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

Group plants: flowering and non-flowering

Plants

CCSS NGSS.4-LS1-1England: KS2 Y4 Living things and their habitatsEngland: KS2 Y6 Living things and their habitats

Objective and success criteria

Students will: Group plants: flowering and non-flowering.

  • 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: Parts of a plant

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 (Parts of a plant). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which part of a plant takes in water from the soil? (the flower / the stem / the roots / the leaves) → the rootsPrompt: Which part is under the ground?
  2. Plant parts: which statement is true? (Roots grow up towards the sky. / Trees are not plants. / Leaves take in water from the soil. / Roots hold a plant in the ground.) → Roots hold a plant in the ground.Prompt: Picture a plant from its roots to its flower.
  3. Which part of a plant makes food using sunlight? (the stem / the roots / the seeds / the leaves) → the leavesPrompt: Which part is usually green and flat to catch the light?

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: Group plants: flowering and non-flowering. 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: Is this a flowering or a non-flowering plant: grass?
  • Step 1: Flowering plants make flowers, then fruits holding seeds.
  • Step 2: So the answer is: flowering plant (makes seeds in flowers and fruits)
  • Answer: flowering plant (makes seeds in flowers and fruits)
  • 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. Is this a flowering or a non-flowering plant: moss? (flowering plant (makes seeds in flowers and fruits) / non-flowering plant) → non-flowering plantPrompt: Does it ever grow flowers, even small green ones?
  2. Mosses have no roots, so where do they usually grow? (inside rocks / in damp, shady places / in hot, dry deserts / floating in the open sea) → in damp, shady placesPrompt: How do mosses take in water without roots?

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. Mosses have no roots, so where do they usually grow? (in hot, dry deserts / in damp, shady places / inside rocks / floating in the open sea) → in damp, shady placesPrompt: How do mosses take in water without roots?
  2. Is this a flowering or a non-flowering plant: moss? (flowering plant (makes seeds in flowers and fruits) / non-flowering plant) → non-flowering plantPrompt: Does it ever grow flowers, even small green ones?

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: Parts of a plant.
  • 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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Group plants: flowering and non-flowering

Name

Date

Score/ 6

  1. Question 1

    Where does a pine tree make its seeds?

    • A. in cones
    • B. in fruits
    • C. underground
    • D. in flowers

  2. Question 2

    Three of these are non-flowering plants. Which one is NOT?

    • A. pine tree
    • B. fern
    • C. yew
    • D. apple tree

  3. Question 3

    Is this a flowering or a non-flowering plant: yew?

    • A. flowering plant (makes seeds in flowers and fruits)
    • B. non-flowering plant

  4. Question 4

    Grass doesn't seem to have flowers. Why is it called a flowering plant?

    • A. It has tiny green flowers that are pollinated by the wind.
    • B. It grows from spores.
    • C. It has no flowers at all.
    • D. It makes cones.

  5. Question 5

    Is this a flowering or a non-flowering plant: cactus?

    • A. flowering plant (makes seeds in flowers and fruits)
    • B. non-flowering plant

  6. Question 6

    How do ferns reproduce without flowers or seeds?

    • A. with spores from brown dots under their leaves
    • B. with fruit
    • C. with cones
    • D. with bulbs only

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Answer key: Group plants: flowering and non-flowering

  1. 1. A. in cones

  2. 2. D. apple tree

  3. 3. B. non-flowering plant

  4. 4. A. It has tiny green flowers that are pollinated by the wind.

  5. 5. A. flowering plant (makes seeds in flowers and fruits)

  6. 6. A. with spores from brown dots under their leaves