PR-0552UK Primary Science - Book 2

More documents

Recommendations

Info

What do plants need to grow? Plants and animals ~ Activity 9 Objectives • explore through the growing of seeds, the need of plants for water and heat • investigate how plants respond to light Working scientifically • Questioning • Observing • Predicting • Investigating and experimenting • Estimating and measuring • Analysing (interpreting) • Recording and communicating Designing and making • Exploring • Making Background information Plants have certain requirements to live. 1. Light: is essential for the process of food production by photosynthesis. Light does not need to be direct; however, the amount and intensity of light required varies from plant to plant. 2. Water: all plants require water, which also contains minerals and nutrients. The amount of water required varies from plant to plant. 3. Food: is the level of necessary or additional minerals absorbed by the plant. All plants require food. In some cases, certain minerals are essential for the plant to survive. In others, minerals will enhance growth. Note: The purpose of this experiment is to identify the survival needs of flowering plants. While the concept is complex, it represents an opportunity to demonstrate that separate experiments are needed for light, water and food; i.e. variables should be isolated. Before the lesson Materials Needed • Seeds (select easy-care fast-growing seeds such as beans, wheat or others available locally); simple containers such as saucers, bottom of milk cartons etc. to grow seeds, water, soluble fertiliser, cotton wool (or blotting paper). Preparation • Prepare sufficient containers to have nine per group of pupils (4–6 pupils per group); seeds, water, cotton wool and fertiliser for each group. The lesson Stimulus • Discuss what people need in order to survive. Write the suggestions on the whiteboard. Discuss what pupils think plants need to survive. Write on the whiteboard and compare lists. What to do • Discuss how pupils can test some of the suggestions by conducting an experiment. • Explain how pupils will test the need of a plant for light, water and food. • Have each group prepare their experiments as follows. Parent helpers could be used to assist if available. Light: Three containers, labelled 1–3, with seeds resting on a bed of cotton wool. All watered so cotton wool is moist to damp. Place Container 1 in a dark cupboard – no light. Place Container 2 in a position where light is received – no direct sun (on a shelf in the classroom). Place Container 3 in a position receiving direct sun (on a windowsill where some direct sun is received). Keep cotton wool moist throughout the experiment. Water: Three containers, labelled 1–3, with seeds resting on a bed of cotton wool. Container 1 – no water. Container 2 – watered at the beginning only. Container 3 – cotton wool kept moist. Place all three together, on a shelf in the classroom. Food: Three containers, labelled 1–3, with seeds resting on a bed of cotton wool. Container 1 – no food. Container 2 – fed at the beginning only. Container 3 – fed regularly with soluble fertiliser. Place all three together, on a shelf in the classroom. • Note: The worksheet should not be completed until seed and plant growth has been sufficient to differentiate the varying levels for growth. • Pupils record their findings on the copymaster by drawing the results of each experiment. Note: Work through each variable at a time. • Based on their observations, pupils complete the grid at the bottom of the worksheet to record how each variable affected the growth of the seeds. Viewing Sample After the lesson Answers • Teacher check Additional activities • Observe plants in the school grounds. – Which plants are receiving ideal conditions? – Which plants are not? What is missing? 30 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals ~ Activity 9 What do plants need to grow? Viewing Sample www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 31
Page 1 and 2: OUTCOME LINKED PRIMARY Book 2 Mysel
Page 3 and 4: Teacher information................
Page 5 and 6: Teacher information The pupil pages
Page 7 and 8: Differentiating activities Meeting
Page 9 and 10: Essential science resources Below i
Page 11 and 12: Assessment proforma Name Class Term
Page 13 and 14: Assessment proforma - Designing and
Page 15 and 16: About me We are all different Chang
Page 17 and 18: Myself ~ Activity 1 About me (a) Dr
Page 19 and 20: Myself ~ Activity 2 We are all diff
Page 21 and 22: Myself - Activity 3 Changes As we g
Page 23 and 24: Myself ~ Activity 4 A need or a wan
Page 25 and 26: What are insects? Parts of an insec
Page 27 and 28: Plants and animals ~ Activity 1 Wha
Page 29 and 30: Plants and animals ~ Activity 2 Par
Page 31 and 32: Plants and animals ~ Activity 3 Des
Page 33 and 34: Plants and animals ~ Activity 4 Dra
Page 35 and 36: Plants and animals ~ Activity 5 Obs
Page 37 and 38: Plants and animals ~ Activity 6 Dif
Page 39 and 40: Plants and animals ~ Activity 7 Noc
Page 41: Plants and animals ~ Activity 8 Foo
Page 45 and 46: Plants and animals - Activity 10 Li
Page 47 and 48: Plants and animals - Activity 11 Li
Page 49 and 50: Making shadows Measuring shadows Sh
Page 51 and 52: Light ~ Activity 1 Draw a picture t
Page 53 and 54: Light ~ Activity 2 Measuring shadow
Page 55 and 56: Light ~ Activity 3 Shadow clock Fol
Page 57 and 58: Light ~ Activity 4 The torch experi
Page 59 and 60: Light ~ Activity 5 Sun facts Read t
Page 61 and 62: Sound Making sounds banging blowing
Page 63 and 64: Sound ~ Activity 1 Sound Sound Circ
Page 65 and 66: Sound ~ Activity 2 Use different ma
Page 67 and 68: Heat Measuring temperature applianc
Page 69 and 70: Heat ~ Activity 1 Describe how you
Page 71 and 72: Heat ~ Activity 2 Measuring tempera
Page 73 and 74: Magnetic attraction Magnetic proble
Page 75 and 76: Magnetism and electricity ~ Activit
Page 83 and 84: Push or pull? Down the ramp! Float
Page 85 and 86: Forces ~ Activity 1 Push or pull? A
Page 87 and 88: Forces ~ Activity 2 Down the ramp!
Page 89 and 90: Forces - Activity 3 Float or sink?
Page 91 and 92: Materials in the classroom Sorting
Page 93 and 94:
Properties and characteristics of m
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Changing by heating Maintaining tem
Page 103 and 104:
Materials and change ~ Activity 1 C
Page 105 and 106:
Materials and change ~ Activity 2 M
Page 107 and 108:
Materials and change ~ Activity 3 M
Page 109 and 110:
Materials and change ~ Activity 4 W
Page 111 and 112:
Natural or built? Minibeast hunt Lo
Page 113 and 114:
Caring for my locality ~ Activity 1
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129:
show all

PR-0552UK Primary Science - Book 2

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?