Photosynthesis Pictorial Have your pupils design a pictorial representation of photosynthesis. This could be a simple poster, a lift the flap diagram or a 3D model. 1. Instruct children to draw a plant or flower on the paper. 2. Next, draw a sun above the plant to symbolize the sun's energy. 3. Add a source of water for the plant. This can be in the form of raindrops or groundwater. 4. On the left side, write the words "Carbon Dioxide. Draw an arrow to the plant to show that the plant is taking in the carbon dioxide from the environment. 5. On the right side of the paper, write the word "Oxygen." Draw an arrow pointing away from the plant to symbolize the release of oxygen into the surrounding air. 6. Draw a sugar cube near the base of the plant to symbolize the glucose produced by photosynthesis. 7. Explain how each step of the process works while working on the drawing. 8. Other examples:
Importance of Sunlight in Photosynthesis This investigation can be used to show children the effects on plants when they do not receive sufficient exposure to sunlight. This is essential when teaching photosynthesis. The effect of too little sunlight on plants can be demonstrated in just a few days. You will need some aluminium foil, paper clips, and scissors. 1. Have children select a houseplant or small shrub for the activity. 2. Cut the foil into small pieces. The pieces should be small enough to fit on the plant's leaves. 3. Using the paper clips, secure the foil pieces to several leaves on the plant. 4. Place the plant in a sunny location, such as outside or near a window. 5. In four to five days, remove the paperclips and observe the leaves on the plant. The parts covered by foil will look different from the parts exposed to sunlight. Ask children why this change occurred. 6. Children could suggest ways to develop the investigation by using different types of paper, moving plants into other areas etc.
Germination This investigation allows children to see exactly how a seed changes at it begins to germinate, which can be used to allow children to write a diary of germination. It also reinforces the fact that seeds do not need soil in order to germinate. You will need: a few seeds paper towel stapler plastic bag (A4 size) ruler water label 1. First, label bag with your name, date and seed name. 2. Next, fold a paper towel so that it just fits inside the bag. 3. Take a ruler and measure 7 cm from the top of the bag and staple a row of staples from one edge to the other through the plastic bag and paper towel. If you are using very small seeds, then make the staples closer together. You will have a mini-pocket, 7 cm deep. This is where the seeds are going to sit. 4. Next carefully pour enough water into the bag so that it will soak up through the paper towel but leave a small reservoir of water at the bottom of the plastic bag [about 2-3 cm]. 5. Then, take the seeds and put them in the minipocket so they are sitting on top of the line of staples. 6. Seal up the seed bag so no air can escape or get into it. You can then tape it to a window or peg to a washing line hung across the classroom. Within a few days depending on the time of the year the seeds will begin to germinate. Children can clearly see the growth of roots and then the shoot. As soon as the young plants reach the top of the sealed bag they can be carefully removed and potted up.
Growing seeds A variation on the usual cress seed investigation, could be to add photographs of the children to plastic pots. The children can then investigate whose hair grows the best by altering a range of variables it gives the investigation a personal touch!
I can eat a whole plant Pupils should be introduced to the relationship between structure and function: the idea that every part has a job to do. Ask children to think about the plants they eat. Encourage children to name, list and find ways of sorting them. Which parts of the plant do we usually eat? The seed? The fruit? When we eat asparagus, we are eating the stem of the plant. When we eat spinach or lettuce, we are eating the plant s leaves. We eat the fruit of squash, cucumber and tomato plants. When we eat corn or peas we are eating seeds, and when we eat radish or carrot, we are eating roots. Cauliflower and broccoli plants produce flowers we like to eat. With some plants we eat more than one part. The root of the beet plant is what most people like to eat, but the leaves are also good to eat in salads, when the leaves are young and tender, and cooked when they get bigger. Some of the plants we eat are poisonous if we eat the wrong part. The leaves of tomato plants are poisonous. For many years people would not even eat tomatoes, because they thought the entire plant was poisonous. Now we know that the fruit of the tomato plant has vitamins that are very good for us. These types of questions will encourage children to think about the role plants play in our lives, and the role each part plays in the plant reproduction process. Encourage children to collect parts of plants that can be eaten, which they can then sort and label.