Plants

Science Year 3/4 A Feast of Flowers, Fruits and Seeds

Create a feast of flowers, fruits and seeds. Over the sessions, build up expertise on plant lifecycles, understanding the importance of flowers, bees, fertilisation, and the huge variety of fruits and seeds. Know how each stage in the lifecycle can provide delicious, nutritious food and cook up some mouth-watering dishes to serve at your feast. But this will be a feast with a difference, each course will be accompanied by a fascinating presentation of facts and information about plant life cycles.

Session 1 The power of flowers

Objectives

Discover some amazing facts about flowers and make close observations of different flowers with magnifiers. Learn that some flowers are edible and make a beautiful, delicious salad. Discover that the mysterious parts in the centre of flowers are the reproductive parts and create a simple model of them in the plenary.

Science Objectives
i) Explore the part that flowers play in the life cycle of flowering plants.

Working Scientifically

  1. Make systematic and careful observations.
  2. Record findings using simple scientific language, drawings and labelled diagrams.

Other Curriculum Areas
Art

  • Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.
  • Learn about great artists, architects and designers in history (W. Keble Martin).

You Will Need

Provided Resources

  • Teaching and Plenary PowerPoints
  • List of Flower Clues
  • Botanical Painting reminder sheet
  • Template for flower petals (plenary)
  • Teachers’ Notes

Additional Resources

  • A box with a lid and specimen flowers for drawing
  • A selection of edible flowers
  • Cauliflower, broccoli, salad leaves, optional other salad ingredients (choose from cherry tomatoes/radishes (1-2 per child), peas, sweetcorn, cucumber) and salad dressing
  • Cooking equipment for one third of the class
  • Cooking aprons, chopping boards, short handled knives, forks and teaspoon
  • Small plastic pudding dishes or disposable cups (1 per child)
  • Disposable forks (1 per child)
  • Water colour pallets and mixing pallets (or water-soluble colouring pencils)
  • Jug and water pots
  • Good quality art paper cut into sheets (A4 size approx.), fine brushes and rulers
  • Per group of 3: 6 cotton buds with the bud at one end cut off and 1 with both ends cut off, a lump of Plasticine the size of a conker, a pair of scissors and a sheet of A4 coloured card

Teaching and Activities

Teaching

  • Observe a range of different flowers closely using magnifiers.
  • Record observations using annotated drawings, paintings and notes.

Activities

  1. Play a guessing game to introduce the new topic and introduce some fascinating flower facts (Yrs3&4).
  2. Closely observe a variety of flowers with magnifiers and record this in the form of annotated botanical illustrations (Yr3 3-4 annotations, Yr4 4-6 annotations).
  3. Create a model flower and begin to know and name the male and female parts within it (Yrs3&4).

Investigation - observation/analysing secondary sources
Flowers, fruits and seeds are crucial to the lifecycle of plants but they are also nutritious foods. Discover which flowers are edible and taste some examples. Study a variety of different flowers use hand lenses for close observation. Discover that flowers usually have male and female parts. Make a flower salad.
Year 3 - Make annotated drawings of a variety of flowers.
Year 4 - Create a Flower Fact file from research of different sources.

Vocabulary
Botany, botanist, botanical, petals, reproduction, male, female, stigma, style, stamens

Session 2 All in a flower

Objectives

Learn more about the mysterious reproductive parts in the centre of flowers and how the stigmas of one flower are dried to make the most expensive and exotic spice in the world - saffron. Use it to make a vegetable paella and make some stunning 3D labelled flowers.

Science Objectives
i) Explore the part that flowers play in the life cycle of flowering plants.

Working Scientifically

1. Identify differences, similarities or changes related to simple scientific ideas and processes.

Other Curriculum Areas
Design and Technology

  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
  • Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.

