Interdependence, Adaptation

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Interdependence, Adaptation why plants are
important to us.

• Year 6

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Other subjects

• Literacy You will be improving your writing and
  learning how to write explanatory texts. You will
  be discussing science. This is part of Speaking
  and Listening.
• Numeracy You may be drawing graphs and looking
  at pyramids of numbers.

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Warning
This programme has been designed to be taught and
supervised by a qualified teacher in
school. Trying these experiments at home could be
dangerous. So dont! This programme is being
designed for use within West Wight Middle School.
There may be errors. West Wight Middle School
cannot be responsible for anything unpleasant,
negative or generally nasty that might arise from
using this site. Contact us with any positive
comments.
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Index

• Lesson 1 What do plants need? Homework task 1
• Lesson 2 What are leaves for? Homework task 2
• Lesson 3 What happens when a seed starts to
  grow? Homework task 3
• Lesson 4 Do plants really need light? Homework
  task 4
• Lesson 5 Do plants grow towards the light?
  Homework task 5
• Lesson 6 Do meat eaters depend on plants.
  Homework task 6
• Lesson 7 Do animals need plants and do plants
  need animals?
• Lesson 8 Why are polar bears white. Homework
  task 8
• Lesson 9 What are food chains like in different
  places?
• Lesson 10 How many insects does a woodpecker
  need?
• Lesson 11 Assessment ?

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General resources

• A plant that has been kept in the dark for one to
  two weeks.
• Time lapse and other video material showing plant
  growth.
• Plant fertiliser.
• Information cards about animals in our local
  habitat.
• Soil samples Buckets of five types. E.g. Garden
  soil, peat, grow bag, poor soil, woodland soil,
  stony soil.
• Hand lenses microscopes.
• Soil sieves.
• Blotting paper glass jars.
• Plaster of Paris
• Plasticine rollers
• Various easy to grow seeds.
• Growing containers petre dishes and yoghurt
  pots.
• Examples of plants with different types of root
  or pictures showing plant roots.
• Secondary sources e.g. reference books, video
  showing a different, possibly non-local habitat.

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Lesson 1 What do plants need?
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Structure of this lesson

• Starter Making predictions about what will
  happen to plants left in the dark.
• Reporting back to class.
• Activity Drawing a generic plant, adding labels
  a caption.
• Activity Drawing a diverse range of plants.
  Poster
• Homework Collecting leaves
• Plenary Reviewing learning.
• Sharing plant posters so far.

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Equipment

• Mini whiteboards, pens erasers.
• A plant that has been kept in the dark.
• A similar plant that has not been kept in the
  dark.
• A3 plain paper.
• Felt pens colouring pencils.
• Posters of plants.

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Starter

• What happens to plants that are left in the dark?
• Work in pairs. Describe the difference between
  the plant that has been kept in the dark and the
  plant that has been in the light.
• Explain why there is a difference.
• Be ready to report to the class.

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Reporting back.

• Two or three groups will report their work.
• BBC Bitesize
• When a plant is left in the dark it gets very sad
  and puts all its energy into growing to reach the
  light. The plant gets pale, tall and straggly.
  The plant will turn green if gets enough light.

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Objectives

• Learn that green plants need light in order to
  grow well.
• To learn that there are many different kinds,
  shapes and sizes of green plants.
• Know the names of the important bits of a plant.
• Know what the important bits do.

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By the end of the lesson

• You will have
• Drawn a diagram of a plant with labels.
• Done some writing to explain what leaves do.
• Begun a poster showing many different types of
  plant.

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Drawing diagrams

• Learn that green plants need light in order to
  grow well.
• To learn that there are many different kinds,
  shapes and sizes of green plants.

• Date title.
• Draw a diagram of a plant. Label the important
  parts.
• Add a caption to explain what leaves are for.

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• Learn that green plants need light in order to
  grow well.
• To learn that there are many different kinds,
  shapes and sizes of green plants.

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Many shapes and sizes.

• Learn that green plants need light in order to
  grow well.
• To learn that there are many different kinds,
  shapes and sizes of green plants.

• Work in pairs on A3 paper.
• Your task is to produce a poster that shows as
  many of the different shapes, sizes and types of
  green plants as you can.
• Your teacher will show you how to get started.

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Homework task 1

• Collect a range of leaves to use next lesson.

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Plenary

• Learn that green plants need light in order to
  grow well.
• To learn that there are many different kinds,
  shapes and sizes of green plants.

• Viewing posters so far.
• I know why green plants need light to grow well.

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Lesson 2 Leaves

• What are leaves for?

