Wiltshire E-learning/science/ks2greenplants

Wiltshire E-Learning Project

Curriculum Area: Science

KS 2

Learning Objective

Green Plants & The Environment

These activities are designed to supplement work done in science and should always be accompanied by some practical investigation

Software - Websites - Activities

Generic:

BBC Revisewise

Espresso

SMART Investigation Planner

Online activity
Information
Resources	Textease
	SmartNotebook
	MSPowerPoint
	MS Word
	Clicker 4/5

Life processes 1. Pupils should be taught:

b) that the life processes common to plants include growth, nutrition and reproduction

Use word processor/dtp package to produce a poster to remember the 7 characteristics of living things 'Mrs Nerg'

Textease example

c) to make links between life processes in familiar animals and plants and the environments in which they are found.

Find out about plants and animals in different environments

www.naturegrid.org.uk/explorer/index

Green plants 3. Pupils should be taught:

a) the effect of light, air, water and temperature on plant growth

Simulate the effects light, water and temperature on plant growth
www.bbc.co.uk/schools/scienceclips www2.bgfl.org/bgfl2/custom/resources_ftp
Use a spreadsheet to display the different growth rates over time of plants grown under different conditions
Clicker 4 resource	Science Investigation
www.learninggrids.com/uk

Textease Spr.Sh.1

Textease Spr.Sh.2

Clicker 4

b) the role of the leaf in producing new material for growth

Activities and worksheets looking at leaves www.learn.co.uk/glearning/primary

c) that the root anchors the plant, and that water and minerals are taken in through the root and transported through the stem to other parts of the plant

Variety of activities about plant growth and flowers www.bgfl.org/bgfl/ Learn about roots www.wsgfl2.westsussex.gov.uk/aplaws/grid+
Clicker 4 resources	Parts of a plant
www.learninggrids.com/uk

Clicker 4

d) about the parts of the flower [for example, stigma, stamen, petal, sepal] and their role in the life cycle of flowering plants, including pollination, seed formation, seed dispersal and germination.

Label parts of a flower

www.bbc.co.uk/schools/scienceclips

www.e-schools.co.uk/revision/science

www.urbanext.uiuc.edu

Assemble the parts of a flower www2.bgfl.org/bgfl2/custom/resources_ftp

Clicker 4 resources

Parts of a Flower

Labelling a Flower

www.learninggrids.com/uk

Clicker 4

Clicker 5

Clicker 4

Variation and classification 4. Pupils should be taught:

a) to make and use keys

Use branching database program to sort and classify living things

Textease branch Flexitree

b) how locally occurring animals and plants can be identified and assigned to groups

c) that the variety of plants and animals makes it important to identify them and assign them to groups.

Clicker 4 resources	Animal groups

Clicker 4

Living things in their environment 5. Pupils should be taught:

a) about ways in which living things and the environment need protection

Variety of sites containing information and activities about protecting the environment

www.yptenc.org.uk/

www.epa.gov/kids/

www.ecokidsonline.com/pub/index.cfm

www.globalfootprints.org/

www.eco-schools.org.uk/

b) about the different plants and animals found in different habitats

Match animals to their habitats

www.bgfl.org/bgfl/custom/resources_ftp

Match plants to their habitats

http://wsgfl2.westsussex.gov.uk/aplaws/grid+/KeyStage2

c) how animals and plants in two different habitats are suited to their environment

Investigate a variety of habitats www.naturegrid.org.uk/children.html www.cadburylearningzone.co.uk/env2/

d) to use food chains to show feeding relationships in a habitat

Activities relating to food chains www.bbc.co.uk/schools/scienceclips

e) about how nearly all food chains start with a green plant

Sequence pictures showing the production of crisps www.bgfl.org/bgfl/custom/resources_ftp

f) that micro-organisms are living organisms that are often too small to be seen, and that they may be beneficial [for example, in the breakdown of waste, in making bread] or harmful [for example, in causing disease, in causing food to go mouldy].

Identify and learn about micro-organisms in the home www.bbc.co.uk/schools/scienceclips

Learn about micro-organisms in a variety of environments www.commtechlab.msu.edu/sites/dlc-me/zoo