You Will Need

Provided Resources

  • Teaching and Task PowerPoints
  • 2 Task sheets (Y3 and Y4)
  • 2 petal templates
  • Recipe for Saffron Vegetable Paella
  • Teachers’ Notes

Additional Resources

  • Cooking ingredients for saffron paella (see recipe)
  • Cooking equipment: large lidded saucepan, 2 measuring jugs, cooking scales, bowls or tubs to store prepared ingredients, chopping boards, cooking knives, forks, plates, teaspoon, fine graters, lemon squeezers, kettle to make stock, serving spoon
  • Bowls or disposable cups and forks (1 per child) to serve
  • A selection of coloured paper cut into 21 cm squares
  • Scissors, card egg boxes and PVA glue and spreaders
  • Cotton buds (at least 7 per child) and Plasticine
  • Felt tip pens and colouring pencils

Weblinks
A short film on how flowers make seeds from www.bbc.co.uk

Teaching and Activities

Teaching

  • Understand that flowers vary in size, colour, shape and form but all play a crucial role in reproduction.
  • Be able to identify and describe the role of the male and female parts in a flower.

Activities

  1. Rehearse the names and functions of the parts within a flower (Yrs3&4).
  2. Create colourful labelled 3D flower models (Yr3 using key word prompts, Yr4 without prompts).
  3. Help to prepare all the ingredients to make a saffron, vegetable paella (Yrs3&4).
  4. Discuss where ingredients come from and experience the cooking and eating of some paella (Yrs3&4).

Investigation - analysing secondary sources/observation
Discover the secret of saffron (made from dried crocus stigmas) – the most expensive spice in the world. Observe and identify the male and female parts of a flower and learn their function. Make saffron bread and some simple model flowers to demonstrate stigmas and stamens.
Year 3 - Write annotated labels using prompts.
Year 4 - Write annotated labels.

Vocabulary
Reproduction, male, female, stigma, style, seed, nectar, stamens, pollination, fertilisation

Session 3 Operation pollination

Objectives

Discover the essential role of bees and other insects in the pollination of flowers and create fabulous bee hand puppets in pairs. Use your puppet to create a beautiful wildlife (documentary style) pollination sequence together with an explanatory commentary.

Science Objectives
i) Explore the part that flowers play in the life cycle of flowering plants.

Working Scientifically

  1. Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.

Other Curriculum Areas
English

  • Give well-structured descriptions, explanations and narratives for different purposes.
  • Participate in discussions, presentations, performances and role play/improvisations.

You Will Need

Provided Resources

  • Task, 3 Strikes Quiz and Answers PowerPoints
  • Recipe for Honey Dippers
  • Task Sheet and Waggle Dance Game Instructions
  • Bee Wing Template
  • Teachers’ Notes

Additional Resources

  • Bee puppet: enough resources for one puppet between two
  • A black sock, 3 pipe cleaners, a rubber band, a ball of scrunched up tissue paper
  • 4 strips of yellow dishcloth (approx. 2cm wide)
  • 2 lengths of garden wire (each about 14cm)
  • A wooden skewer
  • A cardboard wing template (see resources)
  • PVA glue and brushes/spreaders
  • Paper an A4 sheet of thin white card and scissors
  • Honey dip and dippers
  • Small bowl or cup and a plate
  • 2 tablespoons and a teaspoon
  • Ramekin plus other equipment and ingredients depending on which optional ingredients you use (see recipe and Teachers’ Notes).

Teaching and Activities

Teaching

  • Understand the role of bees and other insects in the pollination and fertilization of flowers.
  • Discover how bees communicate the location of a nectar source through a waggle dance.

Activities

  1. Discover the role played by insects in pollination and play a quiz game to reinforce vocabulary and concepts (Yrs3&4).
  2. Learn to do a Waggle Dance and know this is how bees communicate with other bees (Yrs3&4).
  3. Create bee puppets in pairs and use them to be wildlife presenters by writing an explanatory commentary (Yrs3&4 but with higher expectation of Yr4 in terms of leadership and outcome).
  4. Play a Waggle Dance game to communicate the location of a target ‘flower’ (Yrs3&4).