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Structure of this lesson

• Starter Burning dried leaves to see they they do
  contain energy.
• Activity Making plaster casts of leaves.
• Activity Making wax rubbings of leaves.
• Activity Showing discussing interactive
  whiteboard chart.
• Plenary Whiteboard questions

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Equipment

• Plasticine rollers
• Masking tape
• Thin card
• Leaves
• Plaster of Paris
• Wax crayons
• Plain paper
• Dark green, light green, brown orange sugar
  paper.
• A selection of tree leaves in reasonable
  condition.

• Clue tree books
• Two or three handfuls of dry and shrivelled
  leaves that will easily burn.
• Mini whiteboards, pens erasers.

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Starter

• Lets see if these leaves contain any energy

RISK! Burning is controlled in a suitable
container within a tray of sand. Water on hand
for fire control. Pupils stand well back.
The leaves must be very dry for this to work.
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Objectives

• To notice the shapes and colours of leaves.
• To discover what leaves do.
• To begin to explain what leaves are for and what
  they do.
• The find out about leaf veins. (up tubes and down
  tubes)

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Risk assessment

• Plaster of Paris becomes hot during the setting
  process. Avoid contact with skin as this can
  cause burns!

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This lesson

• Making plaster casts of leaves. Notice that
  leaves are big, but very thin to absorb lots of
  light. (Reference)
• Wax rubbings of leaves. Notice the veins and
  learn what they do. (up tubes and down tubes)
• Use Daydream Interactive chart Plants
• Leaf cut-outs for display.

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Plenary Key questions on whiteboards.

• Why are leaves broad and very thin?
• Why do plants go pale and straggly if they are
  left in the dark?
• What are leaf veins for?

Click on the clock
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Final written work or Homework task 2
Homework sheet 2 per sheet

• Answer the following questions in your exercise
  book. Get an adult to help.
• Explain why are leaves broad and very thin?
• Describe what leaves are for.
• Explain why plants go pale and straggly if they
  are left in the dark?
• Describe what are leaf veins for?

LEVEL 4 I write in clear sentences that make
sense.   I am beginning to show my scientific
knowledge and understanding.   I am beginning to
use appropriate scientific words.   I describe
things.
LEVEL 5 I write in clear sentences with some
detail.   I can use appropriate scientific
language.   I explain how or why things happen. 
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Lesson 3

• What happens when a seed starts to grow?

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Lesson structure

• Starter Interactive whiteboard chart. Parts of a
  plant.
• Activity Copy discuss vocabulary.
• Activity Look at information diagram about
  growing seeds internet.
• Activity Science whiteboard simulation.
• Activity Viewing time-lapse of plant growth.
• Activity Drawing stages of germination.
• Activity Discussing factors that affect plant
  growth.
• Activity Planting one lot of seeds in petre
  dish.
• Plenary Focus your learning

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Equipment

• For teacher
• BBC Science Simulations 3 Sherston CD ROM
• Science Interactive Whiteboard Charts CD.
  germination parts of a plant.
• Time-lapse film of a plant germinating.

• For students
• Petre dishes or small margarine tubs with
  transparent lids
• Blotting paper
• Seeds (cress)
• Access to water
• Diagram of germinating seed (15 copies)

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Objectives

• To discover how a seed starts to grow.
• To learn what the parts of a plant do.
• To plant some seeds for future experiments.
• Revise the idea of factors that affect outcomes.

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By the end of the lesson

• Plant some seeds.
• Produce a diagram showing how a plant starts to
  grow.
• Label the parts of a growing plant.

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1. Input CD ROM chart

• Daydream Interactive chart Parts of a plant.

Discuss the parts of a plant and what they do.
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2. Vocabulary to copy into your book

• Seed leaves
• Root
• Shoot
• Leaf
• Leaves
• Growing tip
• Germinate

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3. The growing seed

• Link for information and diagram.

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4. Next bit

• Use BBC Science Simulations 3 Sherston ISBN
  0-563-50195-2 Available in school. Explore the
  factors that affect germination and growth.

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5. Lets have a look at a chart.

• Daydream Interactive Whiteboard chart
  Germination.

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6. Time-lapse

• Time-lapse film of plant growing.

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7. Drawing

• Draw the stages of germination.
• Label the important parts and describe what they
  do.

Bloggers Scan your own drawing and import it
into your labcast.
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Factors

• You want to find out how water affects growth.
• What factors should you keep the same? Control
  variables
• What factor will you measure dependent variable

Classroom poster
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Join the factors with lines

• The factors I will keep the same
• The factor I will change.
• What I will measure

• Light
• Position
• Temperature
• Soil (nutrients)
• Height of tallest plant
• Type of plant

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Planting seeds for next lesson.

• You will need to plant some cress seeds in two
  petre dishes. Your teacher will show you what to
  do.

