Practical skills

Raw and synthetic materials

Plants

Adaptations

Light & dark

Magnetism

States of matter

Rock cycle

Human anatomy

Ecosystems

Electrical circuits

Sound

Separating mixtures

Physical and chemical changes

Reproductive cycles

Notable scientists

Forces

Space

Particles in physical and chemical changes

Sustainability

Humans and animals over time

Diet and lifestyle

Light

History of science

Science

Y3 Science

Key Stage 2

Year 3

UNIT

In this lesson we are going to learn about what plants need to grow.  Then we will learn about variables in order to set up a simple experiment to test the effect of water on the growth of a plant.

What conditions could we change to investigate the growth of a plant?

In this lesson, we will learn the five basic parts of a plant and write a conclusion for our practical experiment.

What are the parts and functions of a plant?

﻿Hi everybody. And welcome back to your science lessons, with me, Miss Roberts. So first things first you need to do is if you want to, you can go get your favourite teddy and sit them by the screen so that you can tell them all of your learning for today. Pause the video and go and do that now. Okay, so we are ready to start soon. You are going to need, a pencil or pen, a ruler, and then something to write on. So you might want to use a notebook or a piece of paper or whatever you can, to write on. Go and grab that now. Okay. So you've done your retrieval quiz. So first thing that we're going to look at, is we're going to look at the parts of the plant. And then I like to make flashcards for all of the information. So the key vocabulary, the parts of the plant, the function of each part, and then, I check them each day using the Leitner system, which you can also look up. And that helps me to remember all of my facts. So that's just a reminder about that. Let's have a look at our star words. So my turn, your turn remember. So the first one is, function. Function, well done. Each part of the plant has a function. So can you do the actions with me? Each part of the plant has a function, well done. Next one down here, is roots. Your turn, roots. And I'm going to put my hands down like this, like my roots. And they go down into the earth. My turn, your turn, roots. Well done. Now the next one is absorb. My turn, your turn, absorb, well done. Absorb. Absorb is to take in, absorb is to, take in. Well done. Next one is leaves. My turn, your turn, leaves. Leaves. I'm going to pretend I'm a plant and I've got some leaves in my hand. Leaves, your turn. Well done. Next one, is flower. Can you pretend to be a flower? My turn, your turn, flower. Flower, well done. Oh, I love those beautiful flowers. Somebody even did that, and that looked really good too. Well done and, seeds. Your turn, seeds. Good, now I've done a very small motion for seeds, 'cause the seeds are the small part of the plant, that fall and make new flowers and new plants. So seeds, your turn. Good. And the last one, is my favourite action. The last one is stem, your turn, stem. And we'll learn more about all of those star words during today's lesson. Well done team for your actions. Give yourself a pat on the back so far. So, let's have a look. What are the parts of a plant? Let's do some reading together and we'll find out what the key parts of the plants are. Can you read with me out loud? Most plants have the same basic parts. Each part of the plant has a function, that helps the plant to survive. The roots of a plant, are usually found growing under the soil. They help to hold the plant in place and absorb, oh, someone's found a star word, absorb means take in water and nutrients from the soil. So they absorb, they take in nutrients and water from the soil, and that is done by the roots, well done. Let's keep reading. The stem. Oh, well done. The stem supports the plant so that it stays upright, and it moves water and nutrients from the root to other parts of the plant. So you can see in the diagram on the right that the stem, connects the roots in the ground all the way up to the top of the plant. And so you can go also, you can go to the leaves, you go to the seeds and also it goes to the flower. So it connects everything up. And it also, is nice and strong, so it holds up the plant upright. Let's keep reading. The leaves of the plant, are where the plant is able to make its own food. And they can come in lots of different shapes and sizes. Many plants also have flowers. Well done, oh, I love your beautiful flowers team. During some parts of the year, flowers produce seeds, which form new plants. Well done team. So you can see in the diagram, there is a flower at the top, and there were also some small seeds here. So we've learned that there are, the roots, that are connected to the stem and the stem can go off and be leaves, or seeds, or a flower. So those are the five parts of a plant. What I'd now like you to do to embed that knowledge into our brains. We can practise it, by drawing a plant. You can see my book here. And I've drawn myself, I've written the title, so that my book looks really neat. So I've written science lesson two, 'cause it's our second science lesson together. And then, what I've done is I've drawn myself a plant. I've drawn the roots, I've drawn the stem, I've drawn the leaves. I've drawn the flower and I've drawn some small seeds, and I've coloured it in. Looks a little bit like a disney rose or something. You can draw yours. You can colour yours, whatever colour you want to. I want you to draw a plant and then label it with the five