Investigation - analysing secondary sources, observation
Discover the role of bees and other creatures in pollinating flowers whilst collecting nectar. Make a honey dip/ dressing. Learn how pollination takes place. Make model bees.
Year 3 - Sequence the events of pollination.
Year 4 - Write the sequence of events that lead to pollination.

Vocabulary
Bee, pollen, nectar, waggle dance, honey, hive, pollination, fertilization, attract, transfer, stamen, style

Session 4 Fruits galore!

Objectives

Can you work out what happens to a plant after the flower has been pollinated? Use your scientific observation skills to help. Then create a delicious fruit salad and make some amazing pastel drawings of sections through different fruits.

Science Objectives
i) Explore the part that flowers play in the life cycle of flowering plants.

Working Scientifically

  1. Record findings using simple scientific language, drawings and labelled diagrams.
  2. Use straightforward scientific evidence to answer questions or to support their findings.

Other Curriculum Areas
Art

  • Improve their mastery of art and design techniques, including drawing and painting.

Design Technology

  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

You Will Need

Provided Resources

  • Sequencing Task Answers and Teaching PowerPoints
  • Sequencing Task and Answers Sheet
  • Stages of fruit development in photographs
  • Differentiated task sheets
  • Teachers’ Notes

Additional Resources

  • Colour copies of the Sequencing Task (enough for one between two) and Task sheets
  • Sample plants that show the sequence of development after pollination
  • Sharp knife
  • Large sheets of tissue paper
  • Magnifying lenses
  • For fruit salad: a selection of fruits, chopping boards or plates, cooking knives, forks, a large bowl, a class set of small bowls or cups and teaspoons
  • For drawing activity: a selection of cut pieces of sugar paper in earthy shades, pastel crayons or other good quality art crayons, slices of fruit showing seed formation

Weblinks
Runner bean plants growing from www.bbc.co.uk

Teaching and Activities

Teaching

  • Make first-hand observations of the development of fruits from flowers.
  • Use evidence to form theories.
  • Understand the process of how fruits develop from pollinated flowers.

Activities

  1. Consolidate knowledge of pollination by doing a sequencing puzzle in pairs (Yrs3&4).
  2. Examine plant specimens that show the development of fruits from pollinated flowers and generate questions and theories about the process (Yrs3&4).
  3. Explain how fertilization takes place and how this leads to the development of fruits and seeds (Yr3 using a cloze task and Yr4 using key words as prompts).
  4. Make detailed pastel drawings of sections through fruits (Yrs3&4).
  5. Cut up fruits for a shared class fruit salad (Yrs3&4).

Investigation - exploration, problem solving, classifying and identifying
What happens after pollination and fertilisation? Fruits develop. Make a delicious fruit salad. Discover that fruits hold seeds. Investigate a wide variety of different fruits, pods, berries etc. that “package” seeds. Group them in different ways. Why are there so many different types?
Year 3 - Draw a section through a fruit and write a short explanation of how it has developed from a flower using cloze procedure.
Year 4 - Draw a section through a fruit and write a short explanation of how it has developed from a flower using key words as prompts.

Vocabulary
Stigma, style, ovary, ovules, pollen grains, pollination, fertilization, fruit, pod, seeds

Session 5 Gone with the wind!

Objectives

Can you solve the mystery of why nature packages its seeds in so many different ways? Use your classification skills to sort fruits into different types and learn the many different ways that seeds can be dispersed. Set up a fair test to discover the perfect ‘paper’ seed for wind dispersal.

Science Objectives
i) Explore the part that flowers play in the life cycle of flowering plants.

Working Scientifically

  1. Ask relevant questions and use different types of scientific enquiries to answer them.
  2. Set up simple practical enquiries and comparative and fair tests.
  3. Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

You Will Need

Provided Resources

  • A set of colour fruit sorting cards cut up into individual cards
  • Paper-copter templates (2 per sheet) trimmed - enough for several per child

Additional Resources

  • Fruits for sorting
  • Paper plates to hold cut sections
  • Sticky notes and scissors
  • Various paper-copter templates - use the enlarge and reduce function on the photocopier to provide a range templates sizes
  • Cardboard templates - standard size with pen holes at the 3 large black dot points
  • Selection of 5 different types of paper/card and paperclips
  • Task sheets copied ready for the 4 different challenges

Teaching and Activities

Teaching

  • Classify fruits according to their similarities and ask questions about the variety of fruits.
  • Investigate wind dispersal by setting up a fair test to compare the flight of different paper spinners.

Activities

  1. Classify fruits into groups according to similarities of structure and type (Yrs3&4).
  2. Investigate wind dispersal by setting up fair tests to determine the effect of varying size/weight (Yr3) or material/shape (Yr4) on the flight of a paper spinner.
  3. Record and report on results and then use them to generate further questions (Yrs3&4).

Investigation - exploring, fair testing, problem solving
Why are there so many types of fruit/seed? For different types of dispersal. Make some easy granola bars. Investigate types of dispersal e.g. animals, water and wind dispersal.
Year 3 - Conduct a simple investigation to answer a question on dispersal.
Year 4 - Explore a variety of factors that may affect wind dispersal.

Vocabulary
Fruit, seed, parent plant, dispersal, germination, investigate, fair test, record, results

Session 6 What a feast!

Objectives

It’s time to prepare your presentations for guests at the feast. Teach them some amazing facts about the life cycle of flowering plants using a choice of techniques from dance, puppetry, drama and narration to art, sculpture and writing. Make and taste some delicious chewy granola bars and test your knowledge with a quiz!

Science Objectives
i) Explore the part that flowers play in the life cycle of flowering plants.

Working Scientifically

  1. Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.

Other Curriculum Areas
English

  • Give well-structured descriptions, explanations and narratives for different purposes.
  • Participate in discussions, presentations, performances and role play/improvisations.

You Will Need

Provided Resources

  • Quiz and Quiz Answer PowerPoints
  • Recipe for Chewy No Bake Granola Bars
  • Task Sheets
  • Quiz sheet
  • Answer sheet

Additional Resources

  • Ingredients for Chewy No Bake Granola Bars: porridge oats, rice crispy cereal, chopped nuts, dried fruit, mixed seeds, butter/dairy free margarine, brown sugar, honey
  • Cooking equipment: weighing scales, tablespoons, dessert spoon, knife, very large mixing bowl or other large, clean container
  • Access to a hob or microwave oven and either a saucepan or plastic jug accordingly
  • A large metal tray (24cm x 33 cm approx.) and paper napkins to serve
  • Access to a fridge
  • Access to the internet for research
  • Paper, card, felt pens and crayons
  • Access to the outcomes from previous sessions, e.g. model flowers, bee puppets, drawings and paintings, paper-copters

Teaching and Activities

Teaching

  • Recap on all our knowledge and understanding of flowers, fruits and seeds.
  • Prepare a variety of displays, explanations and presentations for guests at the Feast of Flowers, Fruits and Seeds.

Activities

  1. Make chewy no bake granola bars and discuss the origins of the various ingredients (Yrs3&4).
  2. Work in groups to prepare a presentation of information or findings to an audience (Yrs3&4 working together but with higher expectations of Yr4 children).
  3. Take part in a quiz on flowers, fruits and seeds to assess knowledge and understanding of the scientific concepts and vocabulary introduced in this block (Yrs3&4).

Investigation - analysing secondary sources
Divide up into teams to present the different foods to guests at the feast (flowers, saffron stigmas, honey, fruits and seeds. Work together on team presentations using drawings, models, dance, PowerPoint slides, narration, quizzes etc. to accompany each course.
Year 3 /Year 4 - Take on different roles within a mixed aged group.

Vocabulary
All vocabulary introduced during this block