://bit.ly/LimeWater-Leaves


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1. What do you notice about the limewater? 2. How do you know a chemical reaction has occurred? 3. What does the test tell you about the function of leaves? 4. Apart from testing photosynthesis, where else could we use limewater to test for carbon dioxide? 5. What could you do to make sure all leaves photosynthesise?


Investigation 6.1 – Examine leaves/celery/flowers (Set up in lesson 4)

You will need: Celery from last week

1. Children can pass them around, or use a visualiser. 2. Can children explain what has happened? 3. In order to replace the lost water, the plant has little tubes inside its stem that

transport water up to the leaves from the roots. 4. When the celery was placed inside of the coloured water, both the water and the

food colouring were taken up the tubes and the colouring was left behind in the leaves when the water evaporated through the stomata!

5. If you cut the stem open length-wise you should have seen the tubes going all the way up from bottom to top, loaded up with coloured water.

Investigation 6.2 – Where does the water leave the leaf? (Set up in lesson 4)

Pairs will need: A leaf, Clear nail varnish, Tweezers, Microscope

Begin by looking closely at the leaf, can you see where the water comes out? Explain that for water to escape, there

must be a hole. These are called stomata. Explain the relationship with the guard cells.

To demonstrate stomata in a leaf, obtain a fresh leaf. This increases the chances of observing the stomata “open”. General experience has shown that mid-morning time is the best time for collecting leaves. Maple and Ivy leaves have

many good sized stomata.

Ensure each child has a leaf. They should coat both sides of the leaf with clear nail varnish.

After 15 minutes these should be dry enough for the children to carefully peel off, revealing the intricate details of the leaf.

Children can then use the microscopes to carefully observe their leaf, and use to identify where the stomata can be found.

There are lots of opportunities for artwork from this activity. Children should be able to spot the stomata, and can make detailed drawings from their “peel”.

Plenary Activity

1. Learners in groups of three or four are given a number within the group: 1, 2, 3 or 4. 2. All the ‘ones’ are invited up to look at the image hidden on the teacher’s desk for a few seconds and then they

return to their group and start to reproduce the image on a blank piece of paper as accurately as possible. 3. After 1 minute all the ‘twos’ come up for a few seconds, return to the group and help complete and refine the

copied picture / diagram. 4. Then the ‘threes’ and finally the ‘fours’. 5. At this point, stop and tell the groups that they are going to have one or two more rounds to reproduce the

images. Ask them, “How are you going to best work together to make the image as accurate a copy as possible?” (Perhaps using ‘Think, Pair, Share’ for this question). To succeed, learners will need to plan how they will work together (e.g. by splitting the image into quarters and concentrating on one each, or by having one person do the labels etc.). They will also need to develop an awareness of how much information they can retain in their short-term memory. It is valuable to unpick this once the activity is completed.


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1. Identify the guard cells and the stomata to make a detailed drawing.

2. What do you think the guard cells do to make the stoma big and small? Make drawings to show your answer.

3. What do you think goes in and out of the stomata?

4. Do all plants have stomata on the underside of the leaf? Why have you said this? What about a water lily?


Ask the class what they learnt / discovered…providing the wherewithal so that children can say ‘I used to think ......... and now I think.......... because ......’ or



Through whole class discussion elicit from the pupils what they observed. What do children think they needed to do to ensure that they would get the same results if they or someone

else was to repeat this experiment? Are our patterns the same?

Can we identify how many stomata are on every leaf and is there a pattern to be found? How would we discover if every type of leaf has the same number of stomata?


English Writing instructions for the demonstration/investigation using imperative verbs.

Definitions of scientific vocabulary as part of a class science dictionary/glossary.

Maths Calculating areas of irregular shapes. Discussion and use of a variety of tables, diagrams.

