Plants resources

Task: Students draw a fruit tree for each season of the year. Assessment focus: Seasonal changes of fruit trees.

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.

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

Students outline four things that would need to be done to look after a garden for a month.

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.

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

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

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.

Students match each plant diagram to a description that matches the adaptation for each particular plant. They then explain two of their answers.

Task: Students draw a labelled diagram of a plant indicating how it gets its energy. Assessment focus: photosynthesis.

Task: Students use observation and a key to identify native plants. Assessment focus: Using a classification key.

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

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 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.

This NEMP task assesses knowledge about plants and animals.

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.

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

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

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.

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

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.

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 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.