Year 8 UNIT
PLANTS AND FIRST HAND INVESTIGATION
FRAMEWORK STATEMENT
Plants are all around us. They provide us with beauty and food and oxygen. They use carbon
dioxide and water and sunlight energy to make their own food but provide energy in food to
all other organisms either directly or indirectly. Plants have essential requirements to grow
properly, just as we do. In this unit students will learn about plants and investigate just one
factor which affects the growth of one type of plant – BEANS!
LANGUAGE LIST
xylem
chlorophyll
glucose
stoma
phloem
germination
carbon dioxide
pollen
TIME: 6 Weeks
geotropism
reproduction
fibrous
ovule
photosynthesis
pollination
mineral
fertilisation
RESOURCES
Textbook References
Videos
Computer Programs
BBC “The Private Life of Plants” on structure of roots,
stems and leaves, methods of pollination, fertilisation
and seed formation and germination
Other Resources
Core Science 2 Chapter 4 pp 76-101
Worksheets in folder
Longman 2 Chapter 5
Excel
PowerPoint
Comp prog – Ashley-Vitex
bean seeds, pots, potting mix, the additive or medium
or shade cloth which is the factor to be varied, eosin,
celery, various plants from school grounds
TOPIC OUTCOMES
Prescribed Focus Area
ASSESSMENT ITEMS
SUMMATIVE ASSESSMENT
4/5.2c apply scientific processes to test the validity of ideas and theories
Knowledge
4.8.4a identify that there is a wide range of multicellular organisms
4.8.4b identify that tissues, organs and organ systems in multicellular organisms
consist of different types of cells
4.8.4c explain why multicellular organisms require specialised organs and systems
4.8.4d identify the materials required by multicellular organisms for the processes of
respiration and photosynthesis
4.8.4e describe the rote of the root, stem and leaf in maintaining flowering plants as
functioning organisms.
Skills
4.13 A student clarifies the purpose of an investigation and with guidance produces
a plan to investigate a problem
4.14 A student follows a sequence of instructions to undertake a first hand
investigation
4.15 A student uses given criteria to gather first hand data
4.17 A student evaluates the relevance of data and information
4.18 A student with guidance, present information to an audience to achieve a
particular purpose
4.19 A student draws conclusions based on information available
4.20 A student uses an identified strategy to solve problems
4.22
A student undertakes a variety of individual and team tasks with guidance
Science Unit Curriculum K–12 Directorate
NSW Department of Education and Training
Written Submission and PowerPoint Presentation of results of investigation
First Hand Investigation – To investigate the effect of one factor (water additive
or growth medium or light etc) on the growth of bean plants.
4.13.1.a) describe the problem and develop an hypothesis or question that can be
tested or researched c) identify what type of information or data need to be collected
4.13.2 a) identify variables that need to be held constant if reliable first-hand data is
to be collected b) specify the dependent and independent variables when planning
controlled experiments c) describe a logical procedure for undertaking a simple or
controlled experiment
4.17 d) organise data using a variety of methods including diagrams, tables,
spreadsheets and databases, f) identify trends, patterns, relationships and
contradictions in data and information
4.18 b) select and use an appropriate medium to present data and information
4.19 b) identify data which supports or discounts an hypothesis, a question being
investigated or a proposed solution to a problem, g) use cause and effect
relationships to explain ideas.
4.20 c) use cause and effect relationships to explain ideas.
FORMATIVE ASSESSMENT
Tables and Graphs of Data –using Excel
Literacy – to prepare written instructions from diagrams – “Written Instructions for
a Seed Packet”
Mackellar Girls’ Campus
Year 8 Science program Plants and First-hand Investigation
page 1 of 8
Syllabus Content Statement
Students learn about / learn to:
Knowledge and Understanding
Students will learn about multicellular organisms to:
4.8.4 e) describe the role of the root, stem and leaf in
maintaining flowering plants as functioning organisms
Indicators
Learning Activity
Students will learn about the structure of flowering
plants to:

Recall the main structure of a flowering plant as
consisting roots, stem, leaves and flowers and
recall the main function of these main structures
Students will learn about roots and their function to:
Knowledge and Understanding
Students will learn about multicellular organisms to:
4.8.4 e) describe the role of the root, stem and leaf in
maintaining flowering plants as functioning organisms
Science Unit Curriculum K–12 Directorate
NSW Department of Education and Training

Describe the root system as either fibrous or tap
root

Describe the role of the tiny root hairs in the
absorption of water and minerals from the soil

Describe the role of the root system of a plant as
anchoring the plant in the soil and obtaining water
and nutrients from the soil
Students will:
 Label and colour a simple diagram of a flowering
plant and complete a table on the function of the
main parts of plants on Worksheet “Plant
Structure”.

Read the Worksheet “Roots” and complete the
cloze passage beneath the diagrams of fibrous and
tap roots

Collect (from the oval) examples of fibrous root
systems (small grasses) and tap roots systems (any
small broad leafed weed)

Compare the structure of the roots and observe the
root hairs using a hand lens

Examine, draw and label a fibrous and tap root
system.

Discuss functions of roots – take in water and
nutrient minerals, anchorage Worksheet ‘Why roots
are important”
Mackellar Girls’ Campus
Year 8 Science program Plants and First-hand Investigation
page 2 of 8
Knowledge and Understanding
Students will learn about multicellular organisms to:
4.8.4 e) describe the role of the root, stem and leaf in
maintaining flowering plants as functioning organisms
Students will learn about stems and their function in
flowering plants to:



Science Unit Curriculum K–12 Directorate
NSW Department of Education and Training
Describe the stem of a plant as the main support
structure from which branches grow

Read notes and diagrams on ‘Stems’ sheet and
complete summary on ‘Roots also contain
conducting vessels’ Worksheet

Collect, observe and label diagrams of soft stems
(monocots - grasses, palms, small flowering plants)
and woody stems (dicots - bushes, trees) and list
some plants which have each type

Investigate movement of eosin stain up celery
stems and observe cross sections of these stained
celery stems to observe xylem and lignin under
microscope using Worksheet ‘Investigating the
xylem vessels in celery stems’.

Investigate how plants continually release or lose
water through their leaves by placing a plastic bag
over a leaf or leaves and observing the water
collected therein.

Observe the stoma of leaves under the microscope
using the thin layer peeled from the underside of
Agapanthus leaves.
Explain that water moves up through the stem and
branches through fine tough tubes (called xylem)
Explain that the food of plants is sugary sap which
moves through special tubes in the stem (called
phloem) from the leaves where it is made to all
parts of the plant
Mackellar Girls’ Campus
Year 8 Science program Plants and First-hand Investigation
page 3 of 8
Knowledge and Understanding
Students will learn about multicellular organisms to:
4.8.4 e) describe the role of the root, stem and leaf in
maintaining flowering plants as functioning organisms
Knowledge and Understanding
Students will learn about leaves and their function in
flowering plants and photosynthesis to:

Describe the green leaves of the plants as the
‘factories’ which make the food for the plant using
water from the soil, carbon dioxide from the air
and using sunlight energy

Explain that the food in plants is a sugar called
glucose and that oxygen is also made when this
food is made

Explain that it is in the green substance called
chlorophyll in the cells of leaves where the food is
made

Explain that photosynthesis is the name of the
chemical reaction which makes food in leaves
Students will learn about multicellular organisms to:
4.8.4d) identify the materials required by multicellular
organisms for the processes of respiration and
photosynthesis

Discuss and interpret a diagram of a leaf on the
Worksheet ‘Leaves’ showing the water coming in
through the vein from the roots and carbon dioxide
coming in from the air through the little holes
called stoma and sunlight shining on the leaf (see
Core Science 2 p 88).

Discuss how photosynthesis works and complete
the sentences on photosynthesis on the Worksheet
‘Photosynthesis – how the leaves make the plan’s
food’

Write the simple word equation for photosynthesis
as
carbon
+ water
dioxide
Knowledge and Understanding
Students will learn about multicellular organisms to:
4.8.4d) identify the materials required by multicellular
organisms for the processes of respiration and
photosynthesis
Science Unit Curriculum K–12 Directorate
NSW Department of Education and Training

sunlight
glucose + oxygen
chlorophyll
Explain that respiration is the chemical reaction
 Write the simple word equation for respiration as
that happens in all cells to release energy from food
carbon + water + ENERGY
glucose + oxygen
molecules (like glucose) to allow the cell to
dioxide
function.
Mackellar Girls’ Campus
Year 8 Science program Plants and First-hand Investigation
page 4 of 8
Knowledge and Understanding
Students will learn about multicellular organisms to:
4.8.4 e) describe the role of the root, stem and leaf in
maintaining flowering plants as functioning organisms
Students will learn about flowers and their function
to:

OPTIONAL

Explain pollen is the male sex cell of flowering
plants and that pollination is the movement of
pollen by wind, insects, birds, etc from the anthers
of one flower to the stigma.

Explain that ovules are the female sex cells of
flowering plants and that the nucleus of the pollen
unites with the ovule at fertilisation to form a single
cell which goes on to form a seed

Science Unit Curriculum K–12 Directorate
NSW Department of Education and Training
Describe the flower as the reproductive organs of
the plant, producing the male and female sex cells
and providing methods whereby these cells come
together for fertilisation and formation of seeds.
Explain that different plants have different methods
of seed dispersal to ensure that new plants do not
have to compete with their parent plant space,
water and nutrients.

Label a diagram of a typical flower showing the
petals, sepals and the stigma, style, ovary and ovule
(female parts - carpel) and anther and filament
(male parts - stamen) using diagram on p 78 Core
Science 2.

Read the passage ‘Flowers’ (p78 Core Science 2)
and complete the table showing the function of
each of the main parts of a flower on Worksheet
“Flowers Structure”

Dissect a flower to observe the parts of a flower as
identified above.

Read about pollination on p 78-79 in Core Science
2 and on the worksheet ‘Pollination’ and match the
pollinator and flower type on the Worksheet
‘Matching Flowers to their Pollinators’.

Read the notes and study the diagram on
Worksheet ‘Fertilisation’

Read and complete worksheet ‘Seed Dispersal’
Mackellar Girls’ Campus
Year 8 Science program Plants and First-hand Investigation
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Knowledge and Understanding

Students will learn about multicellular organisms to:
4.8.4 e) describe the role of the root, stem and leaf in
maintaining flowering plants as functioning organisms
Explain that germination is the term for seeds
developing into young plants (seedlings) using the
food stored in the seed

Explain that germination of seeds requires water,
oxygen and a suitable temperature but not light or
nutrients
OPTIONAL
LITERACY EXERCISE
FORMATIVE ASSESSMENT
4.17 d) organise data using a variety of methods
including diagrams, tables, spreadsheets and databases,
Science Unit Curriculum K–12 Directorate
NSW Department of Education and Training



Interpret the diagrams on the back of a seed packet
Write instructions from the diagrams using correct
procedural text type
Use Excel to create a table and graph of provided
data

Observe germination of bean seeds at school or at
home on wet cotton wool

Read ‘Seeds and germination’ on p81 Core Science
2.

Read and complete the Worksheet ‘Germination’.
Draw and label a diagram of a typical seed
showing the radicle (baby root), plumule (baby
shoot), cotyledon and seed coat (Core Science 2
p81) Draw and label a diagram of the typical
germination process showing the root growing
down and the shoot growing up (from Core Science
2 p81)
FORMATIVE ASSESSMENT
 Complete the worksheet ‘Reading a seed packet’
 Write clear, numbered steps to produce written
instructions based on the diagrammatical
instructions on the back of the nasturtium packet.
Worksheet ‘Writing Instructions for a Seed Packet’.
FORMATIVE ASSESSMENT
 Use Excel to create a table and graph of provided
data. Worksheet in folder.
Mackellar Girls’ Campus
Year 8 Science program Plants and First-hand Investigation
page 6 of 8
PLANT INVESTIGATION
SUMMATIVE ASSESSMENT TASK
Skills
The students will learn about scientific method to:
The students will:
A student:

Plan an investigation into the effect of one variable
on the growth of bean plants (eg, soil medium or
water additive or amount of light)


List the materials which will be needed for the
investigation (potting mix, pots, bean seeds, the
additive or medium or shade cloth, a book to be
used as a journal)
Explain that many (at least six) bean plants will
need to be grown, half growing under normal
conditions and half having one factor of their
environment changed by the student – the variable

Decide on a variable they will investigate and
discuss the suitability of this idea with the teacher

Complete and submit for assessment the plan of
their own investigation including their aim,
hypothesis, materials, method and how they will
collect and organise their results
4.13 clarifies the purpose of an investigation and, with
guidance, produces a plan to investigate a problem
4.13.1.a) describe the problem and develop an
hypothesis or question that can be tested or researched
c) identify what type of information or data need to be
collected
4.13.2 a) identify variables that need to be held
constant if reliable first-hand data is to be collected
b)specify the dependent and independent variables
when planning controlled experiments, c)describe a
logical procedure for undertaking a simple or controlled
experiment
4.14 follows a sequence of instructions to undertake a
first-hand investigation
4.17 A student evaluates the relevance of data and
information, d)organise data using a variety of methods
including diagrams, tables, spreadsheets and databases,
f) identify trends, patterns, relationships and
contradictions in data and information
4.18 with guidance, presents information to an audience
to achieve a particular outcome
b) select and use an appropriate medium to present data
and information
4.19 draws conclusions based on the information
available
Science Unit Curriculum K–12 Directorate
NSW Department of Education and Training

Describe the plants growing normally as the control
plants, against which the treated plants will be
compared

Recognise that all other factors, apart from the one
variable factor, must be kept the same for all plants
for the investigation