Other subjects Art: Use the leaf peels to make designer leaf prints using black paper and silver thread or

paint. Art: Use the work of Lorenzo Duran to inspire: bit.ly/Duran-Leaf-Art

Useful websites

Shortened we links (Type these)

Instructions for leaf peel Further investigations: Celery/Flower demo More details about stomata More details about stomata Van Helmont’s investigations Lovely photos of stoma

bit.ly/Leaf-Peel bit.ly/Plants-Transpiration bit.ly/Plants-Coloured-Flowers bit.ly/Stomata-1 bit.ly/Stomata-2 bit.ly/Helmont-Investigation bit.ly/Stomata-Images

http://bit.ly/Duran-Leaf-Art

http://bit.ly/Leaf-Peel

http://bit.ly/Plants-Transpiration

http://bit.ly/Plants-Coloured-Flowers

http://bit.ly/Stomata-1

http://bit.ly/Stomata-2

http://bit.ly/Helmont-Investigation

http://bit.ly/Stomata-Images


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Lessons 7 & 8: Germination


1. Seeds are dormant. 2. Germination is the process where growth begins from this resting stage. Seeds are mature ovules of plants and

contain an embryo and stored food. 3. Seeds contain a radicle (which will grow to form the root) and the plumule. (The young shoot). 4. In order for germination to occur, there are a number of conditions that are needed:

a. Soil needs to be rich in nutrients. b. If seeds are planted too deep they will not have enough stored energy to reach the soil surface. c. 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. d. Many seeds germinate best in dark conditions, although some need light. Once germination has occurred, they

will need light to continue growing, e. Although seed germination temperatures vary by type of flower, many are between 21-30o C.


Seeds need light to germinate. Seeds need soil to germinate.




2. Take care when using knives.







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Learning Outcomes

All children should

Measure and record observations in a table. Apply their learning to a new situation. Know that plants grow from seeds. Understand that seeds are the plant embryo and learn about their structure. Realise that seeds need certain conditions to germinate. Know that a gas (Ethylene) helps fruits to ripen and that we use this knowledge to control

the ripening of fruit. Identify ways in which seeds are dispersed.

Some children could

Make accurate observations and record them appropriately. Explain their observations using justified arguments. Plan and carry out a fair test. 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. Describe plant growth and the key stages of plant development.


Develop the skill of pattern seeking to identify relationships. Develop the skill of comparing group data for analysis. Plan and carry out an investigation on germination to generate valid data independently. Write an accurate scientific report.


Review the life cycle of plants.

Brainstorm in pairs the main stages in the life cycle of plants and any related ideas.


How much water has come out of the plant? Where has it come from? How did it get there? How will our new investigation help answer our questions? What do we predict will happen? Why do we think that?


Demonstration 7.1 - Bean dissection

You will need: Broad bean seeds, Paper towels, Scalpel

Think-pair-share’: Ask pupils. ‘What do you think seeds need to germinate?’ Take ideas from the group.

Slice open some broad beans and pass around for children to examine. They can draw/record the parts they know/see.

Show PowerPoint and complete the bean dissection.

Distribute two beans to each pupil. Place beans on dry paper towels. Discuss seed parts with pupils as they investigate the beans. Ask pupils to take beans apart and identify the seed coat, cotyledon(s), and embryo. Ask students to observe and record findings as they locate seed parts on the worksheet.


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Demonstration 7.2 – Root view farm

You will need: 5 x 2l plastic bottle, Soil, Water, Skewer

Set up the root view farms:

1. Cut the top off a 2l plastic drinks bottle. 2. Put newspaper or paper toil in a cylinder to fit against the sides of the bottle. 3. Place seeds next to the edge of the bottle using the skewer. 4. Carefully water the seed. 5. Observe carefully over the next few weeks.

Pupils use root race stickers to track daily root growth.

bit.ly/Root-View

Demonstration 7.3: Ripening fruit

You will need: 8 x Resealable A4 Plastic bags, Various Fruit, 4 x Bananas

1. Label the bags: Bags 1–4: Control Bags 5–8: Test

2. In each of the Control bags, place one piece of unripe fruit and seal the bag. 3. In each of the Test bags, place one banana and one piece of unripe fruit and seal the bag. 4. Place the bags together, and observe changes to fruit each day. Record your observations.

