Hi, everyone.

My name is Miss Panchal and I'm really excited that you've decided to join me on our next science lesson.

So our lesson today is going to be learning all about plant reproduction from cuttings.

So we're going to be using examples to help us with our learning today, and this lesson is part of our bigger units of learning on reproduction and life cycles of plants.

Let's get started with the lesson.

So the outcome for our lesson today is I can describe the process of plant reproduction from cuttings, based on my own observations.

So let's have a look at some of the keywords we're going to use in our lesson.

So we've got offspring, reproduce, parent plant, observation and record.

So these are the words we're going to be using in our lesson today.

So what I'd like you to do is pause the video here and take it in turns with your talk partner to read each other aloud, the different definitions for the keywords.

Once you've done that, click play and we'll continue with the lesson.

Great job, everybody.

Well done.

So our lesson today split up into two parts.

So the first part of our lesson, we're going to be focusing on the reproduction of plants from cuttings.

And then the second part of our lesson is we're going to be looking at recording observations.

So let's get on with the first part of our lesson.

So plants can make new plants or offspring in different ways.

Can you remember any of the different ways plants can reproduce? So pause the video here.

Have a think with your talk partner.

Can you remember any of the different ways plants can reproduce? Great ideas, everybody.

Well done.

So flowering plants can reproduce by making seeds after pollination.

And some plants can also reproduce using runners, bulbs or tubers.

And you may have seen examples of these before.

So here we've got an example of a runner, a bulb and tubers.

Let's do a check of our learning.

Plants can reproduce to create, in different ways, including with pollination, runners or bulbs.

Which do we think is the correct answer that goes in the missing gap in the sentence here? A, babies B, offspring, C, pollen, D, seeds.

Brilliant.

The answer is B, offspring.

So plants can reproduce to create offspring in different ways, including with pollination, runners or bulbs.

Let's move on.

So humans can also produce new plants by removing a part from a parent plant and providing the conditions it needs to grow into a parent plant.

So here we can see new plants growing from parts of a parent plant.

The part removed from a parent plant is called a cutting.

So here we can see new plants growing from cuttings/ Over time, cuttings can grow into new plants with the roots of their own.

So sometimes someone might have a beautiful flower growing and someone takes a cutting from it so they can grow their own one as well.

Let's do a check of our learning.

What is a cutting? A, a tiny plant found inside a seed, B, a part of the flower that disperses seeds, or C, a part taken from a parent plant and used to grow a new plant? What do we think is the correct answer, A, B, or C? Brilliant.

The answer is C.

So a cutting is a part taken from a parent plant and used to grow a new plant.

Let's move on.

So growing plants from cuttings is an example of asexual reproduction, which means only one parent plant is needed.

And plants grown from cuttings will have identical characteristics to their parent plant.

Producing new plants from cuttings can be useful.

For many plants, it is quicker to grow new plants from a cutting than it is to germinate and grow them from seeds.

So often taking a cutting actually will help the plant and will mean that the plant will grow a lot quicker compared to germination and then growing from the seed.

Because plants grown from cuttings have the same characteristics as their parent plant, farmers can choose plants with the most desirable features to produce with cuttings.

For example, they could take cuttings from the plants that grow the largest fruits.

So if they take a cutting from there, that means the ones that grow from the cuttings would also grow the largest roots.

Let's do another check of our learning.

Plants grown from cuttings, A, have two parent plants, B, germinates more quickly than other plants, C, have the same characteristics as their parent plant, or D, will grow to be bigger and stronger than their parent plant? Which do we think is the correct answer? Super job.

The answer is C.

So plants grown from cuttings have the same characteristics as their parent plant.

Super job, everybody.

Well done.

So let's move on to the first task for this lesson.

So this task is, are these statements correct or incorrect? So we've got four different statements here and I want you to tell me whether you think they're correct or incorrect.

So let's read them out first.

A says we can produce plant offspring by taking cuttings.

B says plants have to be pollinated to reproduce from cuttings.

