Hi everyone, it's Ms. Panchal here.

I hope that you're well, and you've had a great day so far.

Thank you for joining me on today's science lesson.

Now, in our lesson today, we're going to be learning all about how and why we classify plants.

So some of the plants that we come across today, you may have heard of before, but we'll definitely be looking at some more rare plants, and we're going to find out some really interesting information about them.

We've got lots of learning to do today, so let's get started with the lesson.

So the outcome for our lesson today is I can explain how plants can be grouped using observable characteristics.

So we're thinking about characteristics that we can see.

So we're going to talk through some keywords now.

Now some of these words you may be familiar with, and some of them you might not be so sure, but don't worry, 'cause we'll cover them all in today's lesson.

So we've got classify, flowering, non-flowering, seeds, and spores.

So as I've said, don't worry too much if you're not sure of some of these, because we'll be covering them in today's lesson.

So I'm going to put up the definitions, and what I'd like you to do is pause the video here, and with your talk partner take in turns to read out each of the sentences.

When you're done and you're ready to continue, then click play on the lesson.

Super job, guys, well done.

So our lesson today is split up into three sections.

So we're first going to think about grouping plants, then we'll move on to observing characteristics of plants.

And then finally, we'll be looking at classification keys for plants.

So let's get started with the first part of the lesson where we're going to be grouping plants.

So some children are looking at pictures of living things.

We've got Sofia, Alex, and Izzy here.

We've got an apple tree, a silver ragwort, a cactus, and a pansy.

So Sofia says, "I think the apple tree and the silver ragwort aren't plants, because they don't have flowers." Alex says, "I think the silver ragwort isn't a plant, because it's not green." And Izzy here is saying, "I don't think the apple tree is a plant, because it's a tree." What do you think? So pause the video here.

Have a think about what Sofia has said, what Alex has said, and what Izzy has said.

Do you agree with any of those children, or do you think something slightly different? Have a think with your talk partner.

Great work, everyone, well done.

So these are all plants, and plants are living things that make their own food using light from the Sun and carbon dioxide from the air.

And scientists have discovered around 382,000 different species of plants so far, so there's so many different species.

And many plants have roots, a stem, leaves, flowers, but not all plants have all of these features.

So there's lots of different species of plants, and they all look very different.

Let's do a check of our learning.

Which of the following statements are true? A, all plants make their own food.

B, all plants have flowers.

C, all plants are green, or D, all plants are living things.

So have a think back to the learning we've just done in the lesson.

Which of the statements do you think are true? Have a little think.

Excellent work, everyone.

The answer is A, all plants make their own food, and D, all plants are living things.

Great job.

So scientists classify plants into groups to make it easier to identify, name, and learn about them.

So we've got a dandelion, a kerria, and a dahlia.

We do this by looking at similarities and differences between them.

So to help us classify and compare, we often look at things that are similar, but also things that are different.

So I'd like you to pause the video here.

What are the similarities and differences can you see between these plants? So pause the video and reading carefully between these plants on the screen, what are the things that are similar, and what are the things that are different? You might want to jot down your ideas on a whiteboard or you might just want to have a talk with your talk partner.

Off you go.

Great job.

So there's actually quite a few things that are similar.

We can see that all the leaves are actually a different shade of yellow, so a type of yellow, but actually they're all completely different shapes.

Did you get any of those ideas, or did you get some different ones? Well done by having a good go.

So, one way scientists classify plants is into flowering and non-flowering groups.

We've got some flowering plants here, and we've got some non-flowering plants here.

Have you seen any of these before? So, on flowering plants, flowers are the part of the plant where seeds are formed.

And flowers come in lots of different shapes, and sizes, and colours.

Although they look very different to each other, these flowers all have one thing in common; they all make seeds.

So we can see here on the screen that there's lots of different types of flowers, and they are all completely different.

But actually the one thing that's the same is they all make seeds.

So, Alex has been looking at some plants.

So we've got a strawberry and a hosta.

Alex says, "I can't see any flowers on these plants.

I think they are non-flowering plants." Do you agree with him? Have a little think with your talk partner.

Excellent work, everyone, well done.

So most plants do not flower all year round.

Hostas only flower for about three weeks in the summer.

So we can tell the strawberry plant must have had flowers, because it has fruit containing seeds that were made inside the flowers.

Now strawberries are very delicious.

Who likes strawberries? I know, I definitely do.

Now sometimes we may have to observe a plant over time, or carry out research using secondary sources to find out if it flowers or not.

So sometimes we can just watch over time, but also sometimes we might need to research using some secondary sources to learn a little bit more about the flower.

So, let's do a check of our learning.

Which of these plants do you think are likely to be flowering plants? So look really closely, and use the clues in the picture to help you.

