Unit 1 The life cycle of a flowering plant

What are plants?

Think like a scientist! Talk
partners
There are many different types of plants.
Discuss these questions
with a partner:
sunflowers
a What is a plant?
b What characteristics
(features) do plants
share with all living
things?
Share your ideas with
the class.
fern herbs: oregano, sweet basil, parsley

2
What can you
remember about Some Stage 5 learners had these questions
plants? about plants:
●
How long have there been plants on Earth?
Scientific ● Where does the world’s largest plant grow?

words ● What is the world’s fastest-growing plant?

characteristics
species
1
A mind map is a useful diagram. We can use it
to show what we know about a topic.
a Draw a mind map to show what you know
about plants.
b Swap mind maps with a partner.
c Look at your partner’s mind map. Then,
on your own mind map, add anything that
you think you may have left out.
●
How many different species (types) of
plants are there?
a Think of your own question about plants.
Or choose one of the learners’ questions.
b Use your research skills to find out the
answer.
3
Work together as a class. Create a display that
includes your mind map from Activity 1 and
what you found out from your research in
Activity 2.

6
 The life cycle of a flowering plant

Plants everywhere
Think like a scientist!

Different plants live in different

places or habitats. Different
habitats have different conditions.
For example, habitats can be wet,
dry, cold or hot. Habitats can also
be a mixture of these conditions.
Scientists have learnt that the
plant species living in each habitat
are suited, or adapted, to the
conditions of their habitat.

1
Very small habitats are called micro-habitats.
Stage 5 learners collected this data about
plants living in micro-habitats near their school. Talk
partners
Micro- Conditions Plants
habitat living there
Discuss these questions with a partner:
tree trunk dry, shady lichens
a What are the names of the habitats in
cracks in dry, sunny dandelions the photographs above?
pavement b How would you describe the conditions
underside of damp, shady mosses in each habitat?
log
middle of wet, sunny pondweeds 2
pond
edge of pond damp, shady reeds a Collect data of plants that live in micro-
habitats around your school. Present your
Which plants in the table data in a table.
are adapted to the Scientific b Choose one plant in your table. To what
following conditions:
words conditions is it adapted?
a damp? habitats
c Predict another habitat in your school
b dry? conditions
grounds where the plant might grow.
adapted
c sunny? data d Check this habitat to see if your prediction
d shady? predict is correct.

7
Unit 1 The life cycle of a flowering plant

Parts of a plant
1 What do you
remember about
Write the name of each plant part for a to g the parts of a plant,
in these pictures. and what they do?
d
a

b e

c
Talk
partners
f

What job does each part of a plant do?

g Discuss your ideas with a partner.
Then share them with the rest of the class.

2
Daisy flowers are sometimes open and Discuss these questions in a group before
sometimes closed. writing your answers.
a What do you think makes a daisy flower
open? Why?
b What makes a daisy flower close? Why?
c How could you test your ideas?
d How would you make sure that your test
is fair?

3
a Carry out a test based on your ideas from Activity 2.
b Write a report about what you did and what you found out.

8
 The life cycle of a flowering plant

Reproduction in plants
Think like a scientist!
Do you remember that all living things reproduce (make new living things)? Most plants
reproduce when the male and female parts from two plants of the same species combine
(join together).
A seed forms. If the conditions are right, a new plant will grow from the
seed. In flowering plants, the male and female parts are in the flower.

This young bean plant is growing

from a seed.

Some plants can

reproduce without
male and female
parts combining.
One way these plants
do this is by sending
out special shoots
called runners.
New plants grow These young strawberry plants
from the runners. are growing from runners.