The procedure is very simple but you must explain to pupils that bananas give off ethylene gas as they ripen and ethylene speeds up the ripening process in other fruits. The fruit will need to be tested after 2-3 days.


1. Why do some people keep bananas away from their other fruit? 2. How else could the ripening process be slowed down? (Low temperature) 3. Nectarines are often very unripe when you buy them. How could I ripen them one day at a time to eat?


Investigation 8.1 – Factors affecting Seed Germination (Set up for lesson 10)

Class will need: 5 x Straight side 1 litre plastic bottle, Card base, Double sided sticky tape, Compass

Pairs will need: 2 x Petri dishes, Seeds, Paper towel, Cotton wool, Water, Blank labels

This is a simple way to investigate the germination of seeds under different conditions. It allows students to make quantitative measurements of root / shoot growth, length of root hairs, etc. Follow the instructions on the SAPs guide for setting it up. (see link) bit.ly/SAPS-Germination 1. Decide upon the factors your group believes will affect seed germination – light, heat, water, type of seed etc. 2. Cut out a piece from the side of the bottle. 3. Place a material in the bottom of a petri dish, e.g. Cotton wool. 4. Sprinkle some seeds onto the material. 5. Decide if you believe water is a necessary factor in germination, if so,

dampen the cotton wool. 6. Place the lid on the petri dish and place vertically in the bottle/ rack. 7. Repeat with different materials/ seeds/conditions depending on the question pupils decided upon.

Most/some pupils can plan and carry out a fair test investigation to see if there are differences between seeds grown in light and seeds grown in darkness. They can then write an independent report for homework. Ask the class, ‘What other conditions affect the germination of seeds?’ Each group can choose one factor and design a fair test to examine its effect. (They do not have to carry this out). Pupils will need to check on their seeds regularly for a week and record growth etc.

http://bit.ly/Root-View

http://bit.ly/SAPS-Germination


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Investigation 8.2 – Seed Dispersal

Pairs will need: Seeds, Newspaper/book, Stopwatch, Ruler, Paper clips, Paper or card, Tape, Feathers, Tissue paper, Sycamore seed template, Helicopter template

Begin the lesson by looking at different types of seeds and asking children to think about where they grow. Lead onto a discussion around how seeds get to where they grow. Allow children time to sort seeds into the 4 main groups of dispersal methods: wind, explosion, animal and water. 1. Investigate different types of fruits and seeds. Take notice of fruit or seed shape and size and research how each is

dispersed. Is there a relationship between the structure of the fruits and seeds and how they are dispersed? Record your observations.

2. Experiment with several of your artificial "seeds" (paper clips) by designing dispersal mechanisms for them. You can get ideas from your research on real seeds, or come up with your own ideas. Focus on what shape and size will allow your seed to travel the farthest and stay aloft for the longest amount of time. It is up to you to come up with your own ideas for designs, then build and test them. As you build, experiment with dropping your seeds. Do your dispersal mechanisms make the seeds fall slower? You can decide how many different designs you want to test for your project, but try to use at least two.

3. After you have made several different models, evaluate each seed's dispersal characteristics according to the following procedure. Also remember to test a "bare" seed as a control (for example, a paper clip with nothing else attached to it).

4. Use newspaper or a book to “fan” the seeds across the table. 5. Establish a standard drop site above the “fan” and set up a tape measure along the floor beneath the “fan”. 6. Each seed model should be dropped at least four times from the same point above the “fan”. Experiment with your

set-up to find the best height, then use that height consistently for all trials. 7. Record the time aloft and the distance traveled for each trial. You may need a volunteer to help operate the

stopwatch while you drop the seeds. Average the time aloft and distance traveled for each fruit.


How many seeds have germinated after 1, 2 and 3 days etc.? Calculate the percentage germination for each day. Design a suitable way of showing the information on a graph.