C, plants grown from cuttings are an example of sexual reproduction.

And D, plants grown from cuttings have the same characteristics as their parent plant.

So if you'd like to, you can either ask an adult to print this slide or you can write out the statements and put correct or incorrect next to it.

It's completely up to you.

So pause the video here, have a go at this task and then we'll talk through the answers really soon.

Off you go.

Brilliant work, everybody.

Well done.

I can see you've worked really hard to read each sentence really, really carefully and think about if they're correct or incorrect.

So let's go through the answers.

So we can produce plant offspring by taking cuttings.

We know that is correct.

Plants have to be pollinated to reproduced from cuttings.

We know that is incorrect.

Plants growing from cuttings are an example of sexual reproduction.

We know that's incorrect.

And plants grown from cuttings have the same characteristics as their parent plant, and we know that is correct.

So well done everybody for completing this task.

Now, based on that task we've just done, I'd like you to rewrite the incorrect statements.

So the two incorrect statements were: plants have to be pollinated to reproduce from cuttings, and B, plants grown from cuttings are an example of sexual reproduction.

So what I'd like you to do is rewrite these two statements so that they are now correct.

Pause the video, have a go.

Excellent work, everybody.

Well done.

So let's go through the answers.

So plants, initially it said plants have to be pollinated to reproduce from cuttings.

That was incorrect.

So the correct sentence would be plants do not need to be pollinated to reproduce from cuttings.

For B, the original sentence was "plants grown from cuttings are an example of sexual reproduction", but actually the sentence should read: "Plants grown from cuttings are an example of asexual reproduction, which means they have the same characteristics as their parent plant." Now well done for having a go at this task, everybody.

So we've completed the first part of the lesson where we've looked at reproduction from cuttings.

So we're now going to think about recording observations.

So Andeep and Izzy have been growing plants from cuttings.

Andeep says, "I grew basil." And we can see his cutting here.

And Izzy says, "I grew lemon verbena." To see how the plants grew, Andeep took some observations over time.

Andeep says, "Plants take a while to grow, so I made observations of my plants every five days for 20 days." Andeep recorded his observations in a table.

Let's do a check of our learning.

We can, plants from cuttings over time to see how they grow and change.

What is the missing word in this sentence? Is it A, observe, B, research, C, remove, D, pollinate? Super job.

The answer is A, observe.

Well done, everyone.

Let's move on.

So here are the observations I made of my cuttings.

So here Andeep's got a table.

He's got day zero, give, 10, 15 and 20.

And then he's got a number of roots, number of leaves and the length of the stem.

Did your cuttings change over time in a similar way? So Andeep says, "I can see that my plant didn't grow much taller, but it did grow more leaves.

I see that it took a while for roots to grow but they grew much quicker after day 15." So we can see Andeep's data to here.

(clearing throat) The length of the stem actually from day zero to day 20 only increased by a very, very small amount, whereas actually the number of roots and the number of leaves increased much more.

Andeep says, "Here is my cutting at the start and after 20 days." So we've got day zero, the cutting, and now we've got day 20 of the cutting.

Can you see how they have changed? So pause the video here and I'd like you to write down some ideas on a whiteboard with a partner.

Can you see how the cutting has changed from day zero all the way up to day 20? Brilliant ideas, everybody, well done.

Hold onto those ideas.

So we can see that all of the leaves that were still on the cutting actually grew bigger.

Some new leaves grew further down the stem and most of the roots grew at the very bottom of the stem, but some start to grow further up the stem.

So we can see on the day 20 image on the cutting, we can see lots of the white roots coming through at the bottom, but there are one or two smaller ones that have grown further up the stem.

But we can actually see from day zero there are no roots at all.

Andeep says, "I don't think the data in my table tells the full story.

It doesn't explain where on the plant the roots grow or show how big the leaves are." How else could Andeep record observations of his plant to show more information? So pause the video here and have a think, how else could Andeep record his observation so they're more accurate and actually it displays much more information about the growth that his cutting has done? What do you think? Excellent ideas, everybody.

