Lesson Notes By Weeks and Term v3 - Primary 3
Plants
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Plants
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Subject: Basic Science
Class: Primary 3
Term: 3rd Term
Week: 2
Theme: Living And Non Living Things
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Watch on YouTubeSee Facebook postPupils should be able to give reasons why plants are living things
This topic covers the defining characteristics that classify plants as living things. Living things share common life processes that distinguish them from non-living things. These characteristics are often summarized using the acronym "MR. NIGER D" (Movement, Respiration, Nutrition, Irritability/Sensitivity, Growth, Excretion, Reproduction, Death). While plants exhibit all these characteristics, their manifestation can differ from animals. Key Characteristics of Living Things (as applied to Plants): Movement: Plants show movement, though it is often slow and not involving locomotion (moving from one place to another).
Examples: Roots grow downwards into the soil in search of water and nutrients. Stems and leaves grow upwards towards sunlight (phototropism). Flowers open during the day and close at night (e.g., water lily). Leaves of some plants, like the Mimosa pudica (Touch-me-not plant, commonly found in Nigeria), fold up when touched.
Respiration: Plants breathe, taking in and releasing gases.
Explanation: During the day, plants primarily take in carbon dioxide from the air and release oxygen as a by-product of photosynthesis. At night, they take in oxygen and release carbon dioxide, similar to animals, but the overall effect is oxygen production for the environment. This gaseous exchange occurs through tiny pores called stomata, mostly on the leaves.
Nutrition (Feeding): Plants make their own food.
Explanation: Unlike animals that eat other organisms, plants produce their food through a process called photosynthesis. They use sunlight energy, water absorbed by their roots, and carbon dioxide from the air to create sugars (food) in their leaves. This makes them producers in the food chain.
Example: A maize plant converts sunlight, water, and air into the energy it needs to grow and produce maize grains. Irritability / Sensitivity (Response to Stimuli): Plants respond to changes in their environment.
Explanation: They react to factors like light, touch, water, and gravity.
Examples: A plant growing towards a window to get more sunlight. The leaves of the Mimosa pudica plant folding when touched. Roots growing towards sources of water in the soil.
Growth: Plants increase in size and complexity.
Explanation: From a tiny seed, a plant grows taller, develops more leaves, branches, flowers, and fruits over time. This increase in size and mass is a clear indicator of life.
Example: A planted mango seed germinates, sprouts a seedling, and eventually grows into a large mango tree over many years, producing fruit.
Excretion: Plants remove waste products.
Explanation: While not as obvious as in animals, plants release oxygen and water vapor (transpiration) through their leaves as waste products of photosynthesis and other metabolic processes. Some plants also store waste in their leaves, which are later shed.
Example: The oxygen we breathe is a waste product from plants.
Reproduction: Plants produce new individuals of their own kind.
Explanation: This ensures the continuation of the plant species.
Examples: Producing seeds (e.g., beans, groundnut, pawpaw). Producing fruits that contain seeds. Some plants can grow new plants from cuttings (e.g., cassava, hibiscus). Spores (e.g., ferns).
Death: Like all living things, plants eventually die.
Explanation: After completing their life cycle, or due to adverse conditions, disease, or old age, plants cease to live.
Example: A dry season or lack of water can cause a plant to wither and die. In summary, plants are living things because they: Move (e.g., growing towards light, roots growing downwards). Breathe (take in and give out gases). Feed (make their own food through photosynthesis). Grow (increase in size and develop). Reproduce (produce seeds or new plants). Respond to changes (e.g., to touch, light, water). Excrete (release waste products like oxygen). Eventually die.
Teacher Activities: Introduction (Engage): Begin by asking pupils to name some things they see around them (e.g., table, chair, human, animal, plant, stone). Lead a discussion to classify these items into "living" and "non-living" things. Ask pupils to justify their choices, especially for plants and animals. Display pictures of various plants (e.g., yam plant, mango tree, cassava plant, local flowers) and ask, "Are these living or non-living?" Exploration & Explanation (Explain): Introduce the general characteristics of living things (M
R. NIGER D) in simple terms. Focus specifically on how plants exhibit each of these characteristics: Movement: Demonstrate (if possible) with a Mimosa pudica plant, or describe how a sunflower turns to face the sun, or show images of plants growing towards light. Explain root growth.
Respiration: Explain simply that plants "breathe" like us, but differently. They take in carbon dioxide and give out oxygen, especially during the day.
Nutrition: Explain that plants make their food using sunlight, water, and air (carbon dioxide). Emphasize this unique ability.
Sensitivity: Revisit the Mimosa pudica example or how plants grow towards light.
Growth: Show pictures of a seedling growing into a mature plant. Ask pupils about plants they've seen grow (e.g., maize in the farm).
Excretion: Briefly mention that plants give out oxygen and water vapor.
Reproduction: Show seeds, fruits, or a stem cutting. Explain that plants make new plants like themselves.
Death: Discuss how plants can die if not cared for. Write the key reasons why plants are living things on the board (e.g., Plants grow, Plants make their food, Plants breathe, Plants reproduce, Plants respond, Plants move).
Demonstration & Activity (Elaborate): If available, bring a potted plant, a germinated seed (e.g., bean sprout), or a branch with fresh leaves into the classroom for observation. Point out parts of the plant and ask pupils to identify characteristics. For example, "What shows this plant is growing?" (new leaves, taller stem). Divide pupils into small groups. Give each group a task, such as: "Discuss two ways plants are like you (e.g., you both grow, you both breathe)." "Identify one way the plant on the table shows it is alive." Consolidation (Evaluate): Facilitate a class discussion to summarize the reasons why plants are living things. Ask individual pupils to state one reason, then another, until several reasons have been given.
