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Learning objectives
By the end of this unit, your pupils will have achieved a greater understanding of the following concepts:
- the parts of a plant and how to classify plants by stems and reproduction - how plants make their own food through the process of photosynthesis - how flowering and non-flowering plants reproduce - the life cycle of a plant, through a controlled observation - how to carry out a practical investigation into plant structure.
Competences
This unit covers the following competences:
- Linguistic competence - Mathematical competence and basic competences in science and technology - Digital competence - Learning to learn - Social and civic competences
Key vocabulary
Plants: leaves, minerals, moss, roots, season, stem, sunlight, survive, transport, tree, water Trees, bushes and grasses: bend, branch, herbaceous, ring, stem, trunk Plant reproduction: angiosperm, cone, evergreen, fern, flowering plant, germinate, gymnosperm, moss, non-flowering plant, reproduce, seed, spore Flowers: carpel, fruit, ovary, petal, pollen, pollination, sepal, stamen, stigma Photosynthesis: absorb, air, carbon dioxide, energy, ingredient, light, mineral, oxygen, react, recipe, release, soil, sun, transport
Cambridge English Qualifications practice
You will find A2 Flyers activity types in the following exercises: Pupil’s Book, Page 52, Activity 3 – Reading and Writing Part 2 Activity Book, Page 25, Activity 13 – Reading and Writing Part 4 Throughout this unit, you will find the following A2 Flyers vocabulary: air, begin, card, cut, dark, desert, each, end, explain, a few, forget, glass, glue, group, happen, hard, high, important, information, insect, keep, language, large, low, next, other, planet, project, ring, strange, study, sugar, taste, way
HOW DO PLANTS GET
4 THEIR FOOD?
Materials needed for Hands on
- four seeds (beans, lentils, chickpeas, etc.) - four small cups - soil - stickers - water
Materials needed for other activities
- carrots - celery - cloth - plate - sugar - tall glass - time-lapse videos of ferns and mosses releasing spores - two glasses of water - two green leaves - water
Investigate
The Investigate project that runs through this unit encourages pupils to prepare a field journal about plants in their neighbourhood. The different Investigate stages practise the following skills:
- giving descriptions through writing and speaking - autonomous research - observing plants with a magnifying glass - drawing diagrams - preparing a field journal - giving a presentation
Digital Lab
- Interactive activities - Flashcards: Plants - Song: Parts of a plant - Video documentary: The kingdom of plants
In this unit, you will investigate the plants in your neighbourhood and make a field journal. To do this, you will:
- take photos or draw pictures of plants in your local area and **identify their parts.
- classify these plants as flowering or non-flowering.
- describe the reproduction of flowering plants.
- gather all the information together in your field journal.**
Which of these plants does
not need a lot of water
to survive?
Parts of a plant
D CUMENTARY The plant kingdom
Learn more
- After answering the question about which plant does not need a lot of water to survive, focus the pupils’ attention on the cactus. Ask which habitat is best for a cactus. Then, ask pupils to think about how a cactus can survive in a desert with little water. They have long roots. The stem is thick to prevent evaporation. They can store a lot of water.
Tip
Create a classroom garden. Bring some different types of plants into class (cacti, flowering plants, ferns, bonsai, etc.). This way you can use real-life examples when explaining concepts related to plants.
Song The song focuses on the different parts of a plant and their functions.
Documentary The documentary focuses on the plant kingdom. It shows the life cycle of a flowering plant and examples of non-flowering plants.
Cactus
For next lesson … celery, sugar, tall glass, water
Plants are the largest group of living things on Earth. They can grow almost anywhere, for example in hot deserts or in dark forests. Plants can be tall, like trees, or tiny, like mosses. Most plants have three parts : roots, a stem and leaves.
A The leaves are where the plant makes its food, with the help of sunlight.
B The stem gives the plant support. Water and minerals are transported through the stem to the rest of the plant.
C The roots hold the plant in the ground. They also absorb the water and minerals that the plant needs.
Do you know
what this process
is called?
A
B
C
Check out this easy experiment! Eat a small piece of celery. Do you like its bitter taste? Put a celery stem in a glass of water mixed with sugar. Wait for a few hours and taste the celery again. Explain what has happened.
Try this …
CAN YOU MAKE CELERY TASTE SWEET?^
By the end of this lesson, you will know how to change the taste of celery from bitter to sweet!
Objective:
Pupils review the parts of a plant and understand the functions of the roots, stem and leaves.
Key vocabulary
absorb, bitter, celery, dark, hold, leaves, minerals, moss, plants, process, roots, stem, sunlight, sweet, tiny, transport, tree
Warm up
- Brainstorm plant vocabulary and concepts as a class activity. Invite pupils to tell you what they remember from previous years. Classify their suggestions as you write them on the board, e.g. parts of a plant ; what plants need to grow ; uses of plants.
Main concepts
- Draw a simple diagram showing the three main parts of a plant on the board and invite volunteers to label it. - Pupils prepare the investigation in groups. Review the four tastes from Unit 1. Pupils taste the celery again at the beginning of the next lesson.
Learn more
- Ask pupils to draw a simple plant in their notebooks and label it by writing the functions of each part of the plant.
It is called photosynthesis.
The taste of celery will change from bitter to sweet if you put the celery stem in sugared water. The sugar mixture travels up through the stem and the stem acquires a sweet taste.
UNIT 4
PAGE 44
Use the internet
WRÀQGPRUH
examples of
angiosperms and
gymnosperms.
Focus on the correct
pronunciation ofangiosperm
andgymnosperm. How many
syllables does each word have?
We can also classify plants by how they reproduce. There are two groups: flowering plants and non-flowering plants.
Angiosperms Produce flowers and fruit. Seeds develop inside the fruit. Examples include apple trees and roses.
Gymnosperms Do not produce fruit. Seeds develop inside cones. Most gymnosperms are evergreen trees.
By the end of this lesson, you will know how some plants reproduce without seeds.
HOW DO PLANTS REPRODUCE?
FLOWERING PLANTS
Objective:
Pupils will understand and be able to explain how flowering and non-flowering plants reproduce.
Key vocabulary
angiosperm, cone, develop, evergreen, fern, flower, flowering plant, fruit, gymnosperm, moss, non-flowering plant, observe, produce, resistant, seed, spore
Tip
You may wish to ask the pupils to look online for examples of gymnosperms at home. Once they become familiar with some, they can look for real-life examples in their local environment.
Warm up
- Write the words roots , stem , leaves , trees , deciduous , evergreen , bushes and grass on the board. In pairs, the pupils write a definition for or explain the function of each term. Pupils give their feedback as a class activity.
They reproduce by means of seeds or spores. New plants can also grow from parts of an existing plant.
Angiosperms: apple tree, orange tree, palm tree, plum tree, etc. Gymnosperms: pine tree, fir tree, cypress, cedar, etc.
an-gi-o-sperm gym-no-sperm
UNIT 4
PAGES 46–
Find the cone hidden in the unit.
Did you know that you can
grow a plant without using
seeds or spores? Cut the
top off a carrot and place it
on a plate with a little water.
Observe what happens.
Spores are very small but very resistant.
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to allow something to move freely and independently to release: 1
STAGE 2
- Look at the images of your plants from Stage 1. - In groups, classify them as flowering or non-flowering. Include extra interesting information. * If you are not sure how to classify your plants, use the internet to help you.
Which of the plants on pages 42–43 are non-flowering?
This is a fl owering plant. It is an angiosperm because …
Do not reproduce with seeds. Reproduce with spores. Plants release^1 spores into the air. Examples include mosses and ferns.
spores
NON-FLOWERING PLANTS
Main concepts
- Once the pupils have read the texts about flowering plants, ask them to explain the difference between angiosperms and gymnosperms. - Focus on the correct pronunciation of angiosperm and gymnosperm. Ask the pupils to find out how many syllables they have by clapping the syllables out with them. - Read the text about non-flowering plants. You may like to show the pupils time-lapse videos of ferns and mosses releasing spores to help comprehension.
Learn more
- Prepare the investigation in which a carrot is grown from a carrot top. Demonstrate it with one carrot in class and ask the pupils to do their own investigation at home. Suggest that they take photos to record the investigation. - As a class activity, build up a chart on the board in which plants are classified by reproduction. The pupils copy the chart into their notebooks as a study aid.
Hidden cone on page 51.
In groups, pupils classify their plants from Stage 1 as flowering or non-flowering. You may prefer to ask them to complete this stage at home and to look for extra information on the internet.
Moss
Before you start Germination is when a seed begins to grow into a plant. A seed will only grow into a plant if the conditions are correct. Materials four small cups, four seeds (beans, lentils, chickpeas, etc.), soil, stickers, water Method 1 Put a seed into each cup. Put soil into three of the four cups. 2 Label the cups:^ no water ,^ no light ,^ no soil and control. 3 Place the^ no light^ cup in a cupboard. Place the other cups in a sunny part of the room. 4 Add a little water to each cup, except the one marked^ no water,^ every day. 5 Check the results after a week. Conclusions Which beans have germinated? Which have grown the best? Did any seeds die? What do seeds need to germinate?
Archaeologists in Israel found some seeds when they were excavating ancient ruins. They planted the seeds and a few weeks later, a plant began to grow. The plant was a palm tree and the seeds were about 2,000 years old.
This experiment shows us that seeds need …
TIME TO WAKE UP!
Objective:
Pupils will carry out a controlled observation of seed germination and the life cycle of a plant.
Key vocabulary
beans, chickpeas, germinate, germination, lentils
Warm up
- Show the pupils a selection of seeds and ask them if they think seeds are living or non-living. Explain that a seed is a living thing but it is dormant.
Main concepts
- Hand out the materials. Volunteers read the investigation steps to the rest of the class. Pupils work autonomously in groups, sharing the tasks. - Suggest that the pupils keep a diary to record the development of the plants. Remind them to date each entry.
Learn more
- Ask the pupils try to germinate a seed in their fridge at home. Suggest they plant a seed in soil in a plastic cup and leave it in the fridge. They plant a second seed as a control and place it in a sunny place in their house.
Try the experiment on page 93. It gives pupils the opportunity to observe how an avocado seed germinates and grows.
For next lesson … cloth, two glasses of water, two green leaves
All the beans should have germinated with the exception of the beans without water. The beans with no soil will rot.
The control beans should have grown best. The beans in the cupboard will be thin, tall and of a pale colour. They are tall because they are searching for light. The beans that had no soil but were watered will have gone bad and died.
They need water and warmth. The seed does not need sunlight to germinate but the plant needs sunlight to grow well.
UNIT 4
PAGE 49
Where do plants get the things they need
to make their food? Which parts of a
plant help to get these things? Look at
the recipe on this page to help you.
How do plants get the food they need to grow? Animals eat plants and other animals. But what do plants eat?
Ingredients Light energy from the sun Water and (^) minerals from the Carbon dioxide^ soil from the (^) air
Recipe for plant food
WHAT IS PHOTOSYNTHESIS?
Plants make their own food. This process is called photosynthesis. For photosynthesis to take place, plants need: water , minerals , light energy from the sun, and carbon dioxide.
Objective:
Pupils will understand and be able to explain the process of photosynthesis. They will appreciate the importance of photosynthesis for life on Earth.
Key vocabulary
absorb, air, carbon dioxide, energy, ingredient, light, minerals, oxygen, photosynthesis, react, recipe, release, soil, sun, sunlight, transport, water
Tip
You may wish to display a diagram of a plant on the board when explaining the movement of substances around the plant.
Warm up
- Describe the parts of a plant, including the parts of a flower, and ask pupils to identify them. Finish the activity by asking what the function of the leaves is. Explain that in this lesson they are going to learn how plants make their own food.
Plants use the process of photosynthesis to make their own food.
Plants absorb the light energy from the sun through their leaves; carbon dioxide from the air through their leaves; and water and minerals from the soil through their roots.
UNIT 4
PAGES 50–
Language skills
answers
1 a Is a rose prettier than a cactus? Yes, it is. / No, it isn’t. b Is a tree shorter than a bush? No, it isn’t. c Are grasses thinner than trees? Yes, they are. d Are trees taller than daisies? Yes, they are. e Are grasses stronger than trees? No, they aren’t.
2 a It is made of cotton.
b It is made of wood.
3 1 –c; 2 –a; 3 –d; 4 –b
This activity gives pupils practice of A2 Flyers Reading and Writing Part 2.
Rewrite the questions in your notebook and answer them. a Is a rose pretty than a cactus? b Is a tree short than a bush? c Are grasses thin than trees? d Are trees tall than daisies? e Are grasses strong than trees?
What is it made of? Look at the photos and write sentences in your notebook.
a
b
Read the conversation and choose the best answer. 1 Sarah: Oh no! My plant is dying! Chris: ..... 2 Sarah: I don’t understand. It’s been next to the window and had plenty of light. Chris: ..... 3 Sarah: Of course. It’s had plenty of air too. Chris: ..... 4 Sarah: I did forget! I’m so silly. Chris: .....
Remember the rules short – shorter big – bigger pretty – prettier
Is a rose prettier than a cactus? Yes, it is.
a Did you leave the window open? b I’ll buy you another one! But don't forget to water it. c That’s a pity. d That’s strange. Maybe you forgot to water it. e Great!
It is made of …
Language skills
UNIT 4
PAGE 52
Complete the mind map in your notebook using the words in the box.
seeds bushes ferns gymnosperm grasses
FINALE
**- Organise all your information in your field journal.
- Separate your work into sections:parts of a plant,classification,**
nutritionandreproduction.
- Include your photos, drawings, paragraphs and labelled plant parts. - Exchange journals with a partner, read their information and ask them questions.
Choose the correct word and write the sentences in your notebook. a Plants make food in their leaves / stems. b Angiosperms / Gymnosperms produce seeds inside cones. c Ferns reproduce using spores / seeds. d Trees / Bushes have a thick stem called a trunk. e Plants produce carbon dioxide / oxygen during photosynthesis.
Go to page 84 for more activities.
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Stems How they reproduce
Trees ..... ..... .....
Spores
Angiosperm Mosses
Review
Review answers
1 Stems: trees, bushes, grass How they reproduce: seeds – angiosperms, gymnosperms; spores – ferns, mosses 2 a leaves b Gymnosperms c spores d Trees e oxygen
Pupils organise all the information in their field journal. Encourage them to separate the work into sections: parts of a plant, classification, nutrition and reproduction. Remind them to include their photos, drawings, paragraphs and labelled plant parts. They exchange journals with a partner and read their information. They may like to share their journal with the whole class or to make a classroom display.
Encourage pupils to revise the unit content using the techniques on page 85.
UNIT 4
PAGE 53
Track 26 Page 42, Song: Parts of a plant
Track 27 Page 44, Can you make celery taste sweet?
Track 28 Page 45, How do you know how old a tree is?
Track 29 Page 46, How do plants reproduce?
Track 30 Page 48, Why are petals such beautiful colours?
Track 31 Page 50, What is photosynthesis?
UNIT 4 TRACKLIST
