Grow a selection of bulbs in bulb-holders. Observe the amount of water in bulb-holder over time. To be able to make simple explanations. Find out how much water a bulb’s roots take up in a week. To be able to record observations and Measure change in the water level. measurements. To find out about both water uptake and water loss, place one rooted plant in a 1/2l plastic bottle To use their results to make comparisons, and so that the roots are in the water and the leaves are outside of the bottle. Do exactly the same again, but this time cover the part of the plant outside of the bottle with a transparent bag. draw and explain conclusions Make marks up the side of the bottle and find out how much water the plant losses over time. To make sets of observations or measurements, The children could find out if it loses more during the day or at night. identifying the ranges and intervals used To select appropriate ways of presenting Record changes in plant growth in a number of ways: chart, number of leaves, type of leaves, flower production, etc. scientific data To know the function of light when growing plants Investigation over time- what does light do? To be able to make simple explanations. Arrange the pupils in groups of and let each put their seedlings in different light conditions. These To be able to record observations and could be dark (maybe in a cupboard), bright light and dim light. Try to avoid big temperature measurements. variations. To use observations, measurements or other data Leave the seedlings for at least four or five days, but check them regularly as the temperature to draw conclusions. may speed up or slow down their growth. To use their scientific knowledge and understanding Watering needs to be equal and fair. to explain observations, measurements or other that the pupils know why.) data or conclusions Remember that they are testing only one variable That means that water and temperature should be the same for all seedlings. Children write up their investigation graphing results
To be able to make simple explanations. To be able to record observations and measurements. To use their results to make comparisons, and draw and explain conclusions To make sets of observations or measurements, identifying the ranges and intervals used To select appropriate ways of presenting scientific data Grow a selection of bulbs in bulb-holders. Observe the amount of water in bulb-holder over time. Find out how much water a bulb’s roots take up in a week. Measure change in the water level. To find out about both water uptake and water loss, place one rooted plant in a 1/2l plastic bottle so that the roots are in the water and the leaves are outside of the bottle. Do exactly the same again, but this time cover the part of the plant outside of the bottle with a transparent bag. Make marks up the side of the bottle and find out how much water the plant losses over time. The children could find out if it loses more during the day or at night. Record changes in plant growth in a number of ways: chart, number of leaves, type of leaves, flower production, etc. To know the function of light when growing plants To be able to make simple explanations. To be able to record observations and measurements. To use observations, measurements or other data to draw conclusions. To use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions Investigation over time- what does light do? Arrange the pupils in groups of and let each put their seedlings in different light conditions. These could be dark (maybe in a cupboard), bright light and dim light. Try to avoid big temperature variations. Leave the seedlings for at least four or five days, but check them regularly as the temperature may speed up or slow down their growth. Watering needs to be equal and fair. that the pupils know why.) Remember that they are testing only one variable That means that water and temperature should be the same for all seedlings. Children write up their investigation graphing results