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Science lesson plan · 1st grade (Year 2 in England) · 45 minutes

What plants need to grow

Plants

CCSS NGSS.K-LS1-1CCSS NGSS.2-LS2-1England: KS1 Y2 PlantsEngland: KS2 Y3 Plants

Objective and success criteria

Students will: What plants need to grow.

  • 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: Seeds, bulbs and germination; Plants make food from air and water; Plant growth experiments: read the results

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

Warm-up · 5 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 makes seeds? (the roots / the flower / the leaves / the stem) → the flowerPrompt: Bees visit this colourful part.
  2. Plant parts: which statement is true? (Leaves are usually green. / Roots grow up towards the sky. / Only flowers are part of a plant. / Trees are not plants.) → Leaves are usually green.Prompt: Picture a plant from its roots to its flower.
  3. The trunk of a tree is a very thick… (leaf / root / stem / flower) → stemPrompt: It holds the tree up.

Hook · 5 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: What plants need to grow. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Which of these does a plant need to grow well?
  • Step 1: Plants need light, water, air and the right temperature.
  • Step 2: So the answer is: light
  • Answer: light
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 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. Which of these does a plant need to grow well? (darkness all day / light / sweets / loud music) → lightPrompt: What does a plant get from the Sun?
  2. What plants need: which statement is true? (Plants never need water. / The more water you give a plant, the better it always grows. / Plants grow best in the dark. / Plants grow best at a suitable temperature, not too hot or too cold.) → Plants grow best at a suitable temperature, not too hot or too cold.Prompt: Think about what keeps a plant healthy.

You do: independent practice · 10 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 · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. A plant on a windowsill bends towards the window. Why? (The window is cold. / It wants to look outside. / It is falling over. / It grows towards the light.) → It grows towards the light.Prompt: Where does the light come from?
  2. What plants need: which statement is NOT true? (Plants grow best in the dark. / Plants take in minerals (nutrients) from the soil through their roots. / Plants need air. / Plants need water.) → Plants grow best in the dark.Prompt: One sentence is a common mistake.

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

  • Move on to: Seeds, bulbs and germination; Plants make food from air and water; Plant growth experiments: read the results.
  • 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-1.

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

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What plants need to grow

Name

Date

Score/ 6

  1. Question 1

    A plant is not watered for a long time. What happens?

    • A. It grows taller.
    • B. It wilts (droops) and may die.
    • C. Its leaves turn blue.
    • D. It makes more flowers.

  2. Question 2

    What plants need: which statement is true?

    • A. Plants eat soil to get their food.
    • B. Plants never need water.
    • C. Plants take in minerals (nutrients) from the soil through their roots.
    • D. The more water you give a plant, the better it always grows.

  3. Question 3

    What plants need: which statement is NOT true?

    • A. Plants need light to grow well.
    • B. Plants take in minerals (nutrients) from the soil through their roots.
    • C. Plants eat soil to get their food.
    • D. Plants need water.

  4. Question 4

    Which of these does a plant need to grow well?

    • A. loud music
    • B. sweets
    • C. light
    • D. darkness all day

  5. Question 5

    A plant on a windowsill bends towards the window. Why?

    • A. The window is cold.
    • B. It is falling over.
    • C. It wants to look outside.
    • D. It grows towards the light.

  6. Question 6

    A plant is left in a dark cupboard for two weeks. What will probably happen?

    • A. Nothing changes.
    • B. It turns pale and weak.
    • C. It grows flowers faster.
    • D. It grows greener.

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Answer key: What plants need to grow

  1. 1. B. It wilts (droops) and may die.

  2. 2. C. Plants take in minerals (nutrients) from the soil through their roots.

  3. 3. C. Plants eat soil to get their food.

  4. 4. C. light

  5. 5. D. It grows towards the light.

  6. 6. B. It turns pale and weak.