So if you need to, pause the video, and come up to the board a little bit closer.

So we've got A, holly, B, fern, C, apple tree, or D, moss.

So have a think, which of these plants do you think are likely to be flowering plants? Have a think.

Super job, everyone, well done.

So we've got A, holly.

C, apple tree.

Super job.

So scientists can also classify plants into groups according to how they reproduce.

So, flowering plants reproduce by making seeds, and some non-flowering plants also reproduce with seeds.

Conifers, such as spruce, larch and pine trees, have seeds that grow inside cones instead of flowers.

And some non-flowering plants reproduce with spores.

And spores are similar to seeds, but they have a simpler structure and are much smaller.

So spores are formed in a part of non-flowering plants called the sporangia.

Ferns and mosses are non-flowering plants that reproduce with spores.

So we've got some examples of ferns here, and we've got some examples of mosses here.

Maybe you've seen these before.

Let's do a check of our learning.

Decide whether each of these statements is always, sometimes, or never true.

So I'm going to read the statements to you.

A, flowering plants reproduce with spores.

B, flowering plants reproduce with seeds.

C, non-flowering plants reproduce with seeds.

D, non-flowering plants reproduce with spores.

So if you need to go back over the last couple of slides just to recap on your learning, and I would like you to decide whether each of these statements is always, sometimes, or never true.

Have a go.

Excellent work, everybody, well done.

So A, flowering plants reproduce with spores, we know that that's never.

B, flowering plants reproduce with seeds, always.

C, non-flowering plants reproduce with seeds, that's sometimes.

And D, non-flowering plants reproduce with spores, and that was sometimes.

Fantastic work, everyone, well done.

I know that some of those statements are quite tricky.

So we're going to move on to the first task of today's lesson.

So I would like you to sort the plants into the correct place on the diagram.

If you get stuck, you can carry out some research using secondary sources to see if plants are flowering or non-flowering.

So we've got a raspberry, a peat moss, daisy, pine tree, crested woodfern, and spruce.

So I'm going to show you the diagrams on the next slide now.

So we've got flowering and non-flowering, and then we've got reproduces with seeds, and reproduces with spores.

So I want you to put those different plants into this diagram.

If you need to, go back to the earlier slides to recap on your learning to go over what the different plants go into the different boxes.

Have a go and we'll talk through the answers really soon.

So the task was to sort the plants into the correct place on the diagram.

So in our first box we have flowering and reproduces with seeds.

So we've got daisy and raspberry.

And then in the box below, we've got non-flowering and reproduces with seeds.

We've got pine tree and spruce.

And in the box of reproduces with spores and flowering, we have no plants in that box.

And in the box below for non-flowering and reproduces with spores, we've got peat moss, and crested woodfern.

So did you get those answers, or did you get some similar? Well done by having a good go at this task, everyone.

So, let's move on to the second part of today's lesson, and we're going to be thinking about observing characteristics of plants.

Now, scientists classify plants by looking at the similarities and differences in their observable characteristics.

And we learned earlier in the lesson that there are lots of different types of plants, and they look very, very different.

What characteristics of these plants could be used to help us identify them? So pause the video here, and have a look at the pictures on the screen.

What characteristics could these plants could be used to help us identify them? Have a think with your talk partner.

Fantastic work, everybody, well done.

So we could observe the shape of the leaves, whether there are flowers, whether there is fruit, how it reproduces, the colour of the leaves or flowers, what the stem is like, and whether it has thorns.

Did you think of anything else? So there were a couple of different things that we could use to observe and help us to group and classify these plants.

But did you come up with anything else? Well done for having a good go.

So scientists will consider as many different observable characteristics as possible when they're deciding how to classify plants.

Let's do a track of our learning.

Which of these is not an observable characteristic of plants? A, the shape of the petals.

B, the colour of the leaves.

C, the name of the plant.

D, whether it reproduces with seeds or spores.

So which of these is not an observable characteristic of plants? Have a think.

Super job, everyone, well done.

So the answer is C, the name of the plant.

So the name of a plant isn't an observable characteristic, it's not something that we can see.

Super job, everyone, well done.

So let's move on to the next task.

So I would like you to find four plants in your local area, or you can use the ones Alex has found on the next couple of slides.

And I would like you to make notes on as many observable characteristics as you can.

So remember that's things that you can see.

So characteristics that you can see, not necessarily the name, but thinking about the characteristics that you can see.

Use plant identification cards, a plant identifying app, or the internet to identify any of the plants that you do not know the names of.

So you could observe the shape of the leaves, whether there are flowers, whether it's fruit, how it reproduces, the colour of the leaves or flowers, what the stem is like, or whether it has thorns.

So there's lots of different things that you could observe.

So, as the task says, you can either find four plants in your local area, or you can use the ones in the next couple of slides.

So, Plant 1 here.

"Here are the plants I found," so this is Alex's example.

Got Plant 1, Plant 2, Plant 3, and Plant 4.

So have a go at this task, click play when you're ready to continue, and we'll go through an example answer.

Fantastic job, everyone, well done.

So, you may have had an answer like this.

So, Alex says, "I took photos and used a plant ID app to identify the plants, such as snowdrops, English ivy, pyracantha, and wrinkled viburnum." "My grandma helped me to use books to identify pincushion moss, buddleia, bracken, and a rhododendron bush." So Alex and Sofia have come up with these ideas.

Did you have similar ones, or did you have different ones? Well done for having a go.

I know this task was a little bit tricky, but well done for having a good go.

I'm so impressed with the work that you've produced.

So, we've learned about grouping plants, we've learned about observing characteristics of plants, and now we're gonna move on to classification keys for plants.

Now some of you may already know what classification key is.

Some of you may have even created some before.

So Izzy would like to help other children at her school to identify the plants she has found.

How could she do this? Have a think with your talk partner.

Super job, well done.

So Izzy decides to create a classification key, and she writes a series of yes or no questions to divide her plants into smaller groups until there is only one plant left at the end of each branch of her key.

Now, a really important thing to remember, with a classification key is that you can only include yes and no questions.

So these are the different plants that she has: A bracken, oak tree, daisy and a sycamore tree.

So the first question she asks is: Does the plant have a brown trunk? So under yes, we've got an oak tree and a sycamore tree, and under no, we've got a bracken and a daisy.

But we need to still ask further questions to split up the different plants.

So under yes, Izzy has decided to say, does it have acorns, we've got yes or no? So, for oak tree, we've got yes, and sycamore tree, we've got no.

And under the no section of the initial question, Izzy has asked, does the plant have flowers? So yes, it will be daisy, and a no for bracken.

So notice in Izzy's classification key, she's used yes and no questions to classify and group her different plants.

So let's do a check of our learning.

What I'd like you to do is use this classification key to identify this plant.

So, I want you to follow the different questions, follow the yes or no path, and figure out how can you identify what this plant is.

Have a go.

Super work, everyone, well done.

So we know that the answer is rosemary.

So if we go through the classification key, we've started off with, does the plant have flowers? And we can clearly see that it does.

So we go from the yes.

Then we think about the next question, are the leaves flat and round? So we can see here that actually the leaves are quite curved.

So that means the answer is no, which leads us to rosemary.

Well done everyone for having a good go at this task.

So, let's move on to the next task for today's lesson.

So I would like you to create a classification key for the plants you observed to help other children identify them.

So you can use Sofia's plants here if you didn't find many of your own.

So Sofia here has found a buttercup, a bracken, a dandelion, and a bramble.

So what I'd like you to do is create a classification key for the plants that you've observed, or you can use the ones that Sofia has observed.

If you need to, go back to the last slide to get some ideas of some of the types of yes or no questions that you can include.

And remember, all of your questions must have a yes or no answer.

Have a go and we'll talk through an example really soon.

Fantastic work everybody, well done.

I know it was quite tricky to think of those yes or no questions, but I'm so impressed with your effort and all the work that you've put in.

So, big well done to everybody.

So, Sofia says, here is my classification key.

Is it similar to yours or is it a little bit different? So Sofia has started with, does the plant have flowers? For no, she's got the bracken, and yes, to which of these she's asked another question, does it have thorns on the stem? The yes that she's able to identify a bramble, but under no, she still needs to ask another question.

Do the flowers have five petals? So under yes, she's done buttercup, and no, she's done dandelion.

So is your classification keys similar to Sofia's, or was it a little bit different? Maybe you can compare your work with your partner.

Did you use the same questions or did you use different ones? And remember, it's really important that we clearly put yes or no questions within our classification key, and that's how the classification key works.

If we didn't do that, it would not be classed as a classification key, and we would not be able to use this to help us to identify plants, or anything else that we're trying to group or classify.

Well done for your work, everyone.

So, we've now come to the end of today's lesson.

So let's do a summary of our learning.

So scientists group plants to make it easier to identify, name and learn more about them.

We divide plants into groups by looking at similarities and differences between them.

And we can classify plants according to how they reproduce and whether they are flowering or non-flowering.

So we've learned lots of different things about lots of different plants, and we've looked at some common plants that you may have heard of before, but also you've looked at some plants that you may not have heard of before or even seen before.

I'm so impressed with all of your work today.

You've worked incredibly hard on all this work about plants.

I hope you have a great rest of the day, and I'm sure I'll see you in the next science video very soon.

Bye-Bye.