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Science lesson plan · 4th grade (Year 5 in England) · 30 minutes

Plant structures for growth, survival and reproduction

Plants

CCSS NGSS.4-LS1-1England: KS2 Y3 Plants

Objective and success criteria

Students will: Plant structures for growth, survival and reproduction.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: How plants protect themselves

Leads to: the next skill in this area.

Materials: Real plants or seeds, Hand lenses, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (How plants protect themselves). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. How is this plant part protected: a pine tree wound? (sharp thorns / thick, tough bark / prickly edges / sticky sap (resin)) → sticky sap (resin)Prompt: What would hurt or annoy an animal trying to eat it?
  2. Holly leaves near the ground are very prickly, but leaves high up are often smoother. Why might this be? (High leaves are older. / Animals like deer can only reach the low leaves. / High leaves are not real leaves. / The wind blows the prickles off.) → Animals like deer can only reach the low leaves.Prompt: Which leaves are in danger of being eaten?
  3. True or false? Cactus spines are a kind of leaf. (True / False) → TruePrompt: Plants cannot move. How else could they stay safe?

Hook · 3 min

  • Bring in a plant that has been kept in the dark next to one in the light, and ask what happened.
  • Share the objective: Plant structures for growth, survival and reproduction. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: What does this structure do for the plant: thorns?
  • Step 1: So the answer is: stop animals eating the plant
  • Answer: stop animals eating the plant
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. What does this structure do for the plant: thorns? (stop animals eating the plant / attract pollinators so seeds can form / protects seeds and helps spread them / curl around supports so the plant can climb) → stop animals eating the plantPrompt: Is it for growing, staying safe, or making new plants?
  2. What is this structure mainly for: sweet nectar? (growth / protection / reproduction) → reproductionPrompt: Does it help the plant grow, stay safe, or make seeds?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Cactus plants have thick, fleshy stems and spines instead of wide leaves. How does this help in a desert? (They attract more animals to eat them. / They store water and lose very little. / They catch more rain on wide leaves. / They grow faster in the cold.) → They store water and lose very little.Prompt: What is scarce in a desert?
  2. What does this structure do for the plant: fruit? (stop animals eating the plant / protects seeds and helps spread them / stops the leaves losing too much water / curl around supports so the plant can climb) → protects seeds and helps spread themPrompt: Is it for growing, staying safe, or making new plants?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: How plants protect themselves.
  • Use concrete materials: real plants or seeds.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.

Free lesson plan from eurekami.com/lesson-plan-builder

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Plant structures for growth, survival and reproduction

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Date

Score/ 6

  1. Question 1

    What does this structure do for the plant: thorns?

    • A. protects seeds and helps spread them
    • B. stop animals eating the plant
    • C. protects the trunk from damage and disease
    • D. stops the leaves losing too much water

  2. Question 2

    Why do trees in rainforests often have huge leaves with pointed tips?

    • A. To stop pollination.
    • B. To store snow.
    • C. Big leaves catch light in the shade; pointed tips let rain drip off.
    • D. To keep warm in winter.

  3. Question 3

    What is this structure mainly for: a stem carrying water up?

    • A. growth
    • B. protection
    • C. reproduction

  4. Question 4

    What does this structure do for the plant: flowers?

    • A. stop animals eating the plant
    • B. protects seeds and helps spread them
    • C. protects the trunk from damage and disease
    • D. attract pollinators so seeds can form

  5. Question 5

    Water lilies have air spaces in their stems and leaves. How does this help?

    • A. They make the water warm.
    • B. They keep fish away.
    • C. They sink to the bottom.
    • D. The leaves float on the surface to reach sunlight.

  6. Question 6

    What is this structure mainly for: leaves catching light?

    • A. growth
    • B. protection
    • C. reproduction

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Answer key: Plant structures for growth, survival and reproduction

  1. 1. B. stop animals eating the plant

  2. 2. C. Big leaves catch light in the shade; pointed tips let rain drip off.

  3. 3. A. growth

  4. 4. D. attract pollinators so seeds can form

  5. 5. D. The leaves float on the surface to reach sunlight.

  6. 6. A. growth