Session 1: Session title



|Session 4 Fruits Galore! |

|Science curriculum area: |i. explore the part that flowers play in the life cycle of flowering plants |

|Plants | |

|Working Scientifically |i. recording findings using simple scientific language, drawings, labelled diagrams |

| |ii. using straightforward scientific evidence to answer questions or to support their findings |

|National Curriculum |Art: Improve their mastery of art and design techniques, including drawing and painting |

| |Design Technology: Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and |

| |processed |

|Teaching Objectives |To make first-hand observations of the development of fruits from flowers. |

| |To use evidence to form theories. |

| |To understand the process of how fruits develop from pollinated flowers. |

|Teaching Objectives |To make detailed observational drawings of sections through fruit using oil pastels. |

|Key Vocabulary: stigma, style, ovary, ovules, pollen grains, pollination, fertilization, fruit, pod, seeds |

|Resources Sequencing Task Answers and Teaching PowerPoints, Sequencing Task and Answers Sheet, Stages of fruit |Weblinks |

|development in photographs, Differentiated task sheets, Teachers’ Notes.Colour copies of the Sequencing Task (enough |

|for one between two) and Task sheets; Sample plants that show the sequence of development after pollination (see |ips/zvypyrd runner bean plants |

|Teachers’ Notes); Sharp knife; Large sheets of tissue paper; Magnifying lenses; For fruit salad: a selection of fruits |growing |

|(see Teachers’ Notes), chopping boards or plates, cooking knives, forks (to help cut fruit safely), a large bowl, a | |

|class set of small bowls or cups and teaspoons to serve (disposable will cut down on time); For drawing activity: a | |

|selection of cut pieces of sugar paper in earthy shades, pastel crayons or other good quality art crayons, slices of | |

|fruit showing seed formation. | |

|Whole class: Let’s begin by taking a look at the amazing bee puppets you made last session. These will really impress the guests at our feast and they |

|will love trying your honey dip and learning all about pollination. Last session we also learnt a lot about how bees and other creatures pollinate |

|flowers. Let’s have a go at a sequencing puzzle in pairs to help remind us of what happens. Give out the Sequencing Task sheet (1 between 2). Support as |

|needed. When the chn have sequenced the 5 statements, show the Sequencing Answers PowerPoint to mark the task, discussing the order as you go. Great |

|thinking skills everyone! Why do you think the petals shrivel and drop off once a flower has been pollinated? Discuss ideas which may include answers |

|like: ‘The flower is dying’ or ‘The flower is finished’. What do you think happens next? Scientists are always asking the question “Why?” When they have |

|a difficult question to answer, they try to gather evidence from observations. Let’s try to work out what happens after pollination by looking at |

|different plants. Show the chn your sample plants (see Teachers’ Notes). These plants show what happens after pollination. Let’s take a close look. If |

|you have enough examples, lay them out on tables or pass them around and encourage the chn to examine all the examples closely. Provide magnifying lenses|

|for close observation. Use a sharp knife to slice through some of the fruits and pods so chn can see the seeds developing inside. Place shaker varieties |

|like poppies on large sheets of slightly scrunched light coloured tissue paper so seeds that escape can be clearly seen and do not roll away. Encourage |

|questioning and theories by saying ‘I wonder why …’ or ‘All these tiny pods seem to have a little stalk on the end, I wonder why.’ Gather the class back |

|together and praise their scientific questioning and observation skills. What did you discover? Hopefully the chn will have noticed that the pods and |

|fruits seemed to develop and grow from the centre of the pollinated flower - directly beneath the stigma and style. Brilliant everyone, you are right. |

|Remember this is the female part of the flower. Below the stigma and style there is an ovary, and it is this that grows into a fruit. Show the film clip.|

|Did you notice how the flower dies and the fruit (the runner bean pod) grows from where the flower was. Let’s discover exactly what happens. Show the |

|Teaching PowerPoint. |

|Making Fruit Salad All chn in 4 groups in|Describe how fruits are formed from flowers and make pastel drawings of sections through fruits All chn. (Yr4 |

|rotation. Peel and slice a variety of |use the task sheet with prompt words and Yr3 use the sheet with a cloze task.) Make available a selection of |

|fruits to make a fruit salad (see |sugar paper in dark earthy colours, your sections of cut fruits and your drawing materials (either oil pastels |

|Teachers’ Notes). (Teacher Led) |or good quality soft art crayons). (Independent) |

|Plenary |Praise the chn for their explanations and beautiful detailed pastel drawings. Spoon the fruit salad into individual cups add spoons for |

| |the chn to eat. Discuss the wonderful variety of edible fruits - nature’s packaging for seeds. |

|Outcomes |Children will: |

| |Consolidate knowledge of pollination by doing a sequencing puzzle in pairs (Yrs3&4) |

| |Examine plant specimens that show the development of fruits from pollinated flowers and generate questions and theories about the |

| |process (Yrs3&4) |

| |Explain how fertilization takes place and how this leads to the development of fruits and seeds (Yr3 using a cloze task and Yr 4 using|

| |key words as prompts) |

| |Make detailed pastel drawings of sections through fruits (Yrs3&4) |

| |Cut up fruits for a shared class fruit salad (Yrs3&4) |

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