Lesson: Plants and Growth

Year: 3 | Subject: Science | Time Allocation: 100%

Class/Set: ____________ Date/Term: ____________

LO (WALT): To identify and describe the functions of different parts of flowering plants and understand their requirements for growth and survival.

Success Criteria (WILF):

1. I can name and locate the roots, stem, leaves, and flowers on a plant.
2. I can describe the "job" or function of each plant part.
3. I can explain the role of pollination in the plant life cycle.

1. Starter (10%)

• Activate: Perform a 'Knowledge Retrieval' exercise. Ask: "If you were a plant, what would you need to eat and drink to stay healthy?"
• Discuss: Take feedback on mini-whiteboards. Look for 'Water', 'Sunlight', and 'Soil'.
• Introduce: Explain: "Today we are moving beyond just what plants need, to how they actually work. We will explore the 'Plant Factory' and see how every part has a specific job to do."

2. Main Activity (75%)

Teacher Input:

• Display: Show a live flowering plant (e.g., a Lily or Geranium) and a large-scale diagram.
• Model: Point to the roots. Explain: "The roots have two main jobs. First, they are anchors that keep the plant from blowing away. Second, they act like drinking straws, soaking up water and nutrients from the soil."
• Demonstrate: Point to the stem. Script: "Think of the stem as the plant’s motorway or lift. It supports the plant to stay upright and carries the water from the roots all the way up to the leaves and flowers."
• Illustrate: Point to the leaves. Explain: "The leaves are like solar panels. they catch sunlight and use it to turn air and water into food. This process is called photosynthesis, but we can think of it as the 'Plant Kitchen'."
• Model: Point to the flower. Script: "The flower is the most colourful part for a reason. Its job is reproduction. It uses bright colours and sweet nectar to attract insects like bees. When a bee lands, it picks up pollen and carries it to another flower. This is pollination, and it allows the plant to make seeds for new plants."

Student Task:

• Distribute: 'The Plant Factory' worksheet and A4 exercise books.
• Task A (Identification): Label: Students must draw a detailed diagram of a flowering plant and correctly label the roots, stem, leaves, and flower.
• Task B (Function Match): Describe: Underneath the diagram, students must write a "Job Description" for each part using the 'Tier 2' vocabulary provided (e.g., anchor, transport, nutrients, reproduction).
• Task C (Survival Needs): List: In a table format, students list the four essential requirements for plant survival (Light, Water, Nutrients, Space) and write one sentence explaining what happens if a plant lacks one of these.
• Task D (Pollination Sequence): Sequence: Students create a three-step storyboard showing a bee visiting a flower, picking up pollen, and delivering it to another flower to create a seed.

3. Plenary (15%)

• Consolidate: Pose: "If a plant has very strong roots and a thick stem, but all its leaves are painted black so no light can get in, will it survive? Why?"
• Review: Use the 'Pose-Pause-Pounce-Bounce' method to develop a class discussion on the necessity of light for the "Plant Kitchen".
• Reflect: Check: Ask students to tick off the Success Criteria in their books.

4. Resources

• Live flowering plants (Lilies are excellent for visible pollen).
• A4 exercise books and coloured pencils.
• 'The Plant Factory' labelling worksheet.
• Large classroom diagram of plant anatomy and the pollination cycle.
• Magnifying glasses for closer inspection of roots and pollen.

---

⚠ TEACHER’S GUIDANCE

💡 Pedagogical Landing

• Delivery Strategy (Year 3 focus): At this stage in Key Stage 2, students are transitioning from identifying plants to understanding biological systems. Use the "Plant Factory" analogy throughout to make abstract concepts like 'transport' and 'reproduction' concrete.
• Oracy Link: Encourage students to use the term 'Function' instead of 'Job' to build academic lexical density.
• Misconception Alert: Many Year 3 students believe plants "eat" soil. Explicitly clarify that soil provides minerals and nutrients, but the "food" (glucose) is made in the leaves using sunlight.
• Safety & Nuance Check: ⚠ Allergy Warning: Be mindful of students with hay fever or pollen allergies when bringing live lilies into the classroom. Ensure all students wash their hands after handling soil or plant specimens.

✅ Answer Key & Marking Logic

Task A & B: The Plant Factory (Mirror Labeling)

Plant Part	Function / Job Description (Expected Detail)
Roots	Anchor the plant in the soil and absorb water and nutrients.
Stem	Supports the plant to stand tall and transports water to the leaves.
Leaves	Act as the "kitchen" by taking in sunlight to make food for the plant.
Flower	Attracts insects for pollination to help the plant make seeds.

Task C Answer: Survival Needs

• Light: Needed for the leaves to make food. Without it, the plant turns yellow and dies.
• Water: Needed for transport and to keep the plant "turgid" (upright). Without it, the plant wilts.
• Nutrients: Found in the soil (like vitamins). Without them, growth is stunted.
• Space: Needed so the roots can spread and leaves can reach the light.

Task D Answer: Pollination Sequence

1. Step 1: A bee is attracted to the bright petals and nectar of a flower.
2. Step 2: Sticky pollen from the flower sticks to the bee's furry body.
3. Step 3: The bee flies to another flower, the pollen drops off, and a seed begins to grow.

Plenary Question Answer:

• Answer: No, it will not survive. Even with water and strong roots, the leaves cannot catch sunlight to make food. The plant will eventually starve.