This cpd webinar for teachers looks at how to teach the topic of Plants in Key stages 1 and 2. It looks at common misconceptions, teaching resources, practical ideas, and knowledge progression.

1. Defining a “True” Plant

First we take a look at addressing the technical definition of a plant. To be classified as a plant, an organism needs a vascular system (a system of tubes), roots, leaves, a stem, and flowers [02:32].

• Key Distinction: Seaweed is technically algae, not a plant, because it lacks proper roots and internal tube systems [03:42].
• Fungi: Mushrooms and molds are not plants; they belong to their own kingdom and do not photosynthesize [04:20].

2. Essential Resources: SAPS

One of the most valuable recommendations in the video is the Science and Plants for Schools (SAPS) website (saps.org.uk). It offers a “gold mine” of primary resources, including guides for dissecting flowers, role-playing pollination, and downloadable PDF booklets [08:34].

3. Progression of the Curriculum

The topic of plants evolves significantly through the year groups [10:08]:

• EYFS/Year 1 & 2: Focuses on identifying and naming plants, understanding what they need to stay alive, and observing growth from seeds and bulbs.
• Year 3: Delves into the parts of flowering plants, the requirements for growth, and the life cycle (pollination, seed formation, and dispersal).
• Year 4-6: The focus shifts toward classification, habitats, and how plants adapt to their environment [10:39].

4. Tackling Common Misconceptions

Children often bring “mental models” to class that need debunking [11:21]:

• “Plants aren’t alive”: Because they don’t move obviously, children may think they aren’t living. Using time-lapse videos can show that plants move quite a bit during the day [18:20].
• “Seeds need sunlight to germinate”: Most seeds actually germinate better in the dark; they only need light once leaves appear to start photosynthesizing [12:37].
• “Soil is food”: Plants make their own food; soil provides minerals and anchorage, but isn’t “eaten” [12:37].

5. Practical Activities and Experiments

• Eating the Plant: Use supermarket produce to show which parts of a plant we eat—carrots (roots), rhubarb (stems), lettuce (leaves), and tomatoes (fruit) [13:57].
• Flower Dissection: In Year 3, dissecting lilies or tulips (which have clear, large parts) is a great way to learn about the stamen (male) and carpel (female) components [32:31].
• Water Transport: Using celery in colored water is a classic experiment. Tip: Use powdered food dye rather than gel-based supermarket dyes for better results in showing water moving through the xylem [35:47].

6. The “Weight” of a Tree

A fascinating concept for older students (and teachers) is where a tree’s mass comes from. Contrary to popular belief, it isn’t the soil or primarily the water—most of a plant’s weight comes from the carbon dioxide it absorbs from the air, which it converts into sugars [28:43].

7. School Gardening & “Bright Ideas”

The session concludes with an encouraging call to get children growing. You don’t need a large field; “Square Foot Gardening” is an excellent way to grow variety in a small space [38:29]. Additionally, using PMI (Plus, Minus, Interesting) prompts—like “What if humans could photosynthesize?”—can spark deep scientific discussion and curiosity [39:26].