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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? (thick, tough bark / spines instead of flat leaves / sticky sap (resin) / sharp thorns) → sticky sap (resin)Prompt: What would hurt or annoy an animal trying to eat it?
  2. Engineers copied thorny plants to design… (quiet shoes / barbed fences that keep animals in or out / soft pillows / smooth slides) → barbed fences that keep animals in or outPrompt: What job do thorns and spikes do?
  3. True or false? Plants can run away from animals that eat them. (True / False) → FalsePrompt: 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: fruit? (stop animals eating the plant / anchor the plant and take in water and minerals / protects seeds and helps spread them / attract pollinators so seeds can form) → protects seeds and helps spread themPrompt: Is it for growing, staying safe, or making new plants?
  2. What is this structure mainly for: stinging hairs? (growth / protection / reproduction) → protectionPrompt: 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. What is this structure mainly for: sweet nectar? (growth / protection / reproduction) → reproductionPrompt: Does it help the plant grow, stay safe, or make seeds?
  2. What does this structure do for the plant: roots? (anchor the plant and take in water and minerals / protects seeds and helps spread them / curl around supports so the plant can climb / stop animals eating the plant) → anchor the plant and take in water and mineralsPrompt: 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

Name

Date

Score/ 6

  1. Question 1

    What is this structure mainly for: winged seeds?

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

  2. Question 2

    Why do many trees in cold places drop their leaves in autumn (fall)?

    • A. To catch more sunlight in winter.
    • B. To save water and avoid frost damage when the ground is frozen.
    • C. Because birds eat them.
    • D. Because leaves are too heavy.

  3. Question 3

    What does this structure do for the plant: fruit?

    • A. attract pollinators so seeds can form
    • B. curl around supports so the plant can climb
    • C. protects the trunk from damage and disease
    • D. protects seeds and helps spread them

  4. Question 4

    What is this structure mainly for: sweet nectar?

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

  5. Question 5

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

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

  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. C. reproduction

  2. 2. B. To save water and avoid frost damage when the ground is frozen.

  3. 3. D. protects seeds and helps spread them

  4. 4. C. reproduction

  5. 5. B. Big leaves catch light in the shade; pointed tips let rain drip off.

  6. 6. A. growth