Year 3 Plants

Knowledge and Understanding

Statutory Requirements

3a1: identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

3a2: explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

3a3: investigate the way in which water is transported within plants

3a4: explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Knowledge and Understanding

Notes and Guidance

Pupils should be introduced to the relationship between structure and function: the idea that every part has a job to do. They should explore questions that focus on the role of the roots and stem in nutrition and support, leaves for nutrition and flowers for reproduction.

Note: Pupils can be introduced to the idea that plants can make their own food, but at this stage they do not need to understand how this happens.

Pupils might work scientifically by: comparing the effect of different factors on plant growth, for example, the amount of light, the amount of fertiliser; discovering how seeds are formed by observing the different stages of plant life cycles over a period of time; looking for patterns in the structure of fruits that relate to how the seeds are dispersed. They might observe how water is transported in plants, for example, by putting cut, white carnations into coloured water and observing how water travels up the stem to the flowers.

Lower KS2 - Working Scientifically

Statutory Requirements

lks2w1: asking relevant questions and using different types of scientific enquiries to answer them

lks2w2: setting up simple practical enquiries, comparative and fair tests

lks2w3: making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

lks2w4: gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

lks2w5: recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

lks2w6: reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

lks2w7: using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

lks2w8: identifying differences, similarities or changes related to simple scientific ideas and processes

lks2w9: using straightforward scientific evidence to answer questions or to support their findings.

Lower KS2 - Working Scientifically

Notes and Guidance

Pupils in years 3 and 4 should be given a range of scientific experiences to enable them to raise their own questions about the world around them. They should start to make their own decisions about the most appropriate type of scientific enquiry they might use to answer questions; recognise when a simple fair test is necessary and help to decide how to set it up; talk about criteria for grouping, sorting and classifying; and use simple keys. They should begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them. They should help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.

They should learn how to use new equipment, such as data loggers, appropriately. They should collect data from their own observations and measurements, using notes, simple tables and standard units, and help to make decisions about how to record and analyse this data. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected and finding ways of improving what they have already done. They should also recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

These opportunities for working scientifically should be provided across years 3 and 4 so that the expectations in the programme of study can be met by the end of year 4. Pupils are not expected to cover each aspect for every area of study.

Parts Of A Plant Year 3

Pupils describe the parts of a plant and their functions by matching descriptions or writing their own. Through a practical activity, they observe how water is transported in plants. They focus on flowering plant reproduction, sequencing and describing their life cycles, detailing the pollination process and exploring the importance of effective seed dispersal. Pupils investigate the effects of overcrowding and soil quality on plant growth through practical experiments, making predictions, taking measurements, and drawing conclusions.

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Room for growth Investigation Free!

Outstanding Science Year 3 | Plants | OS3A003

Learning objective

I can investigate how competition for resources affects plant growth.

Children grow 1, 4, 9 and 16 onion sets in 4 different pots. They make observational drawings and measure the height of the plants over 4 weeks. They use their measurements to complete a line graph showing the growth of all plants.

3a2: explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

Plants may not grow well if they have insufficient room for growth.

Results of experiments can be used to answer questions.

Results can be presented on a line graph.

Line graphs can show change over time.

6 pages

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Plant anatomy Worksheet

Outstanding Science Year 3 | Plants | OS3A001

Learning objective

I can identify the main parts of different flowering plants.

Children look at 9 images of food plants. They identify the different parts, including roots, tuber, stem, bulb, trunk, branch, leaf, flower, and fruit. They discuss which part of the plant we normally eat.

3a1: identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
lks2w8: identifying differences, similarities or changes related to simple scientific ideas and processes

Parts of a plant include roots, tuber, stem, bulb, trunk, branch, leaf, flower and fruit.

Not all plants have the same features.

1 page

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Plant Functions Worksheet

Outstanding Science Year 3 | Plants | OS3A002

Learning objective

I can explain the functions of the different parts of a flowering plant.

Children label a diagram of a flowering plant. They explain the function of the flower, stem, leaves and roots. Children can cut and paste descriptions or write their own.

3a1: identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

The stem provides structure for the plant and draws up nutrients and water.

The flower allows the plant to reproduce via pollination.

Some flowers are attractive to insects to facilitate insect pollination.

Roots anchor the plant in the soil and draw up water and nutrients.

The leaves of a plant are a key site of photosynthesis.

Photosynthesis is the process whereby plants use the energy in sunlight to convert water from the soil and carbon dioxide from the atmosphere into simple sugars for use as food by the plant.

2 pages

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The needs of different plants Investigation

Outstanding Science Year 3 | Plants | OS3A004

Learning objective

I can investigate the needs of different plants.

Over the course of 4 weeks, children compare the growth of a tomato plant, a cactus plant, and cress when grown in sand rather than compost. They identify the variable, make a series of observational drawings and explain what happened.

3a2: explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

The amount of nutrients available in soil can affect the growth of plants.

A variable is the single quantity that is deliberately changed during an investigation.

A prediction is a guess about what will happen, supported by reason.

Scientific questions can be answered through investigation.

3 pages

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Water transport in plants Investigation

Outstanding Science Year 3 | Plants | OS3A005

Learning objective

I can investigate how water is transported in plants.

Children predict and measure how long it takes for coloured liquid takes to rise up the stem of a carnation flower and colour its petals.They make a drawing of the flower at the start and end of the investigation and predict what would happen if the flower had a shorter stem.

3a3: investigate the way in which water is transported within plants

Plant roots transport water up through the stem to the other parts of the plant.

2 pages

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Life cycle of a flowering plant Worksheet

Outstanding Science Year 3 | Plants | OS3A006

Learning objective

I can describe the life cycle of a flowering plant.

Children read about the 4 stages in the life cycle of a flowering plant - germination, growth, flowering, and fertilisation/seed production. They create a life cycle diagram, cutting and pasting descriptions and pictures or writing and drawing their own.

3a4: explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Some plants, but not all, are flowering plants.

Flowering plants experience a life cycle, like all other organisms.

Germination is when a seed starts to grow. Germination can be triggered by moisture and warmth.

Forming flowers and seeds is resource-intensive for the plant.

In order for a flowering plant to reproduce, pollen needs to move to the ovary of another flower.

Some flowering plants are pollinated by insects.

The pollinated ovary becomes a fruit which contains one or more seeds.

The offspring of flowering plants are slightly different from their parents.

2 pages

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Pollination methods Worksheet

Outstanding Science Year 3 | Plants | OS3A007

Learning objective

I can explain different methods of pollination in flowering plants.

Children learn how pollination is vital to flowering plant reproduction. They read about insect pollination and create their own process description by either cutting and pasting descriptions or writing in their own words.

3a4: explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Flowering plants reproduce through pollination.

Pollination is when pollen travels from the stamen of one flower to the stigma of another.

Plants have evolved adaptations to facilitate pollination.

Some flowers have evolved scent, colour and nectar to attract insects.

In insect pollination, pollen sticks to an insect in one flower and rubs off in another.

3 pages

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Seed dispersal methods Worksheet

Outstanding Science Year 3 | Plants | OS3A008

Learning objective

I can explain different methods of seed dispersal in flowering plants.

Children learn about different seed disperal methods eveolved by plants including dispersal by gravity, by wind, by water, and by animals. They examine 6 different images of fruits and seeds and try to explain how they might be dispersed.

3a4: explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Plants have evolved seed dispersal methods to avoid overcrowding.

When a fruit rots, it provides nutrient for the seeds within.

Wind dispersal is when seeds are easily transported by the wind.

Water dispersal is when seeds float away to a different location.

Animal dispersal is when an animal eats a fruit or seed and it passes unharmed through its body.

Some seeds are dispersed by sticking to an animal's body and falling off in a different place.

2 pages

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Get instant access to all of our Year 3 resources.

Outstanding Science - Year 3 contains all of the following units:

Unit 3A - Plants

Unit 3B - Animals, Including Humans

Unit 3C - Rocks

Unit 3D - Light

Unit 3E - Forces And Magnets

Buy Outstanding Science - Year 3

Primary Science Resources for the National Curriculum

Year 3 Plants

Knowledge and Understanding

Statutory Requirements

Knowledge and Understanding

Notes and Guidance

Lower KS2 - Working Scientifically

Statutory Requirements

Lower KS2 - Working Scientifically

Notes and Guidance

Parts Of A Plant Year 3

Room for growth Investigation Free!

Outstanding Science Year 3 | Plants | OS3A003

Learning objective

Plant anatomy Worksheet

Outstanding Science Year 3 | Plants | OS3A001

Learning objective

Plant Functions Worksheet

Outstanding Science Year 3 | Plants | OS3A002

Learning objective

The needs of different plants Investigation

Outstanding Science Year 3 | Plants | OS3A004

Learning objective

Water transport in plants Investigation

Outstanding Science Year 3 | Plants | OS3A005

Learning objective

Life cycle of a flowering plant Worksheet

Outstanding Science Year 3 | Plants | OS3A006

Learning objective

Pollination methods Worksheet

Outstanding Science Year 3 | Plants | OS3A007

Learning objective

Seed dispersal methods Worksheet

Outstanding Science Year 3 | Plants | OS3A008

Learning objective

Get instant access to all of our Year 3 resources.

Outstanding Science - Year 3 contains all of the following units:

Outstanding Science

Primary Science Resources for the National Curriculum

Primary Science Resources

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