Talk
partners 1
a Carry out the investigation you planned
Discuss these questions in a group: in your group in the Talk partners activity.
a Will young plants growing from runners b Do the results of your investigation
grow better if they are cut away from support your predictions?
the parent plant? Or should they stay
attached? Explain your thinking. c What conclusions can you draw from
your results?
b How could you test your ideas?
c What variables (factors) will
you need to keep the same
to make sure the test is fair?
Scientific words
d Would it be better to use
several plants rather than reproduce
just one? Explain why. runners

9
Unit 1 The life cycle of a flowering plant
Flowering plants
Think like a scientist!
There are hundreds of thousands of species
of flowering plants. The flowers come in
many different shapes, sizes and colours.
Some flowers are brightly coloured – such
as hibiscus flowers. Other flowers are
scented and smell good – such as jasmine
flowers. Some flowers, however, are neither
brightly coloured nor scented. An example
is rice flowers.
hibiscus
rice flowers
jasmine
1 d Label your groups. Keep your photographs
a Collect some real flowers or photographs
of flowers. If you collect real flowers, ask
for permission first.
b Sort the flowers into groups. You could do
this according to shape, number of petals,
or the arrangement of flowers on the stem.
Do not label the groups yet. Give your
groups to your partner.
c What does your partner think the labels
should be? Did you label your groups in
the same way?
10
Do you think all plants
are flowering plants?
Why or why not?
Talk
partners
Discuss these questions with a partner:
a Why are there so many different species
(kinds) of flowering plants?
b Why are some flowers brightly coloured or
scented, and others are not?
Share your ideas with another pair.
2
a Observe flowers in the local environment.
Record what each flower looks like.
Take a photograph or make a drawing.
b Using the photographs or drawings, sort
the flowers into groups. Do not label the
groups.
c Give your groups to a partner. Challenge
your partner to work out the labels.
or drawings for the next activity.
Scientific
words
scented
petals
 The life cycle of a flowering plant

Parts of a flower
Think like a scientist!

This diagram shows the main parts of a flower.

The carpel is the female
part of a flower.
The stamen is the
The carpel receives the
male part of a flower.
pollen from the stamen
It produces a powder
of another flower.
called pollen.
Pollen spreads to the
carpel of another flower.

The sepals are on the

The petals of some flowers outside of the flower.
are large and brightly In a young flower, the
coloured. Petals may have sepals cover the other
a pleasant scent. parts and protect them.

1 2
Use your flower photographs or drawings a Think of a flowering plant that you like.
from Activity 2 on page 10. Make a detailed diagram of that flower.
a Label each with the following flower parts: Try to make it as lifelike or real as possible.
Your diagram could be:
• sepals
• a collage
• petals
• a painting
• stamen
• a model
• carpel.
• a digital image.
b Make a separate label for each part of
the flower. Use the scientific words from
the box and others you may know.
Scientific Keep your flower diagram and labels,
as you will add to them later.
words
stamen
pollen
carpel
sepals

11
Unit 1 The life cycle of a flowering plant

Male flower parts

1
Think like a scientist!
a Choose one of the three flower photographs
from the Talk partners box below.
As you know, the male part of the flower is
the stamen. The stamen has two parts – the b Draw a diagram of the flower. Label the
anther and the filament. The anther is the stamen, anther and filament.
part that makes and stores pollen. It is at
the end of the stamen. The filament is the
stalk that holds up the anther. Look at the 2
diagram of the inside of a lily below. You will need…
The stamens of different flower species are a Collect some ● hand lens

different sizes and shapes. The arrangement flowers from the or microscope
of the stamens inside different flowers local environment. ● paper
varies (is not always the same). The number Make sure you ● pencil

of stamens also varies. have permission.

Remove the stamens.
anther b Use a hand lens or microscope to observe
the stamens closely.
filament c Draw what you observe and label your
diagram.
d Compare your observations with those of
someone who chose a different flower.

Scientific
words 3
anther
filament Make labels with the names of the male
flower parts for the flower diagram you made
Talk microscope
in Activity 2 on page 11.
partners

Look at the flowers in these

photographs.
Find the stamens in each flower and
identify the anthers and filaments.
a How are the stamens similar?
How are they different?
b There are differences between the stamens
of different flowers. Why could this be?