Compare germination rates for different seeds. How can you tell which is the radicle (root) and which is the plumule (shoot)? Which appears first, the radicle or the plumule? Is it the same for other seeds? Measure the radicle and plumule as they grow. Design a suitable way of displaying the data that you collect. Do radicles and plumules grow at the same rate? Are there any differences between seeds grown in light and seeds grown in darkness? Design a fair test to

investigate this. What other conditions affect the germination of seeds? Choose one and design a fair test to examine its

effect. What is a tropism? Design ways of investigating tropisms using this apparatus.






else was to repeat this experiment? The class should write on their experiment sheets an agreed definition for the term ‘valid data’. How could this experiment be improved to make the data more precise, accurate and valid?



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English

Write a diary account of a seed, either a single part, or the entire life cycle. Plant poetry, lots of examples here: bit.ly/Plant-Poems Explanation texts on the Perfect Conditions for Growing. Children can write a quiz for other children, or parents, to complete.

Maths Take accurate measurements. Record data in a table. Draw a bar chart and use to devise and answer questions.

Useful websites

Shortened web links (Type these)

Germination demo Nice BBC clips Time lapse videos on germination Time lapse videos on germination

bit.ly/SAPS-Germination bit.ly/Root-Shoot-Growth bit.ly/Germination-Time-Lapse-1 bit.ly/Acorn-to-Oak-Time-Lapse

http://bit.ly/Plant-Poems

http://bit.ly/SAPS-Germination

http://bit.ly/Root-Shoot-Growth

http://bit.ly/Germination-Time-Lapse-1

http://bit.ly/Acorn-to-Oak-Time-Lapse


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Lessons 9 & 10: Darwin & Plants


Plants require nitrogen, phosphorus and potassium along with 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. In order to make chlorophyll, plants need magnesium. Elements that are necessary for healthy plant growth are called essential elements.


Sunlight is helpful, but not critical: It is essential for plant survival. Sunlight helps plants by keeping them warm: Chloroplasts in the plant absorb the sun’s energy for use in

photosynthesis. Soil provides a support structure and food for plants: Some plants grow in soil-free environments. Plants take up

water and minerals from soil, but not “food.” Plants need things provided by people (water, nutrients, light): While people often care for plants (especially those

indoors), plants as a whole are not dependent on people for their needs. Plants need “plant food” to eat: “Plant food” (fertilizer) can provide additional minerals and nutrients for plants.

While plants do require these substances for growth, they can fulfil these needs through minerals in the soil and through photosynthesis. Plants do not “eat.”









Learning Outcomes

All children should

State that plants need minerals for healthy growth. Measure and record observations in a table. Explain their observations using simple arguments. Use results to draw simple conclusions and suggest improvements. Explore the requirements of plants for life and growth.

Some children could

Describe the effects of a range of mineral deficiencies on plant growth. Make accurate observations and record them appropriately. Explain their observations using justified arguments. Plan and carry out a fair test.


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Develop the skill of pattern seeking to identify relationships. Identify similarities and differences related to simple scientific ideas.


Plan and carry out a fair test independently. Write an accurate scientific report. 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.


Demonstration 9.1 – Root View Farm (Set up in lesson 8)

Which seed is in the lead? What differences can you see between the different plants?

Demonstration 9.2 – Ripening Fruit (Set up in lesson 8)

In your groups, discuss any observations you can make. Does this have any implications for shopkeepers, families etc.?

Demonstration 9.2 – Darwin

You will need: “Plants Collection” Teacher notes Booklet, Copies of photographs on pages 7-8

Using the “Plant Collection” Teacher notes booklet, read the story of Charles Darwin to the class, pages 3-4.

Then undertake Q2-3 with the class. Ask your students to look at the photographs of the two plant specimens (p7-8). One was collected and pressed 170 years ago. The other is a recent example. Can they spot the differences between the sheets and describe them? How do they compare with the specimens they have collected and pressed?


Investigation 10.1 – Seed germination (Set up in lesson 8)

Ask pupils to discuss in their groups the differences that they can see between the seeds placed in the light and dark. Take feedback. What conclusion can we draw?

