Living+Things+-+Plants

**//Living Things- Plants: // ** __Key Stage 1 __

Pupils should be taught:
 * ﻿About the differences between things that are living and things that have never been alive.
 * To relate life processes to animals and plants found in the local environment (school grounds etc.)
 * To recognise that plants require water, light, warmth, air and space in order to grow.
 * To recognise the name of the leaf, flower, stem and root of flowering plants.
 * That seeds grow into flowering plants.

LO: Learning that plants are living things.
 * Practical Activites **
 * Discuss the differences between living and non-living things using examples.
 * Thought shower with your class the things we, as humans, need to stay alive.
 * Explain to the class that plants also need many of these things too (water, light, food etc).
 * Explain to the children that we are going to investigate that plants are alive just like us.
 * Explain that we are going to put plants in various conditions.
 * 1.) in a room with no sunlight (a shoe box, cupboard etc) or water.
 * 2.) in a dark room with water.
 * 3.) on the windowsill and with water.
 * 4.) on the windowsill with no water.


 * Get the children to predict which plant they think will grow the most/best. Try and get them to explain why.
 * Over the course of the week, make sure the children are looking at the progress of the plant's growth and then recording the results.
 * Evaluation/Assessment: Whether the children can predict and begin to articulate what will happen in the investigation.
 * Whether the results of their prediction matches the end result.

KS1 Song: What Plants Need

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The life processes that plants carry out can be remembered by the simple mnemonic:**MRS NERG**
 * M**ovement
 * R**espiration
 * S**ensitivity
 * N**utrition
 * E**xcretion
 * R**eproduction
 * G**rowth

**//Structure of a flowering plant // **



__Key Stage 2__

<span style="color: #0000ff; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">Pupils should be taught:

<span style="color: #0000ff; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;"> • That the life processes common to plants include growth, nutrition and reproduction.

<span style="color: #0000ff; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;"> • The effect of light, air water and temperature on plant growth.

<span style="color: #0000ff; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;"> • The role of the leaf in producing new materials for growth.

<span style="color: #0000ff; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;"> • That the root anchors the plant, and that the water and minerals are taken in through the root and transported through the stem to other parts of the plant.

<span style="color: #0000ff; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;"> • Look at the parts of the flower and their role in the life cycle (fertilisation, pollination, germination).

<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">//<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">**<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">Structure of a Flower ** // <span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">The main role of the flower is**<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">//<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;"> reproduction // ** <span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">The flower consists of a number of parts, which all have a different function. <span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">Some of these parts can be divided into **<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">//<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">male (stamen) // ** and **<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">//<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">female (carpel). // **


 * //Conditions needed for a plant to grow//**


 * **air** - a plant is a living thing, and all living creatures need air to breathe.
 * **water** - a plant without water will have a weak stem and dried up leaves, and will eventually die.
 * **light** - a plant gains energy through the photosynthesis of light. Plants growing in a dark place will grow tall and spindly to try to find light, before becoming weak and dying.
 * **nutrients** - Nutrients are the building blocks ofa plant. without nutrients, a plant cannot continue to grow.
 * **warmth** - without warmth, a plant will not even begin to germinate (grow)

Plants make food by a process called photosynthesis. Photosynthesis occurs mainly in the leaves of a palnt, and is the process of converting water and carbon dioxide into oxygen and sugars using light energy.
 * Photosynthesis**




 * Roles of different parts of a plant**

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 * Male (stamen) |||| Female (carpel) ||
 * Parts of a flower || Function || Parts of a flower || Function ||
 * Anther || Produces pollen || Stigma || Sticky end of the carpel which collects pollen from other flower ||
 * Filament || Supports the anther || Style || Stalk that holds up the stigma ||
 * Pollen || Important for fertilisation and pollination || Ovary || Contains ovules which develops into seeds once fertilised. ||

<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">**<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">//<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">Life Cycle of Plant // **
 * 1) <span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">Pollen is carried by insects or blown by the wind from one flower to another. This process is called **<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">pollination **.
 * 2) <span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">Pollen reaches the carpel of the new flower, where it fertilises egg cells in the ovary to make seeds. This process is called **<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">fertilisation **.
 * 3) <span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">The seeds are scattered by animals or the wind. This process is called **<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">dispersal **. Some of the seeds will grow into new plants.

__**Useful Worksheets**__ <span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">

<span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">A game for key stage 2: <span style="font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">media type="custom" key="10754188"

'Plant material comes from soil' It is a common misconception that because a plant is in soil that is where they get most of their materials from. However this is not true because most plant material is made of carbon from carbon dioxide from the air. Some pupils believe that the plant is 'eating' the soil which is not true but they find it hard to grasp that a solid structure has a huge link with the gas carbon dioxide. It is important that they understand that plants use carbon dioxide in photosynthesis to make glucose and therefore avoid thinking this misconception.
 * //__Misconceptions__//**

'I have found a plant Miss, this Mushroom' Many children make the assumption that fungi are plants. This is incorrect. They do not photosynthesise and you will never see a green one.

'Bees go to flowers to pollinate them, don't they?' Children will often say that the reason a bee goes to a plant is to pollinate it. Its role in pollination is accidental because it is there looking for nectar on the plant. It is unaware of its role in pollination. Role play in the class will help pupils to understand this.

'All flowers look the same' In many text books the flowers resemble a buttercup or another well known flower. However it is important that children understand that there is a huge variety of plants in the world. Research on more unusual plants using the internet will help to show that plants have many shapes and forms.

<span style="color: #800080; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">From this, children should learn:

<span style="color: #800080; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">• To treat plants with care.

<span style="color: #800080; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">• That plants provide food for humans.

<span style="color: #800080; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">• That flowering plants produce seeds.

<span style="color: #800080; font-family: 'lucida grande',tahoma,verdana,arial,sans-serif; font-size: 11px;">• That seeds produce new plants.