12
 The life cycle of a flowering plant

Female flower parts

Think like a scientist! stigma

As you know, the female flower part is style carpel

the carpel. A carpel has three parts –
the stigma, the style and the ovary.
ovary
The stigma receives pollen.
The ovary contains ovules, which ovules
eventually become seeds.
The style joins the stigma to the ovary.
The carpels of different flower species are different Scientific
sizes and shapes. The carpel arrangement inside the words
flowers varies. In many flowers, the carpel is in the
stigma
centre of the flower, with the stamens around it.
style
ovary
ovules
1
You will need…
2
a Collect a flower ● hand lens
a Make labels with the names of the female
from the local or microscope flower parts for the flower diagram you
environment. ● craft knife
made in Activity 2 on page 11.
Remember to ask ● paper
permission first. ● pencil
b Challenge a partner to put the labels in the
Remove the carpel. right place.
b Use a hand lens or a microscope to look at c Use your flower diagram and labels to
the stigma. teach the flower parts to another learner in
your class.
c Record what you see by drawing a diagram.
d Cut open the ovary with a craft knife.
Draw what you observe. 3
Be careful a Create a game – a card game, an active
game or a computer game. Your game
An adult must be present when you must help the players to remember the
use a craft knife. names of the male and female parts of a
flower: stamen, anther, filament, carpel,
e Compare your observations with someone stigma, style, ovary, ovules.
who chose a different type of flower.
b Learn the names of the flower parts by
In what ways are the flowers similar or
playing your game in a group.
different?

13
Unit 1 The life cycle of a flowering plant
Pollination
Think like a scientist!
Pollination happens when pollen from the
anther of one flower reaches the stigma
of another flower of the same species.
This starts the process of making seeds.
Wind carries the pollen of some flowers that
may be dull-coloured with small petals.
flowers pollinated by wind
Animals such as mammals, birds and insects
carry the pollen of some plants.
We call these animals pollinators.
butterfly pollinating a flower
Pollinators such as this butterfly carry
the pollen of a daisy plant.
14
Talk
partners
Talk to a partner.
a Have you ever seen wind carrying pollen?
b Try to name other plants that make use
of wind to carry their pollen.
Scientific words
pollination
pollinators
liquid
nectar
Talk
partners
Discuss this with a partner:
Plants that are pollinated by animals have
three characteristics. Why?
1
a Look for signs of pollination near your
home or school. Record your observations.
b Explain how you know that your
observations are evidence
of pollination.
Plants that use pollinators to spread their
pollen must attract the pollinators. So they
often have flowers with brightly-coloured
petals or a pleasant scent. Some plants also
produce sweet liquid called nectar.
When a pollinator visits the flower, pollen
grains stick to its body. The pollinator carries
the pollen to the next flower it visits.
 The life cycle of a flowering plant

More about pollen

Think like a scientist!

Not all pollen is the same.

Different plants produce pollen of
different colours, sizes and shapes.
Look at these pollen grains from
various plants. They are shown
under a microscope.

Talk
partners
Challenge yourself!
Look at the picture of pollen above. Discuss Use your research skills to find out the
these questions with a partner or in a group: answers to these questions:
a Which of the pollen grains does the wind a What is hay fever?
carry? Explain your thinking. b What does hay fever have to do with
b Which of the pollen grains do pollinators pollen?
carry? Explain your thinking. c Which types of pollen are most likely
to cause hay fever? Why?

1
Follow these instructions: You will need…
• Choose a flower that you think is pollinated by pollinators. ● sheet of white paper

● hand lens or microscope

• Shake the flower to release the pollen. Catch the pollen on
● paper
the white paper as it falls off.
● pencil
• Use a hand lens or a microscope to observe the
pollen closely.
• Now choose a flower that you think is pollinated by wind. Repeat the process.
• Compare the pollen grains of the two flowers.
a How are they different?
b Do your observations support your ideas about how each flower is pollinated?