So Izzy says, "You could write some sentences explaining how your plant has changed." Jacob says, "You could draw and label diagrams as showing how your plant looked at the start and at the end." Did you have any other ideas? Did you have similar ones to Izzy and Jacob or did you have some different ones? Maybe you can compare them with your partner.

Did you have similar ideas or did you have some different ones? Super job, everybody.

Well done.

Let's move on.

So scientists often record their observations from inquiries in different ways so that their results are easy to understand and include plenty of detail.

This could include tables, writing, annotated photographs, labelled diagrams, video recordings.

Andeep says, "I have drawn a labelled diagram of my cutting and written a few sentences to describe what happened." Here, we've got Andeep's diagrams. We can see he's drawn a diagram of his cutting and actually he's labelled it really accurately as well.

This is what Andeep has written to describe his diagram.

Let's read it together.

"All of the plant's existing leaves grew bigger over time and some new ones grew.

Some of the new leaves grew at the top of the cutting and some grew on the stem around a centimetre below the others.

Most of the roots grew out of the bottom of the cutting but, after a while, some started to grow further up the stem too." So here we've got Andeep's diagram and a few sentences, and this is a really good way to show what has happened over time.

So he's got his diagram for us to see, and actually there's an explanation to go with it as well.

Let's do a check of our learning.

Observations of plants can be, in different ways, including with the written descriptions, labelled diagrams or video clips.

So what's the missing word in this sentence? A, researched, B, recorded, C, remembered, D, recovered? What's the missing word? Brilliant.

The missing word is B, recorded.

So observations of plants can be recorded in different ways, including with written descriptions, labelled diagrams or video clips.

Let's move on to the next task for this lesson.

So I would like you to use a plant grown from a cutting and a table of observations over time to record information about how the cuttings grew and changed.

You can use Izzy's cutting and observations or some of you have made yourself.

Or you can use and Andeep's example as well.

You can choose how to record your findings.

So pause the video here and I'd like you to have a go at this task.

If you need to, go back Andeep's example maybe to help you lay out your work or you might choose to record your findings in a different way.

You might want to take photographs of them or you may want to do some drawings as well.

So pause the video, have a go, and I really look forward to seeing all of your work very soon.

Click play when you're ready to continue and we'll go through an example answer.

Brilliant work, everybody.

Well done.

I can see you've used lots of different ways to record your findings and I can see you've done some fantastic observations and brilliant drawings as well.

I'm so impressed.

So let's look at a few examples.

So Izzy here says, "I annotated a photo to record my observations." And maybe that's a way that you recorded your findings.

Did you take photographs? Jacob said, "I recorded videos of myself describing how the plant was growing and changing." So Jacob here used some technology to record himself talking about the different things that he observed.

Andeep says, "How did you record your observations?" Did you take photographs? Did you draw diagrams? Did you do videos? How did you record your observations? Which method do you think maybe is the best? Did you compare yours with your partner? Did you do something similar or did you do something different? If you were to do this task again, would you use a different method maybe of recording your observations? Maybe one would be better than the other.

Well done by having a good go at the task, everybody.

So we've come towards the end of the lesson now.

So let's do a summary of our learning.

So we've learned that we can use cuttings from a plant to produce new plants with the same characteristics as the parent plant.

Plants that have been grown from cuttings can be observed changing over time, and observations can be recorded in different ways, including annotated photographs, labelled diagrams and tables.

But also actually we can take photographs, we could also do some videoing.

There's lots of different ways and lots of different technology that we can use to help us record our observations.

Well done for all of your work today on plant reproduction from cuttings.

So maybe next time you see a plant with beautiful fruits on it and large fruits or beautiful flowers, maybe you can take a cutting and grow it yourself.

Well done for all of your work today.

I'm so impressed with all of the work that you've produced and you've recorded your observations really accurately.

I hope you have a great rest of the day and I'm sure I'll see you really soon in the next lesson.

Bye, bye.