Hello scientists, my name is Mr. Wilshire, and in this lesson we are going to be looking at what plants need.

This is the review stage.

The outcome for this lesson is "I can record observations about what plants need using labelled diagrams." There are some key words to consider as we work our way through this lesson.

The first is "question" then "data".

After that, "diagram".

Next, "label", and finally, "prediction".

Don't worry if you're not too sure what some of these keywords mean as the definitions are on the screen for you now.

So, if you need to, you can pause a video here, have a read through and restart when you are ready.

The first part of this lesson is called "Observing plant growth".

Now, some children have been carrying out investigations, and they've been trying to answer the questions that they have about the requirements of plants.

Sofia says, "My question was: how does having no nutrients from soil affect how a plant grows?" And Aisha says, "Mine was: how does having no light affect how a plant grows?" Did you have a question to investigate? Was it similar to these ones? If not, have a little think about it now.

Restart the video when you've done that.

How did you get on? Have you thought about a good question that you could investigate? Were you gonna look at the nutrients like Sofia or maybe thinking about light a little bit like Aisha? Well, the children then plan comparative test investigations to find some answers to their questions.

Sofia put one plant in soil and another one in sand.

That meant that it wouldn't get any nutrients.

Here's Sofia's investigation.

She's labelled two of the pots there, one with soil and one with no soil.

She kept all the other variables the same so that she could see the effect of not having nutrients from the soil.

Here you can see the investigation again in the two pots.

Sofia says, "I gave each plant the same amount of water, light and room to grow, and I kept them both at the same temperature." So, she's kept all of those things the same, making sure that the two pots have exactly what they need in order to grow.

The only thing that has been changed is the type of soil.

Sofia's plants have changed since she planted them 10 days ago.

Let's have a look.

Here's the start of the investigation, like on the previous two slides, one with soil and one without.

And here is the investigation after 10 days.

I wonder if you can observe any changes here.

Have a look at the two pictures and the two different pots.

What do you notice that has changed? Pause the video and discuss.

Restart when you've done that.

How did you get on? Were you able to notice any differences here? What has changed? Well, I can see definitely that there's something growing in both of the pots.

When scientists carry out enquiries, they collect and record data to help them answer their questions.

Aisha says, "What's data?" Lucas says, "I think data is the information that is stored and used on computers." Hmm, I think he's right somehow, but not quite.

What do you think? What is data? Pause the video and discuss.

Restart when you've done that.

How did you get on? Did you decide what data is? Data surely is something to do with numbers, right? Let's find out more.

In science, data is information that's collected.

Information collected during an enquiry.

Remember, you're trying to find out the answer to a question, so you are enquiring about that question as you complete your investigation.

Now, data can be numbers, it could be symbols, it could be pictures, or it could just be text.

Here you can see a scientist collecting data, making notes, possibly about some kind of leaf growing there.

Let's stop and think.

Scientists gather and record, blank, in a variety of ways to help in answering questions, either gather and record equipment, data, or guesses.

The correct answer here is data.

Scientists gather and record data in a variety of ways to help in answering questions.

Have you collected any data during your investigation? Sofia says, "Well, I've been checking my plants every five days and drawing a picture of each one." Aisha says, "I've been measuring my plants every five days to see how tall they are instead, and then writing down what they look like." So, data can also be collected in the form of photographs or diagrams. You may have done this with your investigation.

Remember, data can be any of those things.

It can be text, numbers, it can be symbols, it can be diagrams or pictures.

So whatever it is that you've collected, you've collected data.

Now, a diagram is a very simple drawing of something.

It's a diagram, because it needs to be clear.

Diagrams should be clear so everyone can see what they are showing us.

When we draw diagrams, we include all the important features of something, and a lot of the time in the diagram, we would label it as well.

Sofia says, "Here's my diagram of my plants after 10 days." That's an excellent picture there, isn't it? She's turned it into a diagram.

A nice simple explanation.

There's some very good pictures there, aren't they? But what do you think of Sofia's diagram here? Has she's done everything correctly, what do you think? Pause the video and discuss.

Restart when you've done that.

How did you get on? What did you think of Sofia's diagram? Well, Aisha says, "we can see your two plants and the difference between them, but we can't tell which one is which." I wonder if you thought the same about that as well.

There's definitely something missing, isn't there? I wonder if any of you mentioned it during your discussion.

Labels.

Labels are signs which we can add to diagrams, and these give the extra information or detail that we need just to make sure that somebody looking at it understands.

Sometimes with these kind of things, you need to make sure that you do everything so that the person looking is able to pick it up straight away.

You've got to imagine that they know nothing about this subject at all.

So labels here are really going to help, aren't they? So Sofia goes and adds some labels to her diagram.

She's got a small leaf on one side, a plant which is four centimetres tall and a pot with soil in.

And the other side is a very tiny leaf, a plant, 1.

5 centimetres tall, and a pot with sand.

She says, "Now there's much more information on my diagram.

Anyone looking at it can see what's happened in my investigation." Yeah, she's right.

Everything there can be seen, and she's written about everything as well.

Let's stop and think.

We can record our findings with, blank, diagrams. Named, labelled, or confusing.

We can record our findings with labelled diagrams. Here is task A.

You need to create your very own labelled diagram here for the plants used in an investigation.

Now, you can use your own plants here or the ones that Aisha is using for her investigation into what happens to plants that do not have light.

Here are Aisha's plants and her observation notes.

The plant grown in the light is green with small leaves growing at the top.

It's four centimetres tall.

The plant grown with no light is yellow and has very tiny leaves starting to grow at the top, bending over to the side, and it's three centimetres tall.

