Lesson video

Hi everybody.

And welcome back to your science lessons, with me, Miss Roberts.

So first things first you need to do is if you want to, you can go get your favourite teddy and sit them by the screen so that you can tell them all of your learning for today.

Pause the video and go and do that now.

Okay, so we are ready to start soon.

You are going to need, a pencil or pen, a ruler, and then something to write on.

So you might want to use a notebook or a piece of paper or whatever you can, to write on.

Go and grab that now.

Okay.

So you've done your retrieval quiz.

So first thing that we're going to look at, is we're going to look at the parts of the plant.

And then I like to make flashcards for all of the information.

So the key vocabulary, the parts of the plant, the function of each part, and then, I check them each day using the Leitner system, which you can also look up.

And that helps me to remember all of my facts.

So that's just a reminder about that.

Let's have a look at our star words.

So my turn, your turn remember.

So the first one is, function.

Function, well done.

Each part of the plant has a function.

So can you do the actions with me? Each part of the plant has a function, well done.

Next one down here, is roots.

Your turn, roots.

And I'm going to put my hands down like this, like my roots.

And they go down into the earth.

My turn, your turn, roots.

Well done.

Now the next one is absorb.

My turn, your turn, absorb, well done.

Absorb.

Absorb is to take in, absorb is to, take in.

Well done.

Next one is leaves.

My turn, your turn, leaves.

Leaves.

I'm going to pretend I'm a plant and I've got some leaves in my hand.

Leaves, your turn.

Well done.

Next one, is flower.

Can you pretend to be a flower? My turn, your turn, flower.

Flower, well done.

Oh, I love those beautiful flowers.

Somebody even did that, and that looked really good too.

Well done and, seeds.

Your turn, seeds.

Good, now I've done a very small motion for seeds, 'cause the seeds are the small part of the plant, that fall and make new flowers and new plants.

So seeds, your turn.

Good.

And the last one, is my favourite action.

The last one is stem, your turn, stem.

And we'll learn more about all of those star words during today's lesson.

Well done team for your actions.

Give yourself a pat on the back so far.

So, let's have a look.

What are the parts of a plant? Let's do some reading together and we'll find out what the key parts of the plants are.

Can you read with me out loud? Most plants have the same basic parts.

Each part of the plant has a function, that helps the plant to survive.

The roots of a plant, are usually found growing under the soil.

They help to hold the plant in place and absorb, oh, someone's found a star word, absorb means take in water and nutrients from the soil.

So they absorb, they take in nutrients and water from the soil, and that is done by the roots, well done.

Let's keep reading.

The stem.

Oh, well done.

The stem supports the plant so that it stays upright, and it moves water and nutrients from the root to other parts of the plant.

So you can see in the diagram on the right that the stem, connects the roots in the ground all the way up to the top of the plant.

And so you can go also, you can go to the leaves, you go to the seeds and also it goes to the flower.

So it connects everything up.

And it also, is nice and strong, so it holds up the plant upright.

Let's keep reading.

The leaves of the plant, are where the plant is able to make its own food.

And they can come in lots of different shapes and sizes.

Many plants also have flowers.

Well done, oh, I love your beautiful flowers team.

During some parts of the year, flowers produce seeds, which form new plants.

Well done team.

So you can see in the diagram, there is a flower at the top, and there were also some small seeds here.

So we've learned that there are, the roots, that are connected to the stem and the stem can go off and be leaves, or seeds, or a flower.

So those are the five parts of a plant.

What I'd now like you to do to embed that knowledge into our brains.

We can practise it, by drawing a plant.

You can see my book here.

And I've drawn myself, I've written the title, so that my book looks really neat.

So I've written science lesson two, 'cause it's our second science lesson together.

And then, what I've done is I've drawn myself a plant.

I've drawn the roots, I've drawn the stem, I've drawn the leaves.

I've drawn the flower and I've drawn some small seeds, and I've coloured it in.

Looks a little bit like a disney rose or something.

You can draw yours.

You can colour yours, whatever colour you want to.

I want you to draw a plant and then label it with the five parts of the plant.

Pause the video and go and do that now.

Well done.

I can't wait to see all of your drawings have a plant.

If you want to, you can ask your adult to put it on Twitter and you can show me, 'cause I really would love to see your work.

This is what mine looked like when I labelled it.