parts of the plant. Pause the video and go and do that now. Well done. I can't wait to see all of your drawings have a plant. If you want to, you can ask your adult to put it on Twitter and you can show me, 'cause I really would love to see your work. This is what mine looked like when I labelled it. I had my title over here, which said parts of a plant. And then I labelled the flower, the seeds, the leaves, the roots and the stem all together. So if you need to go back and edit one of your labels, or if you've forgotten one of them, then please add it onto your drawing now. If you need to pause the video, you can do that. Okay So now we've looked at parts of the plant. Now let's look what the function of each part is. So the function is as a bit like a role. So within a school, you have lots of people have different functions. So you have teachers, who are there to teach. You have students, who are there to learn. You might have dinner ladies who help to serve your lunches. Or you might also have lots of other people in the school, all who have a different function. In the plant, the five parts that we've looked at all have a different function, so let's find out what it is. What I'd like you to do is, I would like you to think about setting up your page, just like mine. So on the left-hand side, you have a column, which says part. And on the right, you have a column that says function. I have written the five parts of the plant down; leaves, stem, roots, flowers, and seeds. And I'd like you to do the same. Pause the video and set up your page now. Well done. Now, using what we've already read, if you need to, you can go back and read our comprehension again. What I'd like you to now do is using that comprehension and using this table, I'd like you to match up with the functions of each part of the plant. Let's read these functions together, and then it's going to be up to you to write them in your table with your neat handwriting, and seeing if you can match the correct definition of the function to the correct part of the plant. Are you ready? Let's read. In the pink box on the top left, produces seeds which form new plants. Produces seeds which form new plant, I wonder from our reading, whether you can remember which part of the plant that is. Don't tell me yet. Next one in the purple box. Make food for the plant. Oh, which part is in charge of making food for the plant? Which part of the plant is that the function for? The next one, the top right in the bright blue, holds the plant upright, and moves water and minerals to other parts of the plant. I gave you a bit of a clue there, with my action. Bottom left, forms new plants. What do those things that fall off and form new plants? I wonder if you can remember. If you can't remember, you need to go back to the video where we did our reading together and see, if that reminds you once you've read that through. And lastly in orange, holds the plant in place and absorbs water and minerals from the soil. Oh, soil, that's a good reminder, that's a bit of a clue, isn't it? Which part of the plant is in the soil? So, now you've got your definitions on the screen. You're going to fill them in, under the function column that you've already drawn in your books. Pause the video and write out the correct function for the correct part of the plant now. Well done, I wonder how you got on with that team. Let's see if you are correct. I'm now going to put the answers on the screen. So if you need more time, pause the video before I show you the answers. Are you're ready? Do have a bit of a, send some answer vibes, to the screen and see if we can get them on. Are you ready? Show me some vibes for the answers, ready, steady. Wow, there we go. So, produces seeds which forms new plant, that's the flower. The leaves, are in charge of making food for the plant. The stem, holds the plant upright. That was my clue, remember. The seeds, form new plants and the roots, hold the plant in place and absorbs water and minerals from the soil. If you need to edit some of those and you've got one of them wrong, that's okay. You can just change it now on your piece of paper and pause the video, off you go. Well done. So, now that we've learned more about the parts of the plant and what they do, let's go back to our investigation that we planned, and set up last week. So I set up the investigation, where I had two plants. These were basil plants that I set up in my pots. I have pot number one and I had pot number two. And, if you remember in the investigation, there was one thing that I was going to change. I had an independent variable that I was going to change, wonder if you can remember. Can you tell your screen? Well done, it was how much water I was going to give it. So plant number one, I gave no water to. And plant number two, I watered a little bit each day. To see if that had an effect, on any part of the plant growing. Maybe it grew really tall, maybe it grew, lots and lots of leaves. So I wanted to observe the change. My water was my independent variable, and the observing a measuring I would do of the size of the plant, was my which variable? Dependent, well done. Because it depended on how much water I was giving it. There were lots of other things I was keeping the same, such as; keeping it in the sunlight, keeping it in the same pot. I didn't change the temperature of the room very much. And I tried to keep the soil, it was in the same, I didn't move it around. All of those other variables are called what, can you tell your screen? They're called, control variables. Well