15
Unit 1 The life cycle of a flowering plant
Fertilisation
Think like a scientist!
Fertilisation is the next stage in
reproduction, after pollination,
and is when seeds are produced.
The process of fertilisation happens
like this:
1 A pollen grain lands on the stigma of
a flower of the same species.
2 The pollen grain grows a pollen tube
down through the centre of the style
towards the ovary.
pollen grain
pollen tube
style
ovary
ovule
3 The male cell inside the pollen grain
passes down the tube to join with the
female cell in the ovule.
4 After fertilisation, the ovary develops into
a fruit. The ovules become the seeds.
At this stage, the seeds are produced.
fruit
seeds
16
Talk
partners
What do you remember about
pollination? Discuss these questions
with a partner:
a When does pollination happen?
b How is pollen carried from
flower to flower?
Scientific words
fertilisation
reproduction
pollen tube
cell
1
a Observe flowering plants near your home
or school. Look for flowers that have been
fertilised and are beginning to develop into
fruits. If you cannot find real examples, look
for photographs in books or on the internet.
b Compare the fertilised flowers with the
unfertilised flowers. How are they different?
c Record your observations by writing and
drawing or taking photographs.
2
a Design a poster for learners of your age.
It should explain the process of pollination
and fertilisation in flowering plants. Use
card or a computer to make your poster.
Make sure you use the scientific language
of plant reproduction. To help you, look back
at the scientific words on pages 11 to 14.
b Show your poster to another Stage 5 class
at your school, or at a nearby school.
 The life cycle of a flowering plant

Fruits
Think like a scientist!

A fruit is the part of a flowering

plant that contains the seeds – the
seeds are inside the fruit. Many fruits
are sweet. Some things that we eat
and may think of as vegetables are
actually fruits. Examples
are tomatoes and pumpkins.
They contain seeds!
There are many different
kinds of fruits but they
all have similar parts.
They have skin, flesh,
seeds and often a stem.

Talk
1 partners
You will need…
Work in a group. ● different fruits, Talk about these questions to a partner.
a Collect different knife, paper, a How many of the fruits in the picture
fruits. Choose pencil above can you identify?
one fruit to observe. b What other fruits do you know?
Cut it in half with a knife.
c Think about the description of a fruit.
b Make a detailed diagram of one of the fruit Which vegetables are actually fruits?
halves. Label your diagram with the name
of the fruit and its parts.
c Compare the fruit you cut with another of 2 Be careful
the fruits you collected.
What questions An adult must be
d In what ways are they similar? In what present when you
do you have
ways are they different? use a knife.
about fruits?
e Sort all the fruits into groups according
a Write down your
to their similarities and differences.
questions.
Record your groupings on paper but
do not label them. b Choose one of the questions.
f Challenge a group member to work out c Do some research to find out the answer.
how you sorted the fruits. d Share your findings with a partner.

17
Unit 1 The life cycle of a flowering plant

Name as many seeds

Seeds in the photograph
as you can.

Think like a scientist!

Seed production is important for plant species to continue.
Different types of plants produce seeds of different shapes, sizes,
colours and textures.

Talk
partners

Do you think large

plants grow from
large seeds? Why?
Discuss your ideas
with a partner.

1 2
a Collect different seeds. Identify each seed. Try to find out the answers to the
b Observe and measure the length of the seeds. question in the Talk partners activity.

c Draw an information table about the seeds, like this: a How will you find out if large
plants grow from large seeds?
Seed Length Shape Colour Texture b What measurements will you make?
almond about light rigid c What variables (factors) must you
24 mm brown (hard) keep the same to make sure that
your test is fair?
d Predict what you think will happen.
Explain your thinking.
Challenge yourself!
e This investigation will take time.
a Which plants produce the biggest/smallest seeds Decide when you will make and
in the world? record your observations. You will
b Which plant produces the most unusual seeds in need to take measurements.
the world? You could also take photographs or
record your observations in a diary.
c Use your research skills to find out the answers.
Share what you have found out with the rest f Present your results in the form of
of the class. a bar chart.