Investigation 10.2 – The effect of minerals on plant growth

Pairs will need: 4 hinged plastic containers, Hydrogel, Cress seeds, Plant food x3, Pipettes 3ml

Make up the hydrogel in washing up bowls before the lesson.

Question: ‘If seeds need certain conditions to germinate successfully and fruits need certain conditions to ripen, do plants need certain conditions to grow well?’

Let pupils discuss for five minutes in groups of four and take feedback.

If pupils mention the need for “plant food”, ask them ‘Is this really food if plants make sugar/glucose during photosynthesis?’ So what is “plant food” that people buy in bottles? If no-one mentions minerals, introduce them here, as ‘substances that plants need to grow well’ and that they are found naturally in soil.

1. Each group fills each container with growing medium. 2. Place seeds in each container. 3. Feed one container with one plant food.

4. Repeat with the other two. 5. (The fourth is a control without plant food) 6. Observe and note results.

It is easy to differentiate this investigation: pupils can measure dry mass of plant material, length of stems, number of leaves or colour/colour patterns of leaves. Pupils will need to make daily observations until next lesson.


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1. What steps have you taken to ensure that your results are reliable? 2. How are the plants affected by growth in the different culture media? 3. Which culture medium encouraged the greatest growth of plant material? 4. What does this suggest about how we should fertilise the soil in which we grow our food crops?

PowerPoint: Show the presentation, ‘SAPS growing plants with hydroponics’, to reinforce the fact that the ‘substances’ are found in soil naturally, but in hydroponics, we need to know what to put in to the water for the plants to grow well. Carry out the activity in the PowerPoint.




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. Through whole class discussion elicit from the pupils what they observed. What do children think they needed to do to ensure that they would get the same results if they or someone else

was to repeat this experiment? The class should write on their experiment sheets an agreed definition for the term ‘valid data’. How could this experiment be improved to make the data more precise, accurate and valid?


Plenary: Demonstration – David Attenborough “Life of Plants” Show clip of plants growing.

Exit ticket: Pupils complete an exit ticket and hand in to the teacher before leaving the room.


English

Design a timeline of Darwin’s discoveries. Write a ships log from The Beagle. Write a factfile on Darwin. Produce a news report/balanced argument on Darwin’s theory and the views of his

critics.

Maths

Take accurate measurements. Drawing graphs to illustrate numerical data. Use data to calculate averages. Discussion and use of a variety of tables, diagrams.

Other subjects

A painting-based project on the theme of 'variations', and including an introduction to the work of artists such as Andy Warhol.

A musical composition project based on Darwin's voyage in the 'Beagle', in which children represent musically the key events of the expedition, the discoveries he made and the development of his theories.

Useful websites


Cross-curricular resources: Darwin Day A Darwin Writing Project Time lapse video of sprouting radishes BBC Plant Growing Game

bit.ly/Darwin-Day bit.ly/Darwin-Writing-Project bit.ly/Time-Lapse-Radishes bit.ly/Plant-Growth-Game

http://bit.ly/Darwin-Day

http://bit.ly/Darwin-Writing-Project

http://bit.ly/Time-Lapse-Radishes

http://bit.ly/Plant-Growth-Game


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Lessons 11 & 12: Trees


1. We could not exist as we do if there were no trees. A mature leafy tree produces as much oxygen in a season as 10 people inhale in a year. What many people don't realize is the forest also acts as a giant filter that cleans the air we breathe.

2. The term phytoremediation is a fancy word for the absorption of dangerous chemicals and other pollutants that have entered the soil. Trees can either store harmful pollutants or actually change the pollutant into less harmful forms. Trees filter sewage and farm chemicals, reduce the effects of animal wastes, clean roadside spills and clean water runoff into streams.

3. Trees muffle urban noise almost as effectively as stone walls. Trees, planted at strategic points in a neighbourhood or around your house, can abate major noises from freeways and airports.

4. Very little of a tree's volume is actually "living" tissue. Just one percent of a tree is actually alive but you can be assured it is working overtime! The living portion of a growing tree is a thin film of cells just under the bark (called the cambium) plus the leaves and roots.