I had my title over here, which said parts of a plant.

And then I labelled the flower, the seeds, the leaves, the roots and the stem all together.

So if you need to go back and edit one of your labels, or if you've forgotten one of them, then please add it onto your drawing now.

If you need to pause the video, you can do that.

Okay So now we've looked at parts of the plant.

Now let's look what the function of each part is.

So the function is as a bit like a role.

So within a school, you have lots of people have different functions.

So you have teachers, who are there to teach.

You have students, who are there to learn.

You might have dinner ladies who help to serve your lunches.

Or you might also have lots of other people in the school, all who have a different function.

In the plant, the five parts that we've looked at all have a different function, so let's find out what it is.

What I'd like you to do is, I would like you to think about setting up your page, just like mine.

So on the left-hand side, you have a column, which says part.

And on the right, you have a column that says function.

I have written the five parts of the plant down; leaves, stem, roots, flowers, and seeds.

And I'd like you to do the same.

Pause the video and set up your page now.

Well done.

Now, using what we've already read, if you need to, you can go back and read our comprehension again.

What I'd like you to now do is using that comprehension and using this table, I'd like you to match up with the functions of each part of the plant.

Let's read these functions together, and then it's going to be up to you to write them in your table with your neat handwriting, and seeing if you can match the correct definition of the function to the correct part of the plant.

Are you ready? Let's read.

In the pink box on the top left, produces seeds which form new plants.

Produces seeds which form new plant, I wonder from our reading, whether you can remember which part of the plant that is.

Don't tell me yet.

Next one in the purple box.

Make food for the plant.

Oh, which part is in charge of making food for the plant? Which part of the plant is that the function for? The next one, the top right in the bright blue, holds the plant upright, and moves water and minerals to other parts of the plant.

I gave you a bit of a clue there, with my action.

Bottom left, forms new plants.

What do those things that fall off and form new plants? I wonder if you can remember.

If you can't remember, you need to go back to the video where we did our reading together and see, if that reminds you once you've read that through.

And lastly in orange, holds the plant in place and absorbs water and minerals from the soil.

Oh, soil, that's a good reminder, that's a bit of a clue, isn't it? Which part of the plant is in the soil? So, now you've got your definitions on the screen.

You're going to fill them in, under the function column that you've already drawn in your books.

Pause the video and write out the correct function for the correct part of the plant now.

Well done, I wonder how you got on with that team.

Let's see if you are correct.

I'm now going to put the answers on the screen.

So if you need more time, pause the video before I show you the answers.

Are you're ready? Do have a bit of a, send some answer vibes, to the screen and see if we can get them on.

Are you ready? Show me some vibes for the answers, ready, steady.

Wow, there we go.

So, produces seeds which forms new plant, that's the flower.

The leaves, are in charge of making food for the plant.

The stem, holds the plant upright.

That was my clue, remember.

The seeds, form new plants and the roots, hold the plant in place and absorbs water and minerals from the soil.

If you need to edit some of those and you've got one of them wrong, that's okay.

You can just change it now on your piece of paper and pause the video, off you go.

Well done.

So, now that we've learned more about the parts of the plant and what they do, let's go back to our investigation that we planned, and set up last week.

So I set up the investigation, where I had two plants.

These were basil plants that I set up in my pots.

I have pot number one and I had pot number two.

And, if you remember in the investigation, there was one thing that I was going to change.

I had an independent variable that I was going to change, wonder if you can remember.

Can you tell your screen? Well done, it was how much water I was going to give it.

So plant number one, I gave no water to.

And plant number two, I watered a little bit each day.

To see if that had an effect, on any part of the plant growing.

Maybe it grew really tall, maybe it grew, lots and lots of leaves.

So I wanted to observe the change.

My water was my independent variable, and the observing a measuring I would do of the size of the plant, was my which variable? Dependent, well done.

Because it depended on how much water I was giving it.

There were lots of other things I was keeping the same, such as; keeping it in the sunlight, keeping it in the same pot.

I didn't change the temperature of the room very much.

And I tried to keep the soil, it was in the same, I didn't move it around.

All of those other variables are called what, can you tell your screen? They're called, control variables.

Well done, they're called control variables.

So shall we find out what happened to the plant number one, and plant number two? And see in our experiment, if there was an observable change in our dependent variable, which was the plant.

Let's have a look.

Should we have a drum roll? Ready? Oh my goodness.

Take your peak team.

In plant number one on the left, you can see that it looks, it looks a little bit sad, doesn't it? Can you see the size of the leaves? Are they very big or are they very small? They look very small to me, almost like they've wilted and the plant is drooping.

It is not upright.

It hasn't grown very much, and it certainly doesn't look very healthy.

Plant number two, however, which is the one I gave a bit of water each day to.

I can see that it's grown tall.

I can see that it's grown some leaves, and it looks very green and bright and healthy.

So what does that mean team? Can you tell your screen? What does that mean about plant number two? Yeah, well done.

It means that the water, is really important for the plant and that's what we learned last week, wasn't it? We knew that, one of the key things that plants need to grow and survive is water.

What were the other three? Can you tell your screen? Sunlight, well done.

It also needed, air well done, what's the last one? Nutrients, well done.

Are you sure it didn't need cups of tea? Really? Lenny is saying that he likes drinking tea, but he knows that it's not what plants are allowed to eat.

Otherwise it might die.

So let's have a think about writing a conclusion.

A conclusion is like I think there's like the end, and it sums up what's happened in our practical investigation.

So, in the text on the screen, it says, fill in the conclusion to describe what you found out in your investigation.

Let's read together.

So let's go to the start over here, my nice little pointer.

In our investigation, we wanted to find out what effect the amount of, had on how high our plant would grow.

Our plant that was given water were, and our plants that were not given water were, in conclusion, we found that, I wonder if you could fill in the table.

Oh, sorry, it's not a table.

Fill in the text.

All of the blanks, need to be filled in by one, or more than one word.

So for instance, we found that at the end, needs to have a phrase rather than just one word.

See if you can write that out in your books, filling in the blanks.

Now team, I know that it says, the plants, because sometimes you can do this experiment, with lots of plants.

I only did it with one plant giving water and one plant with no water.

So don't worry about the text at the moment, because it's an example of what you could do if you were using lots and lots of different plants.

So, I want you to write out the results from my experiment in your conclusion now.

Pause the video and fill in the blanks.

Off you go.

Well done.

Let's see if you were close to the answers that I've got.

So in our investigation we wanted to find out what effect the amount, of water, well done.

I'm sure you all got that one, had on how high our plants would grow.

Our plants that were given water were, healthy and had lots of leaves.

If you said green or tall or had lots of green leaves, that would also be correct.

It doesn't have to be the exact wording team.

You're the scientist.

I'm also a scientist.

So we can word it in our own ways, using our own observations.

You need to imply that it's healthy, and it's done lots of growing.

Our plants that were not given water were, I put, not growing and shrivelled, because as I said, it was drooping, the leaves were very small and it looked really sad.

Which I would scientifically say it was shrivelled.

So in conclusion, we found that plants need water to grow and be healthy.

So that shows what we learned last week, that plants really do need water.

So team, I wonder if you want to have a go.

If you haven't done so already, and you want to have a go, you can ask your grownup, to set up the experiment for you, with two plant pots and a small plant in each one.

You can then choose your independent variable.

I chose water.

You could choose sunlight, as a different example for your practical investigation.

You need to ask an adult to help you with that.

Please don't try it by yourself.

And if you want to, you can send me your results, and you could even write your own different conclusion to the one I wrote, and see what happens to your plants.

I wonder if you could make a prediction.

Let's read the text on the screen.

What do you predict would happen if you kept a plant in a cupboard without sunlight for a week? what do you think would happen? Can tell your screen or your teddy now.

I'm going to listen to what Lenny predicts.

Interesting.

I'm not going to tell you what he thinks.

I hope you told your screen and you've told your teddy what your prediction is.

And I wonder if you could set up your own experiment, that will be amazing to test it, wouldn't it? Team.

So, we've now done our investigation.

So let's do a quick learning review.

On the screen, are three questions.

Pause the video and answer them now.

Well done.

Okay, so you've done your learning review.

We're now finished our lesson for the day.

I'm going to go through the answers for that learning review at the start of next lesson so that you've got your answers, so you can tick them.

So if you need more time, you can pause the video and finish that.

If not, you're all done for your science lesson.

Well done.

Give yourself a pat on the back and I can't wait to see you next week for some more amazing science learning.

Well done team.

Bye.