//   SAVE YOURSELF HOURS...
//   IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM

//   No.1 in GOOGLE - "BEST TEACHER REPORTS APP":

//   - TRUSTED by 1000s of teachers, since 2012
//   - QUICKLY create personalised reports
//   - PASTE into your school system, Word etc
//   - GENDER NEUTRAL option
//   - DEMO video at SchoolReportWriter.COM

//   FOR HELP see end of this document.


//   IMPORTANT NOTE / DISCLAIMER:
//
//   This file is from the old 'freeducation' website. They recently stopped
//   their download service and all 350 of their primary school report comment
//   files are now at SchoolReportWriter.COM - the files (including this)
//   are in the old Teacher Report Assistant format but will be automatically
//   converted when imported at SchoolReportWriter.COM - you can then
//   take advantage of our FREE online report writer's advanced features.

//   500 MORE COMMENTS FILES (often much larger) at SchoolReportWriter.COM


Introduction
The unit 'Growing plants' introduced # to the idea of plants as living things which grow and change. ^ has become aware of the similarities and differences in plants. ~ experimental and investigative work focused on * turning ~ ideas into a form that could be tested, making and recording ~ observations and using ~ results to communicate what had happened. ^ then drew ~ conclusions from ~ investigation. In addition, ^ was given a number of opportunities to link ~ knowledge of how plants grow to ~ understanding of science. ^ was also encouraged to consider why ^ needed to handle growing plants with carefully.
"
Set Scene
Section 1: Introduction

^ was able to name some of the plants ^ was able to find around ~ school e.g. daisy, dandelion. In addition, ^ is able to named a range of different plant groups e.g. trees, grass, pondweed, moss.
^ has described orally and by drawing, what the plants are like e.g. trees are tall and have thick branches, dandelions have yellow flowers and green leaves and where they can grow e.g. there is grass in the path cracks.

^ has described orally, by drawing and in simple writing, what the plants are like e.g. trees are tall and have thick branches, dandelions have yellow flowers and green leaves and where they can grow e.g. there is grass in the path cracks.

^ has recognised when plants should not be pulled up.
"
Plants
Section 2: Finding plants & Section 3: Watching plants grow

^ is able to recognise and say that the plant has grown e.g. it is taller, it has more leaves, its stem is fatter.
^ has communicated ~ observations in drawings and in ~ descriptions of how a plant had grown e.g. it had two leaves, now it has many. 

"
Food
Section 3: Watching plants grow & Section 4: Plants for our food
^ is able to state that humans eat some plants.
^ has identified the roots of a plant.
^ is able to make comparisons, identifying differences and some similarities between plants e.g. they are both white.


"
Water
Section 5: Watering plants

^ was able to present ~ results by writing or drawing in a table or chart prepared for *.
^ used the results of ~ experiment to show that plants needed water to grow e.g. by saying the ones we didn't water died but the others stayed green. 


"
Light
Section 6: Plants and light

^ was able to suggest a way of finding out whether green plants need light to grow e.g. keeping one plant in a box or cupboard and one in the classroom.
^ has identified differences between plants growing with and without light e.g. the one in the dark wasn't green and didn't look healthy.
^ was able to draw a conclusion from ~ results of a light and dark plant experiment e.g. the plant in the dark didn't look healthy. I think plants like to be in the light.
"
Life
Section 7: Living and artificial plants

# is able to state that living plants grow.
^ is able to distinguish between a plant that has died and an artificial plant. 


"