5. Every year that a tree grows its trunk gets fatter. This is because trees don't just grow up they grow out in the form of rings too. The newest growth of a tree is between the bark and the wood that grew the year before.

6. In parts of the world with four seasons, trees usually grow best in the spring. Some parts of the world only have two seasons, wet and dry. In those areas, trees grow best in the wet season. Wood that grows in the spring makes a light-coloured ring. In the summer (or dry season) trees don't grow as much. Wood that grows in the summer makes a dark-coloured ring.

1 light-coloured ring + 1 dark-coloured ring = 1 year. (This is called a "growth ring.") 7. The growth rings in a tree don't all look the same. This is because climate and other things going on in the

environment affect a trees' growth. The temperature, amount of rain, what the soil is like, wind, sunlight, amount of snow on the ground and insects all affect how a tree grows. These things are different from year to year.


Tree roots systems extend deep below the ground. The large supporting root system near the base of the tree tapers rapidly into smaller roots, with the vast majority of all roots being concentrated in the upper few cms of soil. While a few roots may extend as deep as a few metres, it is rare for many to exist at significant depths (more than a metre or so.

Trees only “breathe” out oxygen and humans only breathe out carbon dioxide. Many other gases are exhaled too, e.g. nitrogen.

Trees, and other plants die in the winter and are born in the spring. Leaves change colour because they don't have much moisture, get dry, and turn brown and when the

temperature changes and they can't survive and drop off.




2. Follow school procedure when taking children from school grounds.



http://forestry.about.com/od/treephysiology/a/treeh2o.htm

http://botany.about.com/od/PlantsAndTheEnvironment/a/Phytoremediation.htm


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Learning Outcomes

All children should

Recall that annual rings show how old a tree is. . Develop the skill of recording data and presenting it in an appropriate way. 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. Know that plants grow from seeds. Understand that seeds are the plant embryo and learn about their structure.

Some children could

Develop the skill of pattern seeking to identify relationships. Recall that one set of vessels carry water up a plant and another set carry food down from the

leaves to wherever it is needed. Recall that trees grow from one internal layer towards both the bark and the centre of the

plant. Make accurate observations and record them appropriately. Explain their observations, using justified arguments. Plan and carry out a fair test. Describe plant growth and the key stages of plant development.


Explain how annual rings are laid down. Plan and carry out a fair test independently. Write an accurate scientific report. Explain how water and glucose move inside xylem and phloem vessels.


Role play: Based on the number of students, write the names of tree parts needed for the activity (e.g. Phloem 2) on slips of paper. Cut as many two metre lengths of blue and green yarn as you have leaves and roots. Labels for ‘Heartwood’ and ‘Outer Bark’ need to be made in advance by the teacher for use later in the activity. Write ‘Heartwood’ on as many labels as you have ‘Xylem 1’s. Write ‘Outer Bark’ on as many labels as you have ‘Phloem 1’s and ‘Phloem 2’s.


Demonstration 11.1 – Tree Growth

You will need: Print page 9 “Tree cross section sheet” for each group, Scarf/Ribbon

Role play: Use: ‘Role-play tree growth’. Print page 9 “Tree cross section sheet” for each pupil group. Use the notes on page 10-11 to explain the layers to pupils

Cambium Activity: Ask one student to come to the front of the room and extend their arms perpendicular from the body, pretending to be a tree. Tie a scarf or ribbon around one of the student’s arms. Ask if the student were an actual tree and the arm a branch, would the scarf move upwards as the tree grew? The answer is no. Trees grow in diameter from the inside out and height is added by new growth from the tips of the branches. Cells are not transported like building blocks; they are created where needed and stay there. Next tie the scarf firmly around the student’s waist. Ask if the student were a tree, would the scarf be affected by the annual growth? The answer is yes. New cells are formed by the cambium inside the bark. These new cells push the bark outward which would cause the scarf to become tighter and tighter. If the scarf did not break, it might be forced into the bark as the tree grew around it. Should that happen, it might injure the food transportation system and eventually kill the tree.


