Contents

How to use this book 4

Biology
Unit 1 Plant parts 5
Unit 2 The life cycle of a flowering plant 11
Unit 3 Adaptation22
Unit 4 Digestion in humans and other animals 28

Chemistry
Unit 5 States of matter 35

Physics
Unit 6 Forces46
Unit 7 Sound56
Unit 8 Magnetism66

Earth and space

Unit 9 Planet Earth 73
Unit 10 Earth in space 86

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 How to use this book

Cambridge Primary Ready to Go Lessons for

Science is a series of print and digital resources Resources
providing creative teaching strategies to support
A list of resources, including Boost links for
the delivery of the new Cambridge Primary Science
PowerPoints and worksheets for the lesson. Learners
at Stages 1–6. For each stage, there is a print book
get to practise what they have learnt in the lesson.
(like this one) and a suite of digital resources that
you can access online at Boost. (boost-learning.com) Starter activity
The resources have been structured to reflect Hodder
Education’s other resources for the Cambridge Primary A whole-class activity (sometimes available on
Science course, with units corresponding directly to PowerPoint) to prepare learners for the main activity.
those in the Learner’s Books, Teacher’s Guides and
Workbooks; however you can use these independently Main activities
to support your delivery of the curriculum.
Each unit comprises: Activities that promote scientific enquiry and
● a set of lesson plans designed to target some of promote thinking and working scientifically.
the most challenging aspects of the curriculum
● a set of PowerPoint slides containing starter
Digging deeper
activities or to support other activities for each
lesson (Boost) Provides opportunities for support or extension.
● photocopiable worksheets and flashcards to
accompany each lesson (Boost)
● knowledge tests for Stages 4–6 (Boost)
Wrapping up
● end-of-year tests for Stages 3–6 (Boost).
Plenary session to draw the lesson to a close and
The lesson plans include the following features to recap the learning objectives.
help you structure your teaching.
Assessment for learning
Prior learning
Questions to ask in order to gauge the learners’
A short outline of what the learners should be level of understanding throughout the lesson.
able to do and understand before attempting
the unit.
We hope that using these resources will give you
confidence and creative ideas in delivering the new
Science in context Cambridge Primary Science curriculum framework.

Science in context helps learners find out Safety

how science is used in everyday life. It helps
them to find out how some of the things
The lessons in this book have been written with
they use every day work. Jobs which require
safety in mind. However, please ensure that you
a scientific background are also introduced
are aware of and conform to any national, regional
to show a range of possible careers. Ideas
or school regulations for safety as you conduct the
of how scientific thinking has changed over
activities in this book.
time help learners understand how scientific
developments continue to make our lives better. Always be aware of skin and food allergies/
Consideration is also given to how we can use intolerances and obtain parental consent for
scientific thinking to protect our world. learners to participate in tasting activities. If
necessary, carry out a risk assessment of potential
hazards before doing the activities. Ensure that
learners are aware of safety considerations when
carrying out practical activities.

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 Unit 1 Plant parts

Prior learning Main activities

Learners should be able to recall the simple ● Use PowerPoint 1.1, slides 2–4, to show images
structure of a flowering plant, with reference to of non-flowering plants. These are conifers, ferns
roots, stem, leaves and flowers, and know the and mosses.
functions of each plant part. They may also be
● Discuss and observe these in detail as a class and
able to recall the importance of temperature,
make comparisons.
light and water for healthy plant growth. Learners
should know the life processes common to plants: ● Conifers: often grow into very tall trees with

nutrition, growth, movement and reproduction. needles instead of leaves. They reproduce by
producing seeds inside cones.
● Ferns: these can also grow into huge tree ferns.
Science in context Their leaves are called fronds. They reproduce
using spores on the back of their fronds.
Lesson 1.1 provides an opportunity for learners ● Mosses: these are very small and can be found
to find out about the work of botanists. in damp shade. They produce spores, not
flowers, as their means of reproduction. They
do not have roots.
1.1 Plant groups ● If possible, have samples available of each type
of plant to be observed by learners.
Give out Worksheet 1.1 and explain to the
Resources
●
learners that they need to find an image, take a
digital photo or draw a sketch of one example of
PowerPoint 1.1; Worksheet 1.1 (Boost); extra copies each type of plant. If real samples are available,
of Worksheet 1.1 for the extension activity; samples the learners could use these as examples. They
of flowering plants, conifers, ferns and mosses also need to write brief notes to describe the
(optional); digital cameras; internet access and/or characteristics of each type of plant. Ask learners
reference books with information on flowering and to describe the colour, shape, size and any other
non-flowering plants features of the plants they observe.
Tell learners whether they should use reference
Starter activity
●
books or the internet for their searches.

● Use PowerPoint 1.1, slide 1, to show a typical Misconceptions

flowering plant.
● With talk partners, ask learners to discuss the Some learners might think all plants have
characteristics of the first main plant group: flowers. Explain that this is not true (as they will
flowering plants. (Flowering plants have discover in this lesson) and that most plants
well-defined root systems, stems, leaves and only flower for a short time during their life
easily identifiable flowers. They reproduce by cycle. Tell learners they will find out a lot more
producing seeds in their flowers.) This discussion about this in Unit 2.
also serves as a good way to discover their prior Some learners might think trees do not flower.
knowledge at the start of Stage 5. Explain that tree blossom is the flowers
produced by some trees seasonally.

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 Biology

Digging deeper 1.2 Classifying

Support: Before giving out the worksheet, write
the names of plants of each type on the worksheet
flowering and
or give the learners specific names of plants to
research, choosing familiar plants according to
non-flowering plants
your location in the world. Alternatively, allow
these learners to work in mixed-ability pairs or Resources
groups to carry out this research.
PowerPoint 1.2; Worksheet 1.2 (Boost); extra copies
Extension: Challenge these learners to find as
of Worksheet 1.2 for the extension activity; samples
many different examples of each plant type
of flowering plants, conifers, ferns and mosses
as time allows and write them down on extra
(optional); internet access and/or reference books
copies of Worksheet 1.1.
on flowering and non-flowering plants

Wrapping up Starter activity

● Explain how these non-flowering and flowering ● Use PowerPoint 1.1 from the previous lesson
plants are the four main groups that scientists (Lesson 1.1) to remind learners about the four
use to classify and identify plants. main groups of plants: flowering plants, conifers,
ferns and mosses.
● Ask different learners to share their findings and
to show their examples. ● Look together at PowerPoint 1.2, slide 1, which
shows images of plants. The learners will be
● If any learners have carried out the extension
expected to identify these plants using the key
activity, ask them also to share their findings
on Worksheet 1.2 as the Main activity for this
and examples.
lesson.
● Explain how some people make a career by
● Ask the question on the slide: How do you think
becoming a botanist. Use PowerPoint 1.1,
some of these plants have been named? The
slide 5, to show a video of what botanists do.
plants are A, giant fern; B, spoon-leaved moss;
Start from 1:10.
C, Scots pine; D, hibiscus; E, corkscrew hazel;
F, centipede grass. Often, plants are named
Assessment for learning based on their external appearance. Ask learners
to look closely! For example, corkscrew hazel is
Ask the learners: twisted, like a corkscrew twist; spoon-leaved moss
● What are the four main groups of plants? has leaves shaped like small spoons; centipede
● Describe and name an example of a conifer, grass looks like centipedes.
moss, fern or flowering plant. ● Talk about the external observable features of
● How is a conifer different from moss? (Repeat each plant. Tell the learners they will need to
for different pairs of plant types.) use the key on the worksheet to name each
plant A–F.

Main activities
● Remind learners that identification keys can be
used to find out the names of different plants
or animals. Explain how one type of sorting key
involves answering a series of questions that
will lead you to identify a plant from its external
appearance. Each stage either identifies the
plant name or directs you to another question.
By answering the questions, you can name all the
listed plants.

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 Unit 1

● Give out Worksheet 1.2 to each learner and show ● Answers:

them how to use the key to answer the questions. ● A – Giant fern: this is a fern which reproduces
● Explain that, by the end, they should have been using spores. It has roots, stems and leaves.
able to identify each plant on PowerPoint 1.2, ● B – Spoon-leaved moss:
moss: mosses reproduce
slide 1, correctly. Explain that trees, such as using spores. They have no true roots and
the corkscrew hazel, are very large flowering mainly grow in damp shade.
plants that produce seeds and then flowers or
● C – Scots pine tree:
tree: does not produce flowers;
fruits. Grasses, such as centipede grass, are also
its seeds are contained inside cones.
flowering plants because they produce grass
● D – Hibiscus flower:
flower: the brightly coloured
seeds. Their flowers are not big and bright,
however, so they may be less obvious. flowers attract insects to pollinate them.
● E – Corkscrew hazel:
hazel: this tree produces catkins
Misconceptions as flowers which droop down, and this makes it
easier for pollen to be carried on the wind. The
Some learners might not think of trees as flowers are not brightly coloured because they
flowering plants, due to their size. This lesson do not need to attract insects.
helps to address this misconception. Also, ● F – Centipede grass:
grass: grasses usually have
some learners might not recognise grasses as brown or green flowers or stems and easily
flowering plants because they do not produce sway or bend in the wind. Grasses are also
pretty, coloured flowers. Again, this is addressed pollinated by the wind and so do not need
in this lesson. colourful flowers.
● Explain how keys can help you to identify and
name things. Although it is relatively easy to
Digging deeper identify a grass, fern or flowering plant, there
are actually millions of different types around
Support: Work in a small group with these the world.
learners, perhaps completing the worksheet as
a group. Refer to PowerPoint 1.2, slide 1, to help Assessment for learning
with easier identification.
Extension: Ask these learners to use the Ask the learners:
internet or reference books to find other plants ● What is an identification key used for in
that would fulfil the criteria of the questions in science?
the key. Ask them to write an answer key and
● What features tell you that a tree is a
then test their friends! Give them another copy
flowering plant?
of Worksheet 1.2 to work from.
● How do ferns reproduce?

● What do mosses not have?

Wrapping up ● How do you think [name of plant] got its

name?
● Talk through the answers to the key on the
worksheet. Work through each question
systematically, asking learners to justify their
choice of response each time.

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 Biology

1.3 Parts of a flower Misconceptions

Some learners might think the function of the
Resources petals is merely to make the flower appear
attractive, with no idea about the role of petals
PowerPoint 1.3; Worksheet 1.3; flashcards (Boost); in plant reproduction. This will be addressed in
a collection of real or synthetic flowers, or pictures Unit 2, The life cycle of a flowering plant.
from the internet or books; hand lenses or
magnifying glasses
Digging deeper
Starter activity Support: For these learners, choose a simple
flower (perhaps a familiar flower). Write the
● If there is time and specimens are available to name of the flower on the worksheet for them
be picked (always check local laws: in the UK it is in preparation. Ask them to count the numbers
illegal to pick wild flowers), organise the learners of sepals and petals on their flower. Choose
to go outside and choose a flower for their group a flower that will enable them to count the
or pair to look at. Emphasise that they should numbers of petals and sepals easily.
only pick flowers where they have been given
Extension: Give each of these learners, or each
permission to do so.
pair of learners, a different flower and ask them
● Alternatively, provide a selection of fresh flowers. to compare the numbers of petals, sepals and
(Synthetic flowers or photos of different flowers so on, on each separate flower.
from the internet can be used if fresh specimens
are not readily available.)
● Be aware of any plant allergies in the group or Wrapping up
learners who might suffer from hay fever.
● Look at some examples of real or synthetic ● Look at the completed diagrams on
flowers. If there are sufficient samples available, Worksheet 1.3.
give the learners a flower to examine with their ● Compare the flowers studied using some
talk partner. similarities and differences observed by the
● With talk partners, ask learners to identify the learners; for example: bright, colourful petals,
different parts of a flower. attractive scent.
● Share and discuss their responses and find ● Use the flashcards on Boost to test the
out what vocabulary they might already be learners’ knowledge of vocabulary for the parts
familiar with. of a flower.

Main activities Assessment for learning

● Use PowerPoint 1.3 to show the structure of a Ask the learners:
flower. Encourage learners to use the correct ● What is the name of the flower you looked at?
vocabulary for the parts of a flower. ● What is the function of the petals?
● Give out Worksheet 1.3 to use as a reference ● How many sepals did you find?
for the names of different parts of a flower. Ask
● Do all flowers have the same number of petals?
learners to draw a diagram of the flower they
have been observing. Suggest they might like to
draw an aerial (looking down) view and a side
view to illustrate their observations. Give them a
magnifying glass or hand lens to look closely at
the flower.

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 Unit 1

1.4 Male and female Digging deeper

parts of a flowering Support: Work in a small group with these

learners or allow them to work in mixed-ability
plant groups to carry out the Main activity.
Extension: Ask these learners to find a flower
they like the appearance of on the internet or
Resources in a reference book. They should find out about
the numbers of sepals, petals, stamens and
PowerPoint 1.4; Worksheet 1.4 (Boost); tweezers; carpels (stigma, style and ovaries) it has.
selection of different flowers suitable for dissection
and easy counting of flower parts (this will depend
on your location); magnifying glasses or hand
lenses; internet access or reference books about Wrapping up
flowering plants
● Talk through the responses for Worksheet 1.4.
Starter activity These will be open-ended responses, according to
the different flowers that have been observed.
● With talk partners, ask learners to talk about the ● Ask any learners who have completed the
flowers observed in the previous lesson. Ask them extension activity to share their findings; again,
to name the different plant parts. Can learners responses will be open ended.
give any functions of petals? ● Explain the following functions of the parts of
● Use PowerPoint 1.4, slide 1, to revise the male a flower:
parts of a flower and slide 2 to revise the female ● the anther – produces and disperses pollen
parts of a flower. Check for correct use of
● the filament – supports the anther
vocabulary: petal, sepal, stamen, anther, filament,
● the stigma – the top of the female part of a
carpel, stigma, style, ovary. Explain to learners
that they will be looking at the functions of each flower, which receives or collects pollen grains
part in Unit 2, The life cycle of a flowering plant. ● the style – joins the stigma to the ovary

● the ovary – contains ovules, which eventually

Main activities turn into seeds.

● Tell learners that, in this lesson, they will be Assessment for learning
looking at and counting the different parts of a
flower. They might have a flower that is the same Ask the learners:
as or different to those given to other learners. ● What are the names of the female parts of

● Explain to all the learners that they need to pull a flower?

their flower apart (gently!), using the tweezers ● What are the names of the male parts of
provided, and count the different numbers of a flower?
plant parts in their flower. They should record
their observations on Worksheet 1.4.

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 Biology

1 Unit assessment
Questions to ask
● Name the two main groups of plants. ● Name two groups of plants which reproduce
● Give an example of each group of plant. using spores.
● Name any type of non-flowering plant. ● Describe conifer leaves and say where a conifer
stores its seeds.
● What is a question key used for in science?

Summative assessment activity What to do

Observe the learners while they complete this ● Give each learner (if there are sufficient
activity. You will be able to quickly identify those resources), pair or small group a set of images
who appear to be confident and those who might to sort. Ask them to group them in as many
need additional support. different ways as possible and to record and
explain their groupings each time (for example,
flowering/non-flowering; reproduce using seeds/
Sorting flowering and reproduce using spores; grow in damp, shady
non-flowering plants places/bright places).
This activity reveals the learners’ understanding of ● Talk with the learners about their choices. Record
the different characteristics of flowering plants and their individual responses on a checklist to keep
different types of non-flowering plants: conifers, track of their understanding of the main concepts
ferns and mosses. in this unit.

You will need: Written assessment

A set of images of flowering and non-flowering Give learners time to complete Worksheet 1.5. The
plants from the internet or reference books. learners should work independently or with their
Alternatively, re-use the PowerPoints from this unit. usual in-class support.

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 Unit 2 The life cycle of a
flowering plant

what is happening in any stage in the diagram.

Prior learning Does anyone know any special scientific words for
Learners should be able to recall that plants what is happening at each stage in the cycle?
need water and light to survive, and the right ● Discuss as a whole class, compare the learners’
conditions of temperature, light and water answers and address any questions.
to grow well. They should also know about ● Confirm the order of the stages in the cycle.
different habitats and environments, and ● Germination: seed begins to grow and
examples of some plants that can be found in develops roots and shoots.
different growing conditions. They might also
● Growth: shoots get bigger.
be able to recall how plants get their energy.
● Flowering: the plant produces one or more
flowers.
Science in context ● Pollination: pollen is brought to the flower from
male anthers and is transferred to the female
Lesson 2.1 enables learners to find out about stigma (usually by insects).
the effect of the use of pesticides and the ● Fertilisation: the male pollen grain fertilises the
impact of this on food production. female ovule in the ovary.
● Seed dispersal: the plant produces seeds,
which will grow into new plants. The seeds are

2.1 Stages in the life scattered to new sites, to take them away from
the parent plant.

cycle of a flowering ● The cycle begins again …

Give out Worksheet 2.1 and explain to learners

plant
●
that they should label the correct stages on the
diagram. Explain that this differs slightly from the
PowerPoint slide image. Challenge them to work
Resources out the correct labels together!

PowerPoint 2.1; Worksheet 2.1 (Boost); sets of

Misconceptions
labelled cards with the words or phrases describing
each stage in the life cycle of a flowering plant: Some learners might think a flower on a
pollination, fertilisation, seed production, seed flowering plant is not part of the life cycle.
dispersal, germination. There should be enough sets Explain that these plants only flower when they
for the number of groups you choose. are ready to reproduce. This is a specific stage
in the life cycle of a flowering plant.
Starter activity
● Arrange the class into pairs or small groups
Digging deeper
and give each group a set of cards. Ask them
Support: Work with these learners in completing
to arrange them in order (as a cycle) of what
the rest of Worksheet 2.1. Alternatively,
happens in the life cycle of a flowering plant.
allow them to work in pairs or small groups to
● Ask the learners to tell you what happens at the complete this activity.
stage written on each card.
Extension: Ask these learners to write a
sentence to explain what happens at each
Main activities stage of the life cycle on the back of
Worksheet 2.1.
● Use PowerPoint 2.1 to introduce the life cycle of
a flowering plant. Ask questions such as: What
does this diagram show? Ask learners to describe

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Wrapping up Starter activity

● Talk through the answers to Worksheet 2.1 ● Use PowerPoint 2.2, which shows a talk about
(clockwise from the top): seed production pollination. Watch from 3:19 to the end with the
(given), seed dispersal, germination, growth, class (although you might like to watch it all on
pollination, fertilisation (given). your own first).
● Explain that the life process is a cycle, which ● As the class watches the video, stop it at various
keeps going round and round. Seeds produce new points and ask the learners, Which part of the
plants which, in turn, make new seeds and so the flower does this happen in? This will prompt
plant survives. Compare this to the human life discussion about the role of each plant part.
cycle: baby – child – adolescent – adult. ● Explain that, in this lesson, they will be thinking in
● Make sure the learners know the name of each more detail about what each plant part does in
stage in the life cycle and can remember the the process of pollination.
correct spelling of each. ● Tell learners that insect pollination is not the only
● Explain that each stage will be studied in greater method of pollination; they will find out about
depth in the rest of this unit. other methods in the following lessons in this unit.
● Discuss how the use of pesticides could affect ● Ask learners: Have you ever been covered in
food production (for example, more food could be pollen? Some of them might have had pollen
produced, but chemicals could damage the crops; on their clothes or hands. Invite them to share
depending on conditions, there could be more or their experiences if this has ever happened to
less food produced). them. Lilies have lots of deep yellow pollen, which
spreads easily. It can also stain quite badly, so
Assessment for learning some florists remove the stamens so that the
pollen cannot stain clothes and soft furnishings.
Ask the learners: ● Give the learners a real flower and ask them to try
● How can you tell when a seed has to collect pollen from the stamens using sticky tape.
germinated? Ensure hands are washed carefully afterwards!
● When a plant grows, what does it produce?

● How does pollination usually occur?

Main activities
● What is the process when pollen and ova
combine? ● Ask the learners to tell you again how insects are
attracted to flowers. (Flowers attract insects by being
● What do all green plants need to grow well?
large, colourful and having a pleasant scent/smell.)
● Remind the learners that insect pollination is
2.2 Plant parts in when insects carry pollen from a plant’s anthers
(the male part) to their stigmas (the female part),
pollination or to the stigmas of other flowers. When an insect
visits a flower to feed, the pollen gets shaken off
the anthers and some pollen grains may stick
Resources to its hairy body or legs. When the insect flies
off, the pollen is carried off with it to the next
PowerPoint 2.2; Worksheets 2.2a and 2.2b (Boost); flower it visits. The pollen lands on the stigma of
real flowers with lots of pollen on the stamens; the next flower, which has a sticky surface, and
sticky tape; hand-washing facilities; internet access so attaches there. (Bright, perfumed petals also
or reference books attract birds and bats, as seen the video.)
● Give out Worksheet 2.2a to learners who need
support. They should cut out the statements and
match them with the appropriate image.
● Give out Worksheet 2.2b to all other learners and
explain that they will use the information on the
worksheet to help them complete the facts about
the stigma, stamen and ovary.

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 Unit 2

Misconceptions Starter activity

Some learners might believe that bees are ● Ask the learners to work in pairs to identify as
the only pollinators of flowering plants. Tell many of the fruits and flowers available as they
them there are many other animal pollinators, can within a given time limit (pictures and/or
including other insects, some small birds, samples). Alternatively, present a series of pictures
reptiles and mammals. and organise this as a quiz, awarding a small prize
for the winning individual, table or team (if this
Digging deeper approach is permitted within the rewards system
in your school).
Support: Give these learners Worksheet 2.2a. ● In small groups or as a class, discuss the question,
Extension: Ask these learners: Do different What is the difference between fruits and flowers?
colours of flowers and shapes of petals attract (Flowers contain the plant’s reproductive organs,
different insects? Give them internet access fruits contain seeds.) Use PowerPoint 2.3 and talk
or provide reference books with information about the pictures of the fruits and flowers on it:
about insect pollination for them to use for sunflower, jasmine and rice flower, grapefruit,
their research. (Responses will be open-ended, date and rambutan. Ask if learners have seen any
depending on the flowers they find.) of these flowers or eaten any of the fruits.
● Ask the learners to think about the purposes of
each and to share their thoughts with the rest of
Wrapping up the class.
● This will give you an insight into how much detail
● Invite learners to show their work and discuss it, regarding flowering plants the learners have
for both worksheets. remembered from previous work on plants in
● Ask for contributions from those who might have other stages.
carried out the extension activity.
Main activities
Assessment for learning
● Explain that flowers and fruits are the produce
Ask the learners: of flowering plants and that it is from these that
● What are ova?
new plants grow. Flowers contain the plant’s
reproductive organs; fruits contain seeds.
● What do ova need to be able to grow into seeds?
● Give out Worksheet 2.3 and ask the learners to
● Where is pollen found?
draw a storyboard to describe how they think new
● How does pollen get to the ova?
plants grow from a flower or fruit. Explain that
● What happens when the pollen meets the ova? a storyboard is a series of pictures showing the
stages of plant growth (seed, small plant, growing
plant, plant with fruit or flowers). Start from when
2.3 Flowers and fruits the seed is planted.
● Give the learners the opportunity to observe some
actual flowers and fruits closely. Use magnifying
Resources glasses or hand lenses, if preferred (or available).
PowerPoint 2.3; Worksheet 2.3 (Boost); internet ● Ask them to make a representation of the flower
access or reference books; examples (real or or fruit they have chosen or been given. Explain
imitation) of plants with fruits or flowers on them that this could be a drawing, painting, collage
and/or pictures of many different types of fruits, or textile work, depending on the range of art
including cucumbers, peppers, tomatoes, nuts in materials and time available.
their shells, grains; magnifying glasses or hand ● Ask them to make the piece an insect’s view (i.e.
lenses; a range of art materials: pencils, paint, viewed from close-up) to give a sense of enlarged
paper, collage materials, fabrics and threads perspective. The work could be 2D or 3D. It may
take more than one lesson to complete.

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 Biology

Misconceptions Starter activity

Learners might not understand that the term ● Arrange the learners into pairs and give each pair
‘fruit’ includes any structure that contains a a piece of fruit. Ensure good hygiene and hand
seed. Show learners pictures of a wide range of washing before learners handle the fruit. Ask
fruits (e.g. cucumbers, nuts in their shells, grains, them to find the seed or seeds in the fruit; tell
tomatoes, peppers) to explain that, biologically, a them that they may need to cut the fruit to find
fruit is a structure which contains a seed or seeds. the seeds.
● Ask the learners to show the rest of the class
Digging deeper their fruit and to describe where the seeds can
be found, how many seeds there are (if there are
Support: Support these learners to describe under about 20, they can give specific numbers;
and draw the process in three pictures. Suggest where there are a lot of seeds they can estimate
ideas for their artwork or give them fewer whether it is 20–50, over 50 or over 100), their
alternatives to select from. colour and texture, and whether they make a
Extension: Ask these learners to choose and pattern inside or on the fruit. This encourages
research the life cycle of a particular flowering good observational skills.
plant: one that is native to their country. ● Use PowerPoint 2.4 to talk about the names of
different fruit seeds, such as apple pips, cherry
stones, etc. Identify some of the less familiar
Wrapping up fruits. Have learners tasted any of these?
● If there are no known allergies or intolerances
● Ask some of the learners to share their to the fruit, invite the learners to taste them.
storyboards on Worksheet 2.3 with the rest Encourage them to try a new fruit if they can.
of the class. Discuss their pictures to check the Discuss their personal preferences.
learners’ understanding.
● Remind the learners that flowers grow from Main activities
seeds, fruits contain seeds and seeds are the basis
of reproduction in flowering plants. ● Draw up a tally chart – with assistance from the
class – of the learners’ favourite fruit from the
Assessment for learning available fruits. Record the tally chart as shown at
the top of Worksheet 2.4.
Ask the learners: ● Demonstrate how to use this information to
● Why do flowering plants have flowers construct a bar chart. Emphasise the need for a
or fruits? title, labelled axes, appropriate scale and clear
● Where do flowers and fruits grow from? presentation.
● What happens to fruit when it grows? ● Give out Worksheet 2.4 for the learners to make
● Why are fruits important for plants? a tally of the favourite fruits in their small group
and also to draw their own bar chart.
Ask learners who need support to use the data
2.4 Seeds
●
you have already obtained (or give them a
selection of data to use).
Allow the learners to use more cut fruit (where
Resources ●
appropriate) to make some prints to decorate a
greetings card, a calendar or a gift tag. Place the
PowerPoint 2.4; Worksheet 2.4 (Boost); selection
cut side of the fruit into some paint and press
of fruits with seeds (for example, melon, lemon,
it on a piece of paper. Alternatively, they could
orange, kiwi, pomegranate); plastic knives;
design and make their own gift wrap by printing
paper plates or napkins; hand-washing facilities;
a repeating pattern on a piece of paper.
whiteboard or flipchart and markers; card; paint,
paint rollers; scissors; ribbon; glue; gift tags or
calendar tabs (if being given as a choice of activity)

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 Unit 2

Misconceptions 2.5 Seed dispersal

Explain that a tomato is a fruit because it has
seeds inside it, although most people think of it Resources
as a salad vegetable.
PowerPoint 2.5; Worksheet 2.5 (Boost); whiteboard
or flipchart and markers; large space such as
Digging deeper a sports hall or gym; gym mats; source of
pre-selected music (a familiar or contemporary
Support: Encourage these learners to work piece of music); internet access or reference books
together in a small group and help them to collect
their data and use it to draw their bar chart. Starter activity
Extension: Ask these learners to write three
questions about the fruit to accompany their ● Take the class into the school hall or gym. Ensure
bar chart (for instance, which fruits have the that the learners are wearing appropriate
smallest number of seeds, which fruit has more footwear or have bare feet (in line with your
seeds than any other, which fruit has the largest school rules). Place the gym mats randomly
seeds). They will ask other learners to answer around the space. When the music plays, the
these questions. Make sure the learners know learners can move freely around the hall. When
the answers to their own questions! the music stops, they must stand on a mat.
Repeat this activity several times until they
understand what they have to do.
Wrapping up ● When everyone is clear on the rules, start
removing a mat each time the music stops. This
● Interrogate the learners to elicit information
means that learners will need to crowd on to the
about the bar charts drawn. For example, What
remaining mats. Make a rule that if they are not
is the favourite fruit in your group? Are there any
standing with both feet on a mat after the music
fruits that only one person liked best? How many
stops, or if they are the last person to stand on a
more people liked [name of fruit] rather than
mat, then they are ‘out’ and have to miss the rest
[name of fruit]?
of the game. The winners are those remaining in
● Invite the learners to show each other the the game when only one mat is left.
products they made with the fruit prints.
● In pairs, ask the learners to decide what things
● Remind them that seeds are necessary for green plants need to be able to grow.
reproduction to produce new flowers or fruits.
● Discuss their answers and clarify that all green
plants need air, light, minerals and water.
Assessment for learning
Ask the learners: Main activities
● Which fruit do we like best as a class?
● Discuss the idea of seed dispersal, either in the
● How many more people prefer [name of fruit]
hall/gym or back in the classroom. Following the
to [name of fruit]? Starter activity, introduce the idea that seeds
● Why do plants have seeds? from any plant are in competition with each
● Invite the learners who completed the other to find the best growing conditions. In the
extension activity to ask their questions game they played, learners were competing for
about the bar chart that they have space. Do seeds need to compete for space in the
constructed if they have not already done same way?
so. If they have obtained answers from other ● Introduce the word ‘dispersal’, meaning the
learners already, discuss their responses. way that seeds are scattered or spread out
away from the parent plant. (The term ‘parent

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