Student Activities: Participate in class discussions by naming living and non-living things and explaining their reasoning. Observe actual plants or pictures of plants to identify characteristics of living things. Listen attentively to explanations of plant life processes. Engage in group activities, discussing and identifying ways plants show they are alive. Answer questions posed by the teacher, stating reasons why plants are living things. (Optional) Draw a plant and label an arrow pointing to a characteristic that shows it is alive (e.g., an arrow pointing to a growing shoot). The following questions are designed to scaffold pupils' understanding and application of the performance objective, with direct alignment.
Question: Is a wooden ruler a living thing? Give one reason why or why not.
Solution: No, a wooden ruler is not a living thing.
Reason: It does not grow, it does not eat, it does not breathe, and it cannot produce other rulers. (Any one of these reasons is acceptable).
Commentary: This question helps pupils distinguish between living and non-living things, reinforcing the general characteristics before focusing on plants.
Question: You planted a seed last week, and now you see a tiny green shoot coming out of the soil. Which characteristic of living things does this show?
Solution: This shows Growth and Reproduction.
Commentary: This connects the abstract concept of growth and reproduction to a tangible, observable event common in Nigerian households and farms.
Question: A farmer wants his maize plants to grow tall and produce many grains. What important thing must the maize plants do to get their food?
Solution: The maize plants must make their own food using sunlight, water, and carbon dioxide (photosynthesis). This is their way of Nutrition.
Commentary: This question links plant nutrition to practical agricultural outcomes familiar in Nigeria.
Question: If you see a plant whose leaves are turning towards the sun, what does this tell you about the plant?
Solution: This tells us the plant is moving and responding to light (sensitivity), which are characteristics of living things.
Commentary: This highlights plant movement and sensitivity, which are less obvious forms of movement compared to animals.
Question: Name two things that plants release into the air that are useful to humans.
Solution: Plants release oxygen (for us to breathe) and water vapour.
Commentary: This addresses the excretion aspect and connects it to human survival, making it very relevant.
Differentiation (for Struggling Learners): Visual and Tactile Aids: Provide numerous pictures of plants showing different characteristics (e.g., a seedling growing, a plant turning towards light, a fruit with seeds). If possible, use real plant specimens, seeds, or potted plants for direct observation and handling.
Simplified Language: Break down complex terms into simpler words. Focus on 2-3 core characteristics (e.g., "Plants grow," "Plants make their food," "Plants have babies").
Paired Learning: Assign stronger pupils to work with struggling learners during group activities, providing peer support and explanation.
Fill-in-the-Blanks: Provide worksheets with sentences like "Plants ______ bigger" or "Plants need sunlight to make their ______" for them to complete.
Repetition: Repeat key concepts frequently using varied examples and questions. Remediation (for Learners Needing Extra Support): Small Group / One-on-One Tutoring: Conduct a targeted review session with pupils who did not grasp the concept. Use flashcards with pictures of plant characteristics.
Hands-on Observation: Take pupils outside to the school garden or compound to directly observe plants and discuss how they exhibit characteristics of living things (e.g., point to a growing shoot, show a seed pod).
Interactive Games: Use simple matching games where pupils match a characteristic (e.g., "growth") to a picture illustrating it (e.g., a growing plant).
Simplified Tasks: Ask them to identify just one reason why a plant is alive and give an example, rather than multiple reasons.
Extension (for High-Achieving Learners): Detailed Research: Encourage them to research and present on specific types of plant movements (e.g., heliotropism – movement towards the sun, thigmotropism – response to touch, as seen in climbing plants).
Comparative Analysis: Task them with comparing and contrasting how plants and animals show different life processes (e.g., how they move, how they get food).
Scientific Inquiry: Challenge them to design a simple experiment (e.g., to demonstrate how plants grow towards light using two potted plants, one in light and one in shade, over a week) and predict the outcome.
Creative Expression: Ask them to draw a detailed diagram of a plant, illustrating and labeling how it demonstrates at least five characteristics of a living thing.
Ecosystem Role: Discuss the broader role of plants as "producers" in the food chain and their importance for all other living things.
Agriculture and Food Security: In Nigeria, farming is a major livelihood. Understanding that crops (like maize, cassava, yam, rice) are living things that grow, need food (which they make themselves with water, sun, soil nutrients), and reproduce (yield produce) is foundational. This knowledge helps farmers cultivate healthy crops for food and economic sustenance. Pupils can be encouraged to appreciate the process behind the food on their plates. Environmental Stewardship and Climate Change: Plants play a vital role in keeping the air clean by producing oxygen and absorbing carbon dioxide. This connects directly to environmental campaigns like tree planting initiatives in Nigerian cities and communities to combat air pollution and mitigate climate change effects. Pupils learn that plants are essential for a healthy environment and can be encouraged to plant and care for trees in their homes or schools.
Home Gardening and Nutrition: Encouraging pupils to plant simple vegetables like tomatoes, peppers, or fluted pumpkin (ugu) in small pots or school gardens allows them to observe plant growth, response to water and sunlight, and reproduction (from seeds). This hands-on experience reinforces the lesson and promotes an understanding of healthy eating and self-sufficiency, relevant in rural and urban Nigerian settings.