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Demonstration 11.2 – Tree Trunk

You will need: Tree trunk cross section, Blu tack, Ball of blue wool, Ball of brown wool

Xylem activity Have students examine a stump or tree cross-section and calculate the age of the tree when it was cut down.

The tree's age can be figured out by counting the pairs of light and dark rings. It's easier to see the dark rings so they are usually the ones used for counting. Start with the first dark ring in the centre and count out to the last dark ring before the bark. To help figure out what climate the tree grew in and what the environment was like, scientists looks at each ring: Explain that for scientists, looking at the growth rings of a tree is just like looking at a scrapbook of the tree's life. o Thickness: How wide a ring is can tell you if the environment was good or bad for the tree to grow in. In years

when the amount of rain and temperature were good a tree's rings are wider. In bad years a tree's rings are thinner.

o Shape: If rings start to become thinner on one side than the other it probably means the tree is leaning over to one side. High winds or a big storm can cause a tree to lean.

Strange marks: If a ring has scars, and other "pieces of evidence”, these can tell the story of the tree. Scars can be left by insects or disease. A forest fire can leave burnt marks.


Could we estimate the age of our tree? Are there any parts we can identify? Do we notice anything unusual? Why would people study tree rings? What benefits would it have?


Investigation 12.1 – Growing Trees

Apply for your Free Tree Seed pack here: bit.ly/School-Tree-Pack This activity is supported by the woodland trust and the following is the guidance from their site: We welcome applications from schools across the UK, plus nurseries, colleges, universities and outdoor learning centres. What do you need to do? Please make sure you have permission from the legal landowner of where you wish to plant. We need this

information to process your application. Your woodland should be enjoyed for years to come, so your trees should be planted on either the school grounds,

land the school has arranged regular access to or in an area that is publically accessible. Make sure any managers of your establishment are aware and have given the go-ahead for your planting project. Make sure your trees are going to be well looked after once they are planted – caring for them well will ensure they

thrive for years to come! Make sure you have plenty of space to accommodate the pack size you want to order. As a rough guide:

30 saplings = 1 tennis court, or 8.5m of single line hedging 105 saplings = 4 tennis courts, or 30m of single line hedging 420 saplings = 16 tennis courts, or 120m single line of hedging

As a school, the first pack that you order will earn you 2 points on the Green Tree Schools Award! If you are looking for trees to donate/sell to the families of your students to plant in private gardens, you can purchase these from our native tree shop online.

If you would like to create a woodland for future generations, you can apply today! Need more information?

For further enquiries or help with the school application form, please [email protected] or call 0330 333 3300.


1. What steps have you taken to ensure that your results are reliable? 2. How are the plants affected by growth in the different culture media? 3. Which culture medium encouraged the greatest growth of plant material? 4. What does this suggest about how we should fertilise the soil in which we grow our food crops?

http://bit.ly/School-Tree-Pack

http://www.woodlandtrust.org.uk/get-involved/schools/green-tree-school-award/

http://www.woodlandtrustshop.com/category/62-native-trees.aspx

mailto:[email protected]


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Investigation 12.1 – Plant and nature Walk (2hrs recommended)

These lessons offer teachers a rich mix of activities that can be run over several lessons or afternoons (some dependent on the weather!) It is up to the class teacher to decide the particular focus of the Plant Walk.

Plant Walk – Grouping and Classifying Plants: All schools have access to a variety of wildlife Habitats near them from forest schools surrounded by trees and fields to inner city schools close to parks of varying sizes. (this lesson links in with the Ecology, Habitats and Evolution SoW which will be undertaken later).

The class teacher should use the links below to identify an appropriate green space / park near them and then, the SAPS link to pick and possible adapt the classification activity depending upon the year group and class to study the range of plants and flowers growing in the area they chose.

Pupils should be encouraged to really look at how many different types of plants and flowers there are around them (clearly this will be somewhat variable dependent on the season, but there are always sufficient numbers of plants growing all year round to undertake this exercise).

bit.ly/SAPs-Grouping bit.ly/Plant-Conservation

bit.ly/Outdoor-Learning-Pack bit.ly/British-Trees






else was to repeat this experiment? The class should write on their experiment sheets an agreed definition for the term ‘valid data’. How could this experiment be improved to make the data more precise, accurate and valid?


Put pupils in groups of eight. Blutack a piece of flip chart/sugar paper onto the wall for each group. Have a lively piece of music to play. Pupils must not speak at all. Give each group one marker pen. One person in the group goes to the paper and writes down one fact they have learnt in the lesson. Once they have sat down, the next pupil can stand up and does the same etc. until the end of the music. The group with the most facts has won!


English Write the story of our tree. Research famous trees to compile a fact file/report, e.g. the oldest, tallest etc. Myths and trees: e.g. Major Oak in Sherwood Forest was reportedly shelter to Robin Hood.

Maths

Measuring and estimating Find any trees in the local area.

Measure the girth Use a tape measure, or piece of string, and measure the distance around the trunk (or girth)

about one metre from the ground. Every 2.5cm of girth corresponds to approximately one

year's growth. So a tree with a girth of 100cm will be about 40 years old (100 divided by 2.5).

Estimate the approximate number of leaves and the total leaf area of a deciduous tree, count the number of leaves on one twig. Estimate the number of twigs on a branch and the number of branches, then multiply these numbers together to get the (rough) total number of leaves (see below). Number of leaves on one twig: 8

Number of twigs on a branch: 24

Number of branches on the tree: 14

Total number of leaves on the tree: 8 x 24 x 14 = 2,688

Leaves and symmetry

http://bit.ly/SAPs-Grouping

http://bit.ly/Plant-Conservation

http://bit.ly/Outdoor-Learning-Pack

http://bit.ly/British-Trees


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Leaf shapes provide excellent opportunities to introduce or reinforce the concepts of

transformation and symmetry in its three forms of reflection, translation and rotation. Some

striking design work can come from translating a leaf shape along a line using different rules.

A tree census Conduct a survey of the different types of trees in the area you have chosen to study (eg school

grounds, local park, street, etc.). Record findings on a simple map with a key and show the

number of different types of tree on a bar chart. Different groups of pupils can then decide to

study one particular tree and find its age, the area of its crown, and estimate its total leaf area.

The tree crown Walk round the tree and mark out where the outside edge of the leaves (the crown, or canopy) ends. Measure from the trunk to the edge of the crown in eight different directions (following the approximate points of the compass) and draw out the shape on square paper. You can then use this diagram to work out the area of the tree's crown.

Other subjects

Make a leaf mobile using twigs to hang leaf drawings from. Make a tree with real leaves and natural materials. Try letting children do a bark rubbing for

the trunk and collect leaves and glue them on. They could also glue on real grass at the foot of the tree or use paper or felt to cut out grass and flowers.

Use Gustav Klimt – The Tree of Life to inspire painting and 3D artwork.

Useful websites


Children’s tree activities Children’s tree activities Famous trees

bit.ly/Mad-About-Trees bit.ly/Tree-Activities bit.ly/Famous-Trees

http://bit.ly/Mad-About-Trees

http://bit.ly/Tree-Activities

http://bit.ly/Famous-Trees

Biology Lesson Plans – Plants & Photosynthesis Practical Assessment

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Assessment Guide

Evaluating an investigation.

Has the pupil…

Level / Grade / % / Mark /Meeting/ Working towards / Exceeding

expectations.

Direct constant

assistance Some help No help

e.g. 0-1 e.g. 2-3 e.g. 4-6

1 They say whether what happened was what they expected.

2 They communicate in a scientific way what they have found out and suggest improvements in their work.

3 They begin to relate their conclusions to these patterns and to scientific knowledge and understanding, and to communicate them with appropriate scientific language.

4 They draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding.

5 They make reasoned suggestions about how their working methods could be improved.

6 They select and use appropriate methods for communicating qualitative and quantitative data using scientific language and conventions.

Total