done, they're called control variables. So shall we find out what happened to the plant number one, and plant number two? And see in our experiment, if there was an observable change in our dependent variable, which was the plant. Let's have a look. Should we have a drum roll? Ready? Oh my goodness. Take your peak team. In plant number one on the left, you can see that it looks, it looks a little bit sad, doesn't it? Can you see the size of the leaves? Are they very big or are they very small? They look very small to me, almost like they've wilted and the plant is drooping. It is not upright. It hasn't grown very much, and it certainly doesn't look very healthy. Plant number two, however, which is the one I gave a bit of water each day to. I can see that it's grown tall. I can see that it's grown some leaves, and it looks very green and bright and healthy. So what does that mean team? Can you tell your screen? What does that mean about plant number two? Yeah, well done. It means that the water, is really important for the plant and that's what we learned last week, wasn't it? We knew that, one of the key things that plants need to grow and survive is water. What were the other three? Can you tell your screen? Sunlight, well done. It also needed, air well done, what's the last one? Nutrients, well done. Are you sure it didn't need cups of tea? Really? Lenny is saying that he likes drinking tea, but he knows that it's not what plants are allowed to eat. Otherwise it might die. So let's have a think about writing a conclusion. A conclusion is like I think there's like the end, and it sums up what's happened in our practical investigation. So, in the text on the screen, it says, fill in the conclusion to describe what you found out in your investigation. Let's read together. So let's go to the start over here, my nice little pointer. In our investigation, we wanted to find out what effect the amount of, had on how high our plant would grow. Our plant that was given water were, and our plants that were not given water were, in conclusion, we found that, I wonder if you could fill in the table. Oh, sorry, it's not a table. Fill in the text. All of the blanks, need to be filled in by one, or more than one word. So for instance, we found that at the end, needs to have a phrase rather than just one word. See if you can write that out in your books, filling in the blanks. Now team, I know that it says, the plants, because sometimes you can do this experiment, with lots of plants. I only did it with one plant giving water and one plant with no water. So don't worry about the text at the moment, because it's an example of what you could do if you were using lots and lots of different plants. So, I want you to write out the results from my experiment in your conclusion now. Pause the video and fill in the blanks. Off you go. Well done. Let's see if you were close to the answers that I've got. So in our investigation we wanted to find out what effect the amount, of water, well done. I'm sure you all got that one, had on how high our plants would grow. Our plants that were given water were, healthy and had lots of leaves. If you said green or tall or had lots of green leaves, that would also be correct. It doesn't have to be the exact wording team. You're the scientist. I'm also a scientist. So we can word it in our own ways, using our own observations. You need to imply that it's healthy, and it's done lots of growing. Our plants that were not given water were, I put, not growing and shrivelled, because as I said, it was drooping, the leaves were very small and it looked really sad. Which I would scientifically say it was shrivelled. So in conclusion, we found that plants need water to grow and be healthy. So that shows what we learned last week, that plants really do need water. So team, I wonder if you want to have a go. If you haven't done so already, and you want to have a go, you can ask your grownup, to set up the experiment for you, with two plant pots and a small plant in each one. You can then choose your independent variable. I chose water. You could choose sunlight, as a different example for your practical investigation. You need to ask an adult to help you with that. Please don't try it by yourself. And if you want to, you can send me your results, and you could even write your own different conclusion to the one I wrote, and see what happens to your plants. I wonder if you could make a prediction. Let's read the text on the screen. What do you predict would happen if you kept a plant in a cupboard without sunlight for a week? what do you think would happen? Can tell your screen or your teddy now. I'm going to listen to what Lenny predicts. Interesting. I'm not going to tell you what he thinks. I hope you told your screen and you've told your teddy what your prediction is. And I wonder if you could set up your own experiment, that will be amazing to test it, wouldn't it? Team. So, we've now done our investigation. So let's do a quick learning review. On the screen, are three questions. Pause the video and answer them now. Well done. Okay, so you've done your learning review. We're now finished our lesson for the day. I'm going to go through the answers for that learning review at the start of next lesson so that you've got your answers, so you can tick them. So if you need more time, you can pause the video and finish that. If not, you're all done for your science lesson. Well done. Give yourself a pat on the back and I can't wait to see you next week for some more amazing science learning. Well done team. Bye.