18
 The life cycle of a flowering plant

Parts of a seed
Think like a scientist! 1

A seed has three main parts: You will need…

● large beans sharp knife
• an embryo, which is the baby plant ●

● waterproof hand lens

• a food supply for the embryo
●

container (optional)
• a seed coat, which protects the seed ● water ● paper
from damage. ● paper towel ● pencil
seed coat
a Soak the beans in water overnight.
Remove the beans from the water and
food supply drain them on a paper towel.
b Pick up a bean and examine it.
embryo Draw a sketch to predict what the
inside of the bean will look like.
c Carefully split the bean in half. You may
want to use a sharp knife to help you.
An avocado seed, showing the three main parts Observe the inside of the bean.
Use a hand lens if you have one.

Be careful
Talk
partners An adult must be present when you
use the knife.

Why does the embryo d Draw a diagram of what you see, and
need a food supply? label it.
Discuss this question e Compare your diagram to your sketch.
with a partner. Share Was your prediction correct?
your ideas with
another pair.
2
a Soak and cut open other types of seeds.
Scientific words Compare them with the beans you used in
embryo Activity 1.
food supply b List the similarities and differences of the
seed coat different types of seeds.

19
Unit 1 The life cycle of a flowering plant

Seed dispersal
Think like a scientist!
Seed dispersal happens when a fruit is ripe.
The seeds are ready to grow into new plants.
Seed dispersal is when the whole fruit or just
its seeds move away from the parent plant.
These dandelion fruits are moving away from
the parent plant. The wind is carrying them.
If conditions where each fruit lands are right,
the seed it carries will germinate. This means
it begins to grow into a plant. seed dispersal by wind

1
Name Features How I What I
a Look at these fruits.
of of fruit think the found
plant seeds are out from
dispersed research
burdock covered sticks to
in spikes animals’
with fur
burdock grapefruit water lily
hooks on
the end

Seed dispersal
• carried by the wind • carried by water
• rolls along the ground • explodes
• eaten by animals • sticks to animals’ fur
blackberry orchid lupin

b Copy and complete the table for the fruits

shown. Use the information in the box
Challenge yourself!
about seed dispersal to help you fill in
If an animal eats a seed, how might
the third column.
the seed be dispersed?
c Use your research skills to find out which
dispersal method each plant uses.
Were your predictions correct? Scientific
d Write what you have found out in the last words
column of the table. seed dispersal
germinate

20
 The life cycle of a flowering plant

Seed dispersal – wind

Think like a scientist! 1
a Collect fruits that use the wind to disperse
We can divide fruits that use the wind to
their seeds.
disperse their seeds into three groups:
Gliders: Some tree fruits have stiff (firm) b Sort the fruits into gliders, parachutes and
wings. When these fruits fall off the tree, shakers.
they glide or spin in the wind.

Talk
partners

Discuss these questions in a group:

Javan cucumber seeds are gliders.
Parachutes: Some fruits have very light,
fluffy parts that look like little parachutes.
The wind blows these off the parent plant.
a Think about the fruits you collected for
Activity 1. Which fruit or seed will travel
furthest in the wind? Explain your thinking.
b How could you test your ideas?
c What will you measure?
d How will you make sure the test is fair?
e Why will it be a good idea to repeat
your observations?

2
Work in a group.
Thistle fruits are parachutes.
a Carry out the investigation you planned in
Shakers: Some fruits have openings at the the Talk partners activity above.
top. When the wind bends the stalk, the
b Record your results in a table like this:
small, light seeds fall out. The wind blows
them away. Fruit Distance travelled
or
Test 1 Test 2 Test 3 Average
seed

c Use your results from your table to draw

a bar chart.
d Write a report about what you did and
Poppy fruits are shakers. what the results show.

21
Unit 1 The life cycle of a flowering plant

Seed dispersal – animals

1 Think like a scientist!
a Collect some fruits that you think use
animals to disperse their seeds.
b Sort the fruits into these groups:
• those you think stick to the fur of
animals or clothing
• those you think are eaten by animals.
c Explain your thinking to a partner.

Have you ever returned from a walk and

2 noticed small seedpods sticking to your
clothing? These are dry fruits with lots of
a Collect some hooked seedpods. tiny hooks. The hooks catch on the fur of
Observe them closely. Use a hand lens or a passing animals or to our clothing.
microscope if you have one.
b Record your observations in a drawing.
Add labels.
c Write an explanation of how the seedpods
work.