If you need to, you can use these observation notes to help you create your own labelled diagrams. Best of help with your task.

Restart when you've done that.

How did you get on? Were you able to create your own label diagram of the plants used in an investigation? Well, Aisha says, "Here's my diagram.

I wonder if it's similar to yours." Now, she's got the two pots.

She's labelled it exactly like we've seen before.

A small leaf in one pot and a yellow leaf in the other.

One plant is four centimetres, and the other is three centimetres.

One is a plant with light, and the other is a plant with no light.

Well done if you were able to do something the same, or maybe you are having a look at this diagram here and you are thinking, "Oh, I've missed out on something." Well, you can keep looking at this, and copy it down if you need to.

So pause a video if you need.

Well done.

The next part of this lesson is called "Predictions".

Now, when Sofia and Aisha set up their investigation 10 days ago, they made predictions about what they thought might happen.

Sofia says, "My prediction was a plant without nutrients will have smaller leaves and it will be all floppy." Aisha says, "My prediction was the part with no light and that it won't grow at all.

It'll just die." Oh dear, that's a shame.

Sofia says, "So far my prediction is partly correct.

The plant with no nutrients from the soil does have smaller leaves than the one with nutrients, but it isn't all floppy." So, she's had a good think about her prediction there and really thought about whether she was right or not, and it's okay to be wrong.

It's just a guess.

None of you are going to know exactly what is going to happen here.

It might be that the plants don't grow at all.

Your prediction is just your best guess, your best thoughts about what is going to happen, and it's okay if that's completely wrong.

Aisha says, "So far, my prediction is not correct.

The plant with no light is growing and has not died." The two girls have come up with their predictions and they've thought really hard about what it is that they're going to see using some of the knowledge that they already have.

This is what scientists do all the time, isn't it? They need to think about different things that could happen and record down the results, and prove themselves wrong in some cases.

Let's stop and think.

A prediction is a statement saying what you think will happen, an explanation of your results, or a plan for a comparative test investigation.

A prediction is a statement saying what you think will happen.

Sofia and Aisha are going to continue to observe their plants for another 10 days.

Sofia says, "I wonder what's going to happen to our plants during the second half of our investigation." Hmm, Aisha says, "Me too.

I'd like to make some further predictions based on the evidence that we've got so far." What do you think? Are they going to be able to do this? I wonder what you think is gonna happen to the plants.

Pause the video and discuss.

Restart when you've done that.

How did you get on? What did you think about this plan? Is it a good idea to continue? I think it is, because it means that they're going to get a few more results, aren't they? And they can really prove whether their predictions were wrong or correct.

Now, when scientists make predictions, they use what they already know and the evidence that they have gathered to say what they think might happen.

Hmm, I've already said some of this haven't I? So, Sofia is investigating whether having nutrients affects her plants.

She's growing one plant in soil and one plant in sand.

She says, "I know that plants need nutrients from the soil to grow and be healthy, so I predict there will definitely continue to be a difference between how my plants grow." Sofia can use the data she's already gathered to help her make a more accurate prediction about what will happen to her plants next.

So far, her plant growing in soil is a little taller and has slightly larger leaves beginning to grow at the very, very top.

What do you predict her plants will look like in another 10 days time? Oh, it's time to use your knowledge here and have a really, really good think about what you think is going to happen.

So predict now, have a discussion with the people next to you and predict.

Restart when you've done that.

How did you get on? What do you think that those plans are going to look like in 10 days time? Are they going to be really tall or are they maybe going to wither away? Sofia's got some ideas.

She says, "I predict that both my plants will continue to grow, but the one in sand won't grow as well as the one in soil." She continues by saying, "I think the plant in soil will grow taller and have more leaves than the plant in the sand.

I think this, because I know that plants need nutrients to grow well, and also because the evidence I've collected so far shows that both plants are growing, but the one in sand is growing more slowly." So, she's used all of her ideas there, everything that she's collected so far, using the knowledge that's already there to make a really good prediction.

Let's stop and think.

When scientists use evidence that they've already gathered to say what they think might happen next during an investigation, this is called making a conclusion, measurement, prediction, or method.

The correct answer is prediction.

This is called making a prediction.

Here is task B.

You need to make a prediction about what will happen to your plants next.

You can use the plants in your own investigation or you can use Aisha's again.

Use what you already know about the requirements of plants and the evidence that you've collected so far to help you make your prediction.

Aisha's come along to help and she says, "Here are my plants and my diagram, so you can use these things here to help you decide by yourself and make your own amazing prediction." Best luck with your task.

Restart when you've done that.

How did you get on? I wonder if your prediction was similar to Aisha's.

She says, "I think the plant with light will grow taller, have more leaves, and be more green than the plant in the dark.

I think this, because I know that plants need light to grow well, and also because the evidence I've collected so far shows that both plants are growing, but the one without light is growing more slowly and looks yellow." So, she's had a really good think using her prior knowledge and putting that to the test there.

Writing down everything that she thinks will happen at different stages and at the end of the investigation.

Let's summarise our lesson.

You can see a picture here of somebody observing a plant, just like you might decide to do.

Scientists gather and record data in a variety of ways to help in answering questions.

Findings from enquiries can be recorded using labelled diagrams. Scientists make predictions based on what they already know and the evidence that they've gathered.

Hopefully you can go forward with some of your own science planning and make some predictions of your own.

Before you ever do an investigation or try and answer a question, have a think about the knowledge that you already have and how you could apply that in that situation.

Well done for predicting and drawing your own diagrams today.

I'd be Mr. Wilshire, thank you very much for listening.