Yr 3-4 Plants – Follow the poo….
This theme focuses mainly on plants but links to the animals theme “What goes in?” which is best done first.
New Curriculum links for this theme
Watch “Entry Point” video below. There is a summary of the theme, including a list of the lessons and you can also download a sample pupil workbook.
Summary of theme
Theme is introduced with entry point video (above) which is designed to capture pupils interest and get them to think about why farmers spread animal poo on fields where they grow the plants we eat for food. Why don’t we get poo flavoured crisps or brown peas?
Pupils then grow their own seeds to help them the parts of plants and what they need to survive
Pupils have a workbook to complete for each of lessons
List of Lessons
- What do plants need to grow?
- Growing Microgreens
- Eat some and then investigate what plants need with rest!
- Investigating soil.
- Scientific Mud Pies
- Report findings with Mud Pie Pie Charts!
- More to follow….
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Links to New Curriculum
This theme has specific links to the following areas of the curriculum. There are also opportunities to extend parts this theme further (the Maths around Pie Charts and recording the plants investigation) and link to other areas of the curriculum, both within this theme but also as part of ongoing learning about seasonality, (Science) food stories,(Cooking & Nutrition) local area (Geography)
Pupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description
- interpret and present data using bar charts, pictograms and tables
- interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
- solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs
- asking relevant questions and using different types of scientific enquiries to answer them
- setting up simple practical enquiries, comparative and fair tests
- making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
- gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
- recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
- reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
- using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
- identifying differences, similarities or changes related to simple scientific ideas and processes
- using straightforward scientific evidence to answer questions or to support their findings
- identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
- explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
- investigate the way in which water is transported within plants
- explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
- recognise that soils are made from rocks and organic matter.
- to create sketch books to record their observations and use them to review and revisit ideas
Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems
- select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
Technology – Cooking & Nutrition
- understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
- describe and understand key aspects of:
- human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water