Plants resources

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

This resource has four multiple-choice questions about photosynthesis.

Students complete a table by explaining how 3 different seed types are able to be dispersed.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

Using a labelled flower, students select the parts which are responsible for seed formation, pollen production, and bud protection.

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. They draw conclusions from the data. This is a mathematics/science resource.

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

This task requires a hyacinth bulb to be set up in a glass container. As it develops and grows students make observations.

Students answer questions about conditions necessary for germination, seed dispersal, and parts of a flower. Assessment focus: plant reproduction.

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

Task: Students read a short written text to explain how the special features of wild ginger help it survive. Assessment focus: explanation of wild ginger's special features and why it is a pest plant.

This NEMP task assesses knowledge about plants and animals.

Students are required to match plant parts with their function.

Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.

Task: Students use a labelled diagram of a pitcher plant to answer questions about survival. Assessment focus: features for survival.

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

For this practical task students investigate water (and dye) movement in a plant when the stem of a daisy is cut lengthwise into three sections. Students record their observations and then explain their results in a scientific way. Key words have been provided.

Drawings of four different seeds are provided. Students explain how each seed is dispersed.

For this practical task students are provided with four types of plant storage organs. They classify examples as one of these types of food storage organ. Students also look at the tap root and a tuber and describe the main differences between them.