In this lesson we will identify the flowering parts of a plant and learn about their functions.

What are the parts and functions of a flower?

In this lesson, we will learn about each stage of the life cycle of a plant.

What are the parts of a plant's life cycle?

In this lesson, we will learn about how plants transport water internally and watch this in an experiment.

How does a plant transport water?

﻿So, before we get started, you're going to need same things as normal. Pencil and pen, a ruler, something to write on, and some colouring pencils, if you've got them. I've also got my trusty steed Lenny here who is very excited for today's lesson. Yeah? Oh, my goodness! They are going to enjoy that. Okay, we are ready to get started. Go and get the things that you need now. We are going to do our star words, so repeat after me. Star words, star words, star words! Wow, you guys are ready for learning. Okay, the first word today is stoma. Your turn. And the action for stoma is a very small spiral, like this. So, can you say stoma? Your turn. Well done. It's different to seed. Seed was this. We had it. So, stoma is a little circle. So, my turn, your turn, stoma. Your turn. Well done. The next word is stomata. Can you say stomata? Well done. Now your action for stomata is two little spy holes that you can put your eyes through. So, stomata, your turn. Can you put them up to your eyes like little binoculars? Stomata. Well done. I'll explain what on Earth stomatas are in a moment. Next word. Expelled, your turn. Can you do it with the action? Expelled. Your turn. Wowee, can you whisper it? Expelled. Good job, team. Okay, next one. Now, I'm going to say the word and then I'm going to give you the action. So, the word is transpiration. Your turn. Can you say it again? Transpiration, your turn. That's a long word, isn't it? With a tion suffix on the end. Now the action for this is transpiration, okay? I'm going to do the action again. Transpiration, and you'll see why during the lesson. So, let's do it with the action, ready? Get your hands ready by your head, and then we go. Transpiration. Let's do it one more time together. Can you say it in a silly voice? Oh, transpiration! Lovely. Well done. You'll see all of these during the lesson. The next one is absorbed. Your turn. Absorbed, your turn. Well done. And the last one is wilt. The last one is. Can you really get really droopy there? Put your arms out as if you're a really nice flower or nice plant, and then wilt. Your turn. Well done. Okay, remember, if you see a star word you can put your hands on your head during the lesson. Okay. So, the first we're going to look at is the transpiration stream. We're going to do some reading together, and then we're going to write about it in our books. So, transpiration stream. Can you say that to your screen? Well done. Okay, let's get reading. One, two, three. There are small holes on the underside of leaves called stoma. I heard a star word! Stoma, your turn. Good job. These stomata, I heard another star word. Stomata allow water to be expelled. There's another one! Expelled, with the action expelled. Now, expelled means leave. Expelled means? So, if you expel something, then you force it to leave. So, let's keep reading, expelled from the plant. This will happen more quickly if it is a warm day or if there is a breeze. Okay, so team, when you have a leaf, you have small holes on the underside of a leaf, and these holes are called stomata. Or if you just focus on one of them, it's called a stoma. So, water is expelled, is forced to leave, by these stomata, and then the water is expelled and it goes out into the air, okay? So, water is expelled through stomata. Can you say that? Water is expelled through stomata. Your turn. Well done. And you can see the arrows on the image are going away from the plant because the water is leaving. Okay, let's keep reading. You're doing really well so far at spotting your star words. Well done, everybody. As water is expelled, more water is soaked up through the stem of the plant, which causes water to be pulled up from the roots. This causes water to be absorbed. Oh, there's a star word. Absorbed, your turn. From the soil around the roots. This process is called transpiration. Can you pause the video and read that paragraph to yourself again now? Well done. I hope you did the actions for all of those star words. So, what happens here, team, is that in the soil, because the water is moving through the stem, then there needs to be water sucked up from the roots, and the roots get it from around it in the soil. So, as it's soaked up from the stem, that causes the water through the roots to be absorbed. Let's keep reading. If there is not enough water in the soil, there will be less water in the stem and the leaves, causing the plant to wilt. Well done. So, if there's not enough water in the leaves, then it will wilt, and we also know that plants need water to survive. So, there is very, very high chance that the plant will die. Okay, so what I'd like you to do is pause the video and in your notebook or on your piece of paper, write the title transpiration stream. Can you pause the video and do that now? Okay, so now you've got that written in your books. What we're going to do is I'm going to show you what my book looks like. Now, I actually went and picked a leaf from my garden, from a tree that I've got, and this is from a horse chestnut tree 'cause I really liked the shape of the leaves on this one. You can either do the same, if you are able to, and your grownup says that it's okay to get a leaf, or you can draw yourself a plant in your book. So, what I'd like to do