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Next

• Add a measured small volume of water to one dish.
  Label it less water.
• Add a large measured volume of water to the other
  dish. Label it more water.
• Add labels to both with your names.
• Place your two dishes together on a window sill.

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Focus your learning.

• What FACTORS affect how a seed starts to grow?
  List of 4.
• If a plant gets less warmth, how would this
  affect its growth?
• If you did an experiment to test the LIGHT
  FACTOR, what factors would you keep the same?

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Homework task 3

• Writing in your book
• Make a list of 4 FACTORS that affect how a seed
  starts to grow?
• If a plant gets less warmth, how would this
  affect its growth? Write a sentence or two.
• If you did an experiment to test the LIGHT
  FACTOR, what factors would you keep the same?
  Make a list.

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Lesson 4

• Do plants really need light?

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Lesson structure

• Starter Watering seedlings.
• Activity Complete paint plaster cast
• Activity Writing a prediction
• Activity Placing seeds either in dark or light.
• Plenary Sharing written predictions.

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Equipment

• Watercolour paints and fine brushes
• Moving from level 4 to level 5 booklet.
• Explaining describing laminated sheets.
• Seedlings
• Cress seeds
• Blotting paper petre dishes

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Starter

• Check your seedlings and water them.
• Find your plaster casts.

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Objective

• To learn how to make a prediction that explains
  what you think will happen.

Describing and Explaining
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By the end of the lesson

• You will have
• Painted your leaf cast.
• Set up an experiment to see how light affects
  growing plants.
• Written a proper scientific prediction.

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Dealing with your leaf cast

• Collect your cast.
• Carefully peel away the plasticine.
• Return the placticine to your teacher.
• Throw away the cardboard.
• Put your name on the back in pencil.

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Part 1

• Painting your leaf casts. (Careful painting with
  proper water colours, not poster paint!)

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Prediction 1

• What is a prediction?
• Discuss in your group and be ready to report.
• What makes a good prediction?

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Prediction 2
Bloggers next page

• Work in pairs with a whiteboard. Write to predict
  what will happen to dishes of seedlings if left
  in light or dark.
• Check that you have explained why.
• Some of you will report to the class. Be ready to
  read your prediction.

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Put seeds somewhere

• Half the dishes of seeds will be placed in the
  dark.
• Half the dishes of seeds will be placed in the
  light.
• Same water, same temperature, same type of plant,
  

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Focus your learning

• Some groups will report their predictions.
• Have they described what they think will happen?
• Have they explained scientific reasons why?
• Maybe well look at some labcasts.

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Homework task 4

• In your book, write to predict what will happen
  to the two dishes of seedlings.

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Lesson 5

• Do plants grow towards the light?

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Structure of lesson

• Starter Check seedlings, water add notes in
  books or blog.
• Activity Devising a test to see if plants grow
  towards the light.
• Activity Drawing a diagram of the test.
• Activity Writing a prediction.
• Plenary Discussing the source of energy in food
  we eat. Internet links.

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Equipment

• Seedlings (if prepared) or cress seeds
• Shoe boxes
• Video Bread production from wheat
• Video Plant-eating

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Starter

• Check your seedlings and water them.
• Check the seedlings that are in the dark?

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Objectives

• To predict ideas about how plants will be
  affected by light. This is your second attempt,
  so you should be good at it!
• To set up an experiment based on your
  predictions.
• To be sure that its light that begins the energy
  chain.

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Do plants grow towards the light?

• How could we test to see if plants really do grow
  towards the light?
• Discuss and design an experiment.

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What will your experiment be like?
Use the whiteboard to draw in this box to show
how you will set this up.
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Writing a predictionWill plants grow towards
the light?

• Level 4
• Describe what you think will happen. Include a
  drawing.
• Level 5
• Explain why you think the plans will grow towards
  the light. Include a diagram.

HELP
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Seed to bread How light energy ends up in your
bread and jam.

• Wheat seeds
• Massey Ferguson Combine Harvester
• Combine harvester
• Grain transport
• Milling Calbourne water mill. Yarmouth tide mill.
  Bembridge windmill. Newport town mill.
• Bread production

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Homework task 5

• If possible. Get a shoe box for your experiment.
• Complete your prediction and present it well in
  your exercise book.
• Draw a flow chart that shows why the energy in
  bread came from the Sun. (Make it interesting or
  amusing (or both)).

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Focus your learning Millionaire

• When you write predictions, you must A Explain
  B Expire C Experiment D Explode
• Plants grow towards the light to A Get a tan
  B Turn green C Get light energy D Grow
  leaves
• Bread contains A Jam B Energy that came from
  the Sun C Heat energy from an oven D
  Sausages

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Lesson 6

• Do meat eaters depend on plants?
• Setting up your light experiment.

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Equipment

• Food chain worksheets
• Shoe boxes with lids
• Growing medium (soil)
• Yogurt pots
• Cress seeds

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By the end of the lesson

• Set up your seeds experiment.
• Be able to draw a food chain.
• Get the arrows the right way.
• Be able to decide which parts are
• Producers
• Consumers
• Secondary consumers (predators)

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Part 1 Set up your light experiment box.
RISK Care when cutting the window in the end of
the box. Care using scissors or craft knives.
Proper adult supervision.

• Set up your box.
• Plant the seeds.
• Water the seeds.
• Fix on a name label.
• Stack your box.

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Part 2Food chains
worksheet
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Part 2Food chains
worksheet
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Part 2Food chains
worksheet
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Part 2Food chains
worksheet
Now use the worksheet to produce your own food
chain.
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Checking your learning

• A primary consumer
• A producer
• A secondary consumer
• Living things that produce their own food are...
• Animals that eat plants are...
• Another name for a secondary consumer

Ideas on whiteboard.
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Next bit or Homework task 6

• Draw one new food chain in your book. You could
  use a computer.
• Level 4 Add a caption to describe what it is
  about.
• Level 5 Add a caption to explain why the arrows
  point that way.

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Lesson 7

• Do animals need plants?
• Do plants need animals?
• What was the result of our light-box experiment?

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Objectives outcomes

• Use your results to describe what happened in
  your experiment.
• Explain why your plants grew towards the light.
• Learn about the interrelationships between living
  things.

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Do plants grow towards the light?

• Describing and explaining.
• Use the Describing and explaining mats.
• Discuss the idea of describing (L4) and
  explaining (L5).
• Now use mini-whiteboards to write a description
  and, if possible, an explanation.
• Refine your work and add it to your exercise book
  or your blog.

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Do plants and animals rely on each other in
different ways

• Remora fish have a symbiotic relationship with
  sharks and other larger sea animals.
• Oxpeckers land on rhinos or zebras and eat ticks
  and other parasites that live on their skin.
• The bee and the flower.
• Wikipedia

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Poster

• Work in pairs.
• Make an A3 poster to show relationships between
  different living things. Try to get several on
  the same sheet.

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Plenary

• Use mini whiteboards in groups to explain the
  interrelationship between an animal and another
  animal or plant.
• Selected groups to read their explanations.

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Lesson 8

• Why are polar bears white?

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Equipment

• Matching cards. Printed on card cut out.
• Polar bear CD ROM (available in laboratory)

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Objectives

• Begin to understand that animals are adapted to
  their environment.

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(No Transcript)
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Video

• Show video material of polar bears and arctic
  hare. CD ROM

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Links

• BBC
• Wikipedia

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Activity 1

• Matching cards Triple matching cards.

example
THEIR FUR IS THE SAME SHADE AS THEIR SURROUNDINGS
THEIR PREY MAY NOT NOTICE THEM
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Fact file
Large brain Useful to outwit predators.
Link
Lives in large groups called towns. Is able to
think and do complicated tasks.
Survives by earning money to pay for food and
services.
Adaptations are important to help avoid predators
and find food.
MAN
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Fact file

• Choose an animal (or plant)
• Make a fact file page that includes
• The name of the animal.
• A description of where the animal lives.
• A description of how the animal lives.
• One (or more) adaptations.
• Explain why the adaptation is important.
• A photograph.

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Focus your learning

• Reports from some groups.

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Homework task 8
email your work Ask your teacher for the
destination address.

• Finish this
• Choose an animal (or plant)
• Make a fact file page that includes
• The name of the animal.
• A description of where the animal lives.
• A description of how the animal lives.
• One (or more) adaptations.
• Explain why the adaptation is important.
• A photograph.

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Lesson 9

• What are food chains like in different places?

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Equipment

• Video material Estuary Stage 2 Science
• Food chain sheets x 20
• Habitats CD ROM

DOWNLOADS Food chain sheet MS Publisher file
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Objectives

• To observe a habitat and work out the food chains.

• For more advanced users
• To observe a habitat and work out the energy
  chains.

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Starter

• Habitats PowerPoint Disc in science resources.

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Instructions

• Get a food chain sheet and work with a partner.
• Watch the video (Estuary) and pick out the food
  chains.
• Record the food chains on your sheet.

ADVANCED USERS Develop the idea using ICT and
downloaded photographs. Consider how many of
each animal or plant would be involved at each
stage to feed one top predator.
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Focus your learning

• Most groups will be asked to report one food
  chain they saw in the video.

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Lesson 10

• How many insects does a woodpecker need?

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Food pyramids

• Pyramid 1
• Pyramid 2

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Lesson 11

• Assessment ?