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Introduction
In the unit 'Helping plants grow well' # learnt about what plants needed to grow well and why it was important that they do. ~ experimental and investigative work focused on * considering what evidence should be collected, making ~ own careful measurements, considering how good ~ evidence was and using ~ results to draw ~ own conclusions. The work in this unit also offered * several opportunities to relate ~ knowledge about the growth of plants to everyday contexts.
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Food
Section 2: Plants for food

^ has demonstrated that ^ understands the importance of plants growing well e.g. by saying that plants provide food.
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Growing
Section 3: Growing plants
Children:

^ was able to make accurate measurements of the height of ~ plant.
^ was able to explain how to make measurements which could be compared with others e.g. I put the end of the ruler next to the stem and just on the soil. I measured where the top of the plant came to, this was how we all did it.
^ has described the differences in the way the plants grew.
^ could relate differences in the way the plants grew to differences in the number of leaves ^ had observed. 


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Roots
Section 4: Roots

^ has explained that most plants do not grow well in pots that are too small e.g. by saying the roots need space to spread out.
^ is able to explain why roots need to spread out e.g. the roots take in water and they need to spread out to get it.
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Celery
Section 5: Looking at celery

^ was able to make drawings showing red dye part of the way up ~ celery stem and ^ could explain what had happened e.g. the water went up the celery stem and we could see it because it was red.
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Drawings
Section 6: Leaves, stems and roots

^ has drawn one plant with spread-out roots, many leaves and a straight or sturdy stem and one with tangled roots, a few leaves and a thin or twisted stem.


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Water
Section 7: Water and plants

^ is able to measure out specified volumes of water.
^ has measured the height of a plant.
^ knows that plants need water to grow but too much water may kill them.
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Evidence
Section 8: How much evidence?

^ can explain why experimental results, based on a small numbers of plants, may not be adequate e.g. 'we only had one plant which we gave 50cm3 water to, it could just have died anyway' or 'we had two we gave 50cm3 water to, one died and one grew'.
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Light
^ has described what the grass or other plant look like eg yellow, pale, tall, thin, spindly without light.
^ is able to relate ~ observations to if ~ plant had light or not.
^ was able to make a generalisation from ~ results about plants in the light or dark e.g. 'the same thing happens to other plants' or 'if you put the plants back in the light they go green again'.


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Warmth
Section 10: Plants and warmth

^ has been able to identify 'warmth' as a factor affecting plant growth.
^ has recognised that the test is unfair if some seedlings are kept in the fridge, because it is dark.
# was able to suggest that to keep the test fair, each tray of seedlings needs the same amount of light and the same amount of water.
# has been able to explain that some seeds may not grow whatever conditions they are in and so it is necessary to try different conditions and use a large number of seeds.
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