Did you know?

Swiss inventor,
George de Mestral,
An animal or human may travel a long way
got the idea for
before the seedpods fall off.
the hook and loop
fastener, Velcro®, Some fruits use animals to disperse their
after a walk in the seeds in a different way. Animals eat the
woods. fruits and their seeds. Later, the animals
His clothing pass the seeds in their droppings.
was covered in Fruits that spread in this way must attract
seedpods. animals to eat them. Therefore, these fruits
smell and taste good and may be soft and
juicy. They usually have small seeds.

22
 The life cycle of a flowering plant

Seed dispersal – other methods

Think like a scientist!
You have learnt about the characteristics of fruits that use wind or animals for seed dispersal.
Now you will learn about three other methods of seed dispersal.

Himalayan
balsam fruits
Explosion: Some fruits with a seedpod
disperse their disperse their seeds by exploding.
seeds using The seedpod bursts, flinging out the seeds.
the explosion
method.

Coconut fruits
disperse their Drop and roll: Some tree fruits are heavy
seeds using the and round. When tree fruits drop from the
drop and roll tree they roll along the ground.
method.

Water: Some plants that grow in or near

water have fruits that float. These fruits
Mangrove fruits may be small and light. Or they may be
disperse their larger, with air inside. The air makes them
seeds in water. float. Water currents carry
the fruits away from the
parent plant. Scientific
words
explosion
drop and roll

1 2
a Collect pictures of fruits from newspapers, a Choose three fruits from Activity 1.
magazines or the internet. Find out the name of each fruit if you do
not already know it.
b Use the information on pages 20 to 23.
Sort the fruits into groups by the method b Find out how each fruit disperses its seeds.
of seed dispersal you think they use. c Were your predictions in Activity 1 correct?

23
Unit 1 The life cycle of a flowering plant

Making an identification key Scientific word

identification key

Think like a scientist!

In Stage 4, you used this identification key
to identify leaves.
a b

Is the leaf round?

YES NO

c – lily pad Does it have thin needle-shaped leaves?

c d

YES NO

Is it dark on top and

a – pine needles light underneath?

YES NO
1 d – olive leaf b – banana leaf

Make an identification key. It will help you to work out

which seed dispersal method a fruit is most likely to use.
a Copy and complete this table. Use pages 21 to 23 to help you. Talk
partners
Method of seed dispersal Features of fruit
wind: gliders stiff wings Discuss these questions:
wind: parachutes very light, fluffy parts a What are identification
wind: shakers keys used for?
b What are its features?
animals: fur
c How do you use it?
animals: eaten
explosion
drop and roll
water Make sure
each question
b Use the information in the table to help you to ask questions can have only
that you can use in your key. Follow Orlando’s tips. two answers:
c Make a rough version of your key in pencil. Ask a partner to use Yes or No.
the key to see if it works. Make changes if necessary.
d When you are sure your key works, make the final key in pen.

24
 The life cycle of a flowering plant

Design a plant
Think like a scientist!

Botanists are scientists who study plants.

Many botanists travel around the world
looking for new, undiscovered plant species.
Botanists who discover new plant species may
name them. They may also collect the seeds
from the plants, and grow them once they are
back at home. Botanists then study the plants
in more detail. Botanists discover new plant
species all the time.

1 Talk
partners

Discuss these questions with a partner

or in a group:
a Why do botanists want to discover
new species of plants?
b How many different reasons can you
think of?