is pause the video and draw yourself a plant in your book, and I'd like you to add on the arrows that show the absorption from the roots, the soaking up the water through the stem, and the expelling of water through the leaves. Please add on your blue arrows now. Off you go. Okay, so what we're going to look at now is we're going to look at each stage in a bit more detail. In box number one is written the stage that the blue arrows represent. When water is expelled from the leaves it travels through the stomata. It travels through the stomata. Okay, so what do you think I've written under box number one? And I want you to tell your screen using the word stomata and using the word expelled. Off you go. Mm-hmm. Well done. Let's see if you were right. Expelled through stomata in leaf. So, the water is expelled through the stomata in the leaf. I want you to add that label on to your blue arrows by your leaves now. Well done, everyone. Okay, so the next arrow that we had was going up the stem, and water travels up the stem as the water is being expelled from the leaves. What do you think I've written under box number two? Can you tell your screen using the words soaked up, and also the word stem? Tell your screen now. Mm-hmm. Good try. Shall we see if you're right? Soaked up through stem. So, the water is soaked up through the stem as the water is being expelled from the leaves. Can you add that label to your blue arrow next to the stem now? Well done. So, those blue arrows, don't forget, are representing the movement of what? Can you tell your screen? They're representing the movement of water. The movement of? Well done. So lastly, as water is expelled from the leaves, it means it's being soaked up through the stem, which causes the water in the soil to be, what was that word? What was our star word? Absorbed through the roots. Well done. So, you can see the blue arrows of the water going into the roots. What do you think I've written under box number three? Can you tell your screen now? Mm-hmm. Yeah, good try. Shall we see if you're right? I didn't give you any words for that one, but you had a big clue. Absorption in roots. So, the water is absorbed in the roots, and then it travels up the stem and out through the leaves. Please, can you add that label to your roots now? Well done. So, now we know that there are three main stages of transpiration stream in a plant. We have this one, which is absorption. Well done. In the roots. And we have this one, as it's being soaked up through the stem, well done, and then the water is expelled through leaves. So absorbed, soaked up, and expelled. Can you say those three stages with me? One, two, go. Absorbed, soaked up, and expelled. Your turn without me this time. Well done, everybody. Give yourself a part on the back. I've been really impressed with how hard you've been working, and I can't wait to see some people's drawings and their label diagram on Twitter. If you want to ask your grownup to share it, then you may do so. So now, this is what your book should look like. You've got your plant with your three main stages and your labels. Okay, we've looked at the transpiration stream, so let's look at the transpiration rate. Now, the transpiration rate is the speed at which water is transpired, which means how fast does it get soaked up? There are four conditions that affect the transpiration rate of a plant. I wonder if you can think about what they might be. Can you tell your screen if you think you know any of these already? Good try. Okay, so the first condition that affects the rate of transpiration, remember rate is the speed. Rate is the speed. Well done. Is sunlight, okay? So, if there is lots and lots of sunlight, then it will make it easier for the water to be transpired at a faster rate because the reason that is, is because water is being expelled very, very quickly. So, the first condition is sunlight. The first condition is? Well done. The next one is, can you see that image? Now, those are little water droplets because the second condition is the humidity. Now, humidity, can you say the word humidity? Can you say it again? Well done. Now, humidity is something that is all around us. In the air, there is lots and lots of water droplets and particles. And depending on how many water droplets are in the air depends on how humid it is. So, you know, sometimes if you've ever been to a hot country, you might find it really hot and dry, or you might find it really humid. You get really sweaty really easily, and you can feel almost like there's water in the air. If it is very humid and there's water already in the air, then transpiration will not be very fast. However it is, if it is dry and there's very low humidity, then water will easily be expelled from the leaves. So the second condition is humidity. The second condition is humidity. Well done. The third condition is... Is the wind. Do you remember reading in our comprehension that if there's a light breeze, it will increase? Which means speed up the rate of transpiration. So, if there is a wind or a breeze, it will be faster, okay? And lastly, the temperature. If it is very hot, then transpiration will happen faster than if it is cold. Can you now tell your screen, what are the four conditions that affect the rate of transpiration? Start from the top left, and work your way to the right. Tell your screen now. Sunlight, well done. Humidity, well done. Next one? Wind, well done. And, woo, temperature. Good job, everybody. You've memorised them really well. Okay, so now what I'm going to ask you to do is write out the five sentences on the screen into your notebooks. Now, there are some words in the box at the bottom of the page, and you need to use those words to complete the sentences correctly. We're going to do them together, so if they're a little bit small, don't worry. Just have a listen and I'll make sure that you can hear the sentences and you can fill in the blanks. So, sentence number one says, let's read it together. Tell your screen. The hmm rate is affected by hmm conditions. Ooh. Now let's look at the box at the bottom. Let's read the words together. Three, four, increase, wilt, stomata, transpiration, decrease, plant and flower. Hmm. Can you tell your screen those words again? Pause the video and read them out loud. Well done. So, sentence one, the hmm rate is affected by how many conditions? Well done. The transpiration rate is affected by four conditions. We just looked at those together. Okay, sentence number two. Let's read it together. If it is a warm day, then the rate of transpiration will hmm. Please pause the video and write out that sentence using a word from the box to fill in the blank. Off you go. Well done. The word you should have chosen is increase because we said that if it's a hot day or the temperature is warm, then it will increase. Sentence number three. There are hmm, oh, I can't hear some of you. There are hmm stages of transpiration in a hmm. How many stages of transpiration in a? Pause the video and write down your sentence now. Well done. There are three stages of transpiration in a plant. Well done, everybody. I'm going to give you an awesome cheer because you're doing really well. Two more sentences to go, and then it's time to look at our experiment. Sentence number four let's read together. One, two, three. Water leaves the leaves through... Hmm, water leaves the leaves through... So, water's expelled through the leaves via, what were they called again? Stomata, well done. So, water leaves the leaves through stomata. And sentence number five. If there is not enough water in the stem and leaves the plants will hmm. I'm going to give you a clue for this one. Pause the video and fill in sentence number five now. Well done. I'm sure you all got that one from my excellent clue, which was wilt. If there's not enough water in the stem and leaves, the plant will wilt. Okay, team, I am going to give you a rainbow cheer. One, two, three. Ah, because you've been working so hard. It's now time for my favourite part of the lesson where we get to look at our experiment. Let's go and take a look. Okay, so welcome to the experiment. Now that we've learned all about transpiration, we're going to carry out an experiment in which to prove it. You need to ask a grownup if you would like to do this at home, or you can just watch my version. You will need the following. I've got three small jars full of water. I've got some food colouring. I've got a red and a blue, but you could just use one, or you could more than one, and I've got some celery. So, if you want to, you can continue with this experiment. If you want to pause the video, go and get your things. So, what I'm going to do, I'm going to open my celery. And celery is from a plant that you can see have some leaves. So, what I'm going to do is I'm going to break off one. And let's have... I'm going to choose one with the leaves 'cause it'll work better. So, let's take that one off, actually. I can eat those later. Let's waste not want not. And two. And three. Okay, so I've got three plants of celery here. Have to move them back a bit. In my jars of water. Now, one of the jars, I'm going to keep with clear water, and then I'm going to put some food colouring in the other ones. And if, as we've said, the stomata in the leaves expire water, and they release it into the atmosphere, then the idea is that we're imagining that these celery plants are now in the soil. And so, they're going to soak up the water from these jars, and using food colouring is so that we can see the water travelling up the celery. So I'm going to put three drops of blue into the blue jar, and there we go, you can see it. Going to give it a little stir so that the water is all blue. And then I'm going to do the same with the red food dye in the other one. It's just so you can have a comparison. You don't need to do it with two different colours. I just have both of them. Now, you must make sure that you're really careful and that you don't drink the water and you don't spill the water, okay? The water is for the celery. So now, what I'm going to do now is I'm going to leave it, and if we are correct that transpiration causes water to be sucked up the root of a plant, then we should notice that some of the water is soaked up in into the celery, and we should be able to see it in our celery plant. Let's find out if it's going to work, okay? Wow, what's an amazing experiment that was. So, it's now the end of our lesson together. There is a learning review quiz after this video, so go and have a go at it now. Well done today, everybody, and really, really good job on all of your science learning. We'll see you next week.

In this lesson, we will learn how plants adapt to survive in hot and cold environments.

How do plants adapt to different environments?

Tick the odd one out that is NOT a basic part of a plant

Tick the two ways that plants adapt to survive in hot conditions.

Tick the closest definition to the word 'adapt':

True or false:  Plants adapt over time to their environments to help them survive.

What are the three main stages of transpiration?

How many factors affect the rate of transpiration?

If a plant does not have enough water, it will.....?

Unit Overview: Plants

National Curriculum

Unit Question

Lessons: