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1
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Learning Intention:
To identify that new plants grow from seeds.
To learn what seeds need to germinate
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Instruction and differentiated activities:
Identify that plants grow from seeds, look at some differerent seeds.
Examine some dried beans that have been soaked. What can you identify?
Prepare an experiment to investigate what seeds need to grow.
Ideas for this experiment (word doc)
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Resources:
Seeds that have been soaked
Fast growing seeds (e.g cress, broadbeans)
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ICT Opportunities:
*Measure plant growth for graphing later on computer
*Pictures of different tree seeds
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2
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Learning Intention:
To identify different parts of a plant
To discuss what plants need to grow
(To learn how to draw scientifically)
To draw conclusions about germination from experiment of the previous week.
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Instruction and differentiated activities:
1. Examine germination progress of plants
If you are watching the growth of the beans - take them out and examine them.
Be sure to declare this the END of the germination phase of the experiment if you plan to keep the seeds to grow.
2. Sketch weeds - include main parts.
Explain to children about science diagrams - clear, accurate proportion no shading
Use this example if required.
3. Discuss what plants need to grow.
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Resources:
*A range of small plants / weeds for sketching
*Germinated seeds from previous week
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ICT Opportunities:
*Measure plant growth for graphing later on computer
*Parts of a Plant
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3
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Learning Intention:
To identify that plants can also reproduce by asexual reproduction
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Instruction and differentiated activities:
Identify that some plants make exact replicas of themselves (by sprouting, runners, tubers) -
identify this as asexual reproduction
Identify what is meant by 'exact' replica - when plants actually look different!
Why is this exploited for domestic agriculture?
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Resources:
*Examples of runners, tubers, bulbs
*Growing plants (if kept) - remember, plants left in the dark may initially look healthy as they grow
long and spindly in their quest for light.
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ICT Opportunities:
*Asexual Reproduction Lab
*Asexual Reproduction in Seed Plants (click on blue headings for clear photographs)
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4
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Learning Intention:
To identify that flowers are required for sexual reproduction.
To identify different parts of of flowers and their functions
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Instruction and differentiated activities:
Examine a flower.
Discuss different parts.
Identify that plants have methods to reduce self-pollination (e.g. stigma and stamen mature at different times; different lengths)
Identify difference between pollination (pollen stuck onto stigma) and fertilisatin (pollen joins with ovum to form the beginning of a seed)
Name parts of a flower and its functions
Practial Ideas for Examining Flowers(Word Doc)
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Resources:
*Fresh flowers
*Hand lenses
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ICT Opportunities:
*Pictures of different flowers
*Pictures of desert flowers
*Parts of a flower(student worksheet)
*Parts of a Flower(teacher information sheet)
*LA Flower Structure Worksheet
*Short Pollination Field Trip
*Flower Structure
(Illustrated discussion of atypical flowers - an interesting extension opportunity)
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5
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Learning Intention:
To identify methods of pollination
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Instruction and differentiated activities:
Explain that pollen has to be transferred from one flower to another during pollination (sexual reproduction)
Identify that there are different types of pollen. Discuss how this may be useful.
Examine different flowers - how might they be pollinated (wind, animals, bees)
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Resources:
*Flowers
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ICT Opportunities:
*Pollination Adaptation
*Pollination Practical idea(pdf file)
*Another pollination practical activity(pdf file)
*Different kinds of Pollen (microscopic pictures)
*Carrion Flowers
*Pollination
(Explanation supported by good diagrams)
*e-microscopes - to examine flowers (Really BRILLIANT for this :-)
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6
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Learning Intention:
To identify different types of seed dispersal
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Instruction and differentiated activities:
Provide pictures / examples of fruit. Discuss therse were once part of a flower. Discuss where/how.
What happens to fruit?
Example of fruit with seeds e.g. apple, tomato, cherry, strawberry, avocado, mango.
Identify that some fruit is fleshy (e.g wheat, maize, winged seed cases)
Discuss functions of seeds (nutrient capsules for plants to begin growth)
Discuss that dispersal needs to be away from the parent plant - how? why?
Look for clues that might indicate how a seed could be transported (e.g. light floats - wind, burs - animals)
Note: Fleshy fruit also attracts animals to eat it, and in this way, seeds can be carried inside the animal)
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Resources:
*Different fruits
*Different seeds
*Pictures of fruits and seeds together with parent plants where possible
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ICT Opportunities:
*Seed Dispersal (superb pictures - click on the hyperlinks)
*Seed Dispersal (simplified information and diagrams)
*Devil's Claw
*Seeds that Ride the Ocean
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