Imagine that you are a botanist who has
discovered a new species of flowering plant.
a Describe where you found the plant
(its habitat).
b Draw labelled diagrams to show:
• what the plant looks like
• what the flowers look like
• what the fruits look like
• how the fruit disperses its seeds.
c Give the plant a name.
2
a Make a model of the fruit you drew in
Activity 1. Use waste materials that you
would normally throw away.
b Write an information card for the model.
Write the name of the plant.
Explain how the fruit disperses its seeds.
Scientific words
botanists
materials

25
Unit 1 The life cycle of a flowering plant

Germination Scientific
words
Think like a scientist! light
germination
Talk
You have learnt how plants partners
disperse their seeds. You know
that after seed dispersal,
a seed may land where What conditions do you
conditions are right for it to think seeds need so that they
germinate (begin growing). germinate? Discuss your ideas
with a partner. Explain your
This seed has germinated. thinking. Share your ideas with
another pair.

1 What conditions do seeds need

to germinate?

I think seeds I think seeds

need warmth to need soil to
germinate. germinate.

I think seeds
need light to
germinate.

I think seeds
need water to
I think seeds
germinate.
need air to
germinate.

a Predict one condition you think seeds need before they can germinate. Explain your thinking.
b How could you find out if this condition is necessary for germination?
c What will you need to keep the same, to make sure your test is fair?
d Carry out the investigation. Use fast-growing seeds.
e Was your prediction correct? How do you know?
f Share your results with learners who have investigated a different condition.
g What conditions do seeds need before they can germinate?

26
 The life cycle of a flowering plant

Life cycle diagrams

Scientific words
Do you know about the life
life cycle
cycles of any animals?
life cycle diagram
flow diagram

Think like a scientist!

A life cycle is the series of
stages in the growth of a flowering pollination
living thing.
When the living thing
reproduces, the same stages
happen to its offspring, in
the same order. life cycle of
Look at the stages of the a dandelion
life cycle of a dandelion in
the life cycle diagram, also growth fertilisation
called a flow diagram.

germination seed dispersal

1
a Choose a flowering plant and find out about
its life cycle. Find out:
• the name of the plant
• what it looks like
• what the flowers look like
• how the flowers are pollinated
• what its fruits look like
• how it disperses its seeds.
b Use the information you have collected to
draw a life cycle diagram for your chosen plant.
Make your drawings detailed and accurate.
Include close-up drawings of the flower,
showing and labelling the separate parts.

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Unit 1 The life cycle of a flowering plant

Life cycle games

1
Talk
You have learnt about the life cycle of a partners
flowering plant. Now you will design and
make a game to help you and your class
remember the information. Think about these a With a partner, decide what kind of
questions and write down your answers. game you want to make. It could be:
a What knowledge will you be practising • a quiz game
when you play the game? • a card game
Some suggestions: • a board game
• an active game
• the order of the life cycle stages
• a computer game
• what happens in each stage of the
• another kind of game.
life cycle
b What are the advantages and
• facts about a particular stage in the disadvantages of each kind of game?
life cycle Discuss your ideas with
• scientific words from this unit. a partner.
b What will the players have to do?
c How will the game end?
d How will the winner be decided?
e What materials will you need to make
your game?

2
Design, make and play the game you planned
in Activity 1.

3
Answer these questions about the game you made in Activity 2.
a Does the game help you to remember what you have learnt in this unit?
b Is the game fun to play?
c If you had to make your game again, what would you do differently? Why?

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 The life cycle of a flowering plant

What have you learnt about the life cycle

of flowering plants?
Talk
partners
1
Discuss these questions with a partner:
a What do you know now about the life cycle of flowering Use your ideas from the
plants that you did not know before? Talk partners activity to make
b What is the most interesting thing you have learnt about a mind map about the life
the life cycle of flowering plants? cycle of flowering plants.
c What else would you like to find out about the life cycle Include as much information
of flowering plants? as you can.

2
a Number these pictures from 1 to 4 to show the correct order in the life cycle of a bean plant.
One picture has been numbered for you.
1

b Match these labels to the right pictures above:

seed dispersal germination fertilisation pollination

What can you remember?

You have been learning about the life cycle of flowering plants. Can you:
✔ identify the male and female parts of a flower?
✔ describe how flowers are pollinated?
✔ explain how seeds are formed?
✔ describe the different ways seeds can be dispersed?
✔ name and order the stages in the life cycle of flowering plants?

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