Explain how roots, stem, leaves and flowers contribute to the life of a flowering plant.
Follow the work through the whole plant.
Success looks like
Match each main part to a useful job.
Explain one connection between parts.
Distinguish mineral uptake from making sugars.
Retrieval
BUILD · SCIENCE · Lesson 2 of 7
Name the part before its function
1. Which part branches below soil?
2. Which part holds leaves?
3. Which structure can form seeds?
I do
BUILD · SCIENCE · Lesson 2 of 7
I connect entry to transport
Roots take in water and minerals.
The stem contains transport pathways.
Roots take in water and mineralsDiagram description
Schematic root system absorbs water with dissolved mineral nutrients from soil; selected arrows then lead upwards through the stem. Soil is not eaten as ready-made food.
I do
BUILD · SCIENCE · Lesson 2 of 7
I distinguish materials from sugar-making
Light supplies energy.
Green leaves make sugars.
Minerals are not ready-made food.
Green leaves make sugarsDiagram description
Simplified photosynthesis input-output model: light provides energy; water and carbon dioxide from air are used to make sugars in green leaves. Only selected inputs and the sugar output are shown; oxygen is also produced.
Continue within this stage’s shared time.
I do
BUILD · SCIENCE · Lesson 2 of 7
I give flowers a biological function
Flowers take part in reproduction.
Seeds can form after fertilisation.
Flowers support the next generationDiagram description
Simplified flowering-plant sequence: a flower can develop into a fruit containing seeds after successful pollination and fertilisation. A seed can later germinate under suitable conditions. Not every flower successfully forms seeds.
Use service cards A–F. Predict a function or repair, reveal the diagram, then explain the connection.
Decision 1 of 3
Water enters from soil. Which part takes it in?
Roots take in water and minerals
The stem then provides transport pathways towards leaves.
Decision 2 of 3
In E, leaves receive no light. Will extra minerals replace light?
Green leaves make sugars
Restore suitable light; water and minerals remain necessary too.
Decision 3 of 3
Which job explains flowers beyond appearance?
Flowers support the next generation
Flowers support reproduction; not every flower forms seeds successfully.
All decisions checked. Explain one choice using the evidence, then save your work.
Choose, test, then explain together. Evidence diagrams appear only after your test. Diagram transitions explain the model; they do not represent real elapsed time. Use Pause model to stop transitions and model controls, or your device’s reduced-motion setting. The printed We do activity provides the paper route.
We do
BUILD · SCIENCE · Lesson 2 of 7
A repair must address the missing input
Read E and F.
Choose a useful explanation.
Say why an unrelated repair fails.
A connected system needs suitable inputs and working pathways.
Hinge
BUILD · SCIENCE · Lesson 2 of 7
Which account explains plant nutrition?
Look for both making and absorbing.
You do
BUILD · SCIENCE · Lesson 2 of 7
Choose your science route
Match parts and functions.
Explain the connected system.
Review a proposed repair.
You do
BUILD · SCIENCE · Lesson 2 of 7
Make your own evidence record
Use the shared evidence.
Explain one choice.
Check a label or number.
You do
BUILD · SCIENCE · Lesson 2 of 7
Check what the evidence can show
Point to the clue you used.
Remove an unsupported claim.
Continue within this stage’s shared time.
Review
BUILD · SCIENCE · Lesson 2 of 7
Lundy loop: improve the shared account
Choose how to share.
Hear one evidence-based challenge.
Improve or defend one idea.
Which connection made our explanation stronger?
Parts have different functions and work together; water uptake is different from making sugars.
Review
BUILD · SCIENCE · Lesson 2 of 7
Keep the useful change
What changed in our account?
Which evidence helped?
Parts have different functions and work together; water uptake is different from making sugars.
Continue within this stage’s shared time.
Exit
BUILD · SCIENCE · Lesson 2 of 7
Three final checks
E1. Which part absorbs water from soil?
E2. Where do green plants make sugars using light?
E3. What do flowers help the plant do?
Slide 1
BUILD SCIENCE · The plant-system service desk
Shared evidence • Plant-system cards
Use these biological function cards. The service cases are fictional; do not damage plants.
A • Roots
Anchor the plant. Absorb water and dissolved mineral nutrients.
B • Stem
Supports leaves and flowers. Contains pathways transporting water and other substances.
C • Green leaves
Use light energy, water and carbon dioxide from air to make sugars.
D • Flowers
Take part in reproduction. After successful pollination and fertilisation, seeds can form.
E • Service case
A plant’s leaves are shaded by a box. Its roots still have water; the box prevents light reaching the leaves.
F • Connection case
Water has entered the roots. It still needs a pathway through the stem to reach the leaves.
W1. Choose two parts and explain how their jobs connect.
W2. Which input is missing in E? Why will extra minerals not replace it?
BUILD SCIENCE · The plant-system service desk
Route 1 • Match useful jobs
Word bank: roots / stem / leaves / flowers.
S1. Which part absorbs water from soil?
S2. Which part connects roots to leaves and transports water?
S3. Which green parts make sugars using light?
S4. Which parts take part in making seeds?
S5. Mineral nutrients are...
☐ Needed substances taken in with water.
☐ Ready-made sugar meals eaten from soil.
BUILD SCIENCE · The plant-system service desk
Route 2 • Write the service guide
Use a part name, a function and a reason.
M1. Explain how roots and stem help water reach a leaf.
M2. Explain why E needs light as well as water.
M3. Give two jobs of the stem.
M4. Correct “flowers only make the plant look colourful”.
BUILD SCIENCE · The plant-system service desk
Route 3 • Review a proposed repair
A pupil says: “The shaded plant has water, so giving it twice as many minerals will replace the missing light.”
T1. Explain the mistake using card C.
T2. Propose a repair that addresses the missing input.
T3. Explain why roots alone cannot account for water reaching leaves.
T4. Must every flower become a seed-bearing fruit? Use a careful sentence.
BUILD SCIENCE · The plant-system service desk
Exit and reflection
Point, draw, write or tell an adult.
E1. Which part absorbs water from soil?
E2. Where do green plants make sugars using light?
E3. What do flowers help the plant do?
R1. Which idea did you improve or defend? What evidence helped?
R2. What useful question would you investigate next?