Opening

BUILD · SCIENCE · Lesson 3 of 7

Which plant needs a better care plan?

Learning intention

Identify requirements for healthy plant growth and use height plus leaf evidence to evaluate a care claim.

Height is one clue.

Look for a second clue.

Success looks like

Name light, water, suitable warmth and minerals.
Include air and sufficient space in a care plan.
Use leaf condition as well as height.

Retrieval

BUILD · SCIENCE · Lesson 3 of 7

Retrieve the inputs

1. Where does water enter?

2. What do green leaves need to make sugars?

3. Are minerals the same as ready-made sugar?

I do

BUILD · SCIENCE · Lesson 3 of 7

I check the whole set of needs

Light, water and minerals matter.

Use suitable warmth, air and space.

Requirements work together.

Requirements work together

Diagram description

A growing green plant receives light energy, water and mineral nutrients, and exchanges gases with air. Appropriate temperature and space also matter. Amounts vary by species and conditions.

I do

BUILD · SCIENCE · Lesson 3 of 7

I refuse to use height alone

A is shorter and green.

B is taller and pale.

Both observations matter.

Taller does not automatically mean healthier

Diagram description

Constructed day-7 examples: light-grown group A has an 8 cm green seedling; dark-grown group B has a 13 cm pale elongated seedling. Heights alone cannot indicate healthy sustained growth.

Continue within this stage’s shared time.

I do

BUILD · SCIENCE · Lesson 3 of 7

I separate seed and green-plant stages

Seeds can use stored reserves.

Established green growth needs light.

Starting from a seed is a different stage

Diagram description

A germinating seed can use stored food reserves. An established green plant needs light for sustained photosynthesis. Species differ in whether seeds need light to germinate.

Continue within this stage’s shared time.

We do

BUILD · SCIENCE · Lesson 3 of 7

The evidence clinic: compare A and B

Go to interactive investigation

Read both height readings.

Read leaf condition.

Make a care judgement with a reason.

Constructed sample data: two seedlings per group; all started about 3 cm
Group	Day 7 heights (cm)	Leaf evidence
A	8, 9	Green; several leaves
B	12, 13	Pale; small leaves
C	3, 4	Drooping; dry compost
D	4, 5	Green; little new growth

My response — say it, sketch on paper or type

Growth clinic: choose the relevant evidence

Constructed matched-seedling cases. Predict, reveal the model and justify using more than one clue.

Decision 1 of 3

A has suitable light, water and minerals. Can air and temperature be ignored?

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 3 of 7

Choose a repair that fits the condition

C: too little water.

D: unsuitable cool conditions.

Name a useful care change.

My response — say it, sketch on paper or type

Hinge

BUILD · SCIENCE · Lesson 3 of 7

B is 13 cm and pale. A is 8 cm and green.

Which claim uses both clues?

You do

BUILD · SCIENCE · Lesson 3 of 7

Choose your science route

Complete a care checklist.

Write an evidence-based care brief.

Challenge a growth headline.

My response — say it, sketch on paper or type

You do

BUILD · SCIENCE · Lesson 3 of 7

Make your own evidence record

Use the shared evidence.

Explain one choice.

Check a label or number.

My response — say it, sketch on paper or type

You do

BUILD · SCIENCE · Lesson 3 of 7

Check what the evidence can show

Point to the clue you used.

Remove an unsupported claim.

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

Review

BUILD · SCIENCE · Lesson 3 of 7

Lundy loop: improve the shared account

Choose how to share.

Hear one evidence-based challenge.

Improve or defend one idea.

What changed when we added leaf evidence?

My response — say it, sketch on paper or type

Review

BUILD · SCIENCE · Lesson 3 of 7

Keep the useful change

What changed in our account?

Which evidence helped?

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

Exit

BUILD · SCIENCE · Lesson 3 of 7

Three final checks

E1. Name two plant-growth requirements.

E2. Is height alone enough to judge healthy growth?

E3. Do mineral nutrients replace light?

My response — say it, sketch on paper or type

My science task sheets

Choose one route with your teacher. Shared evidence and the exit sheet appear in every route. Your work stays here while the page is open; save it before closing.

Shared evidence • Constructed growth clinic

Two young bean seedlings per group; all began about 3 cm. Same species, age, pots and observation interval. Only the stated care condition changed.

Group	Care condition	Day 7 heights (cm)	Leaf condition
A	Light; suitable care	8, 9	Green; several leaves
B	No light; other care same	12, 13	Pale; small leaves
C	Too little water; rest same	3, 4	Drooping; dry compost
D	Cooler; rest same	4, 5	Green; little new growth

Healthy green growth also requires air, suitable warmth, water, mineral nutrients and enough space. Amounts differ between plants. These records are supplied examples, not pupil measurements.

W1. Which group is taller, A or B? Which other clue matters?W2. Give a suitable care change for C and for D.

Route 1 • Make the care checklist

Word bank: light / water / suitable warmth / mineral nutrients / air / space.

S1. Name four things needed for plants to grow well.

S2. Does B’s greater height prove better health? Yes No

S3. Which leaf clue helps you judge B?S4. In C, which stated requirement needs attention?

Route 2 • Write a care brief

Use at least two observations when comparing growth.

M1. Compare A and B using height and leaf condition.M2. Give a care change for C and explain why it fits this case.M3. Explain why “the hottest place and most water” is a poor rule.M4. Explain why mineral nutrients do not replace light.

Route 3 • Challenge the headline

Headline: “Darkness is best for all plants because group B grew tallest.”

T1. Use two pieces of evidence to challenge the headline.T2. Why can two seedlings per group not settle a claim about all plants?T3. A seed germinates in darkness. Explain why this does not prove the headline.T4. Give a better headline limited to these records.

Exit and reflection

Point, draw, write or tell an adult.

E1. Name two plant-growth requirements.E2. Is height alone enough to judge healthy growth?E3. Do mineral nutrients replace light?R1. Which idea did you improve or defend? What evidence helped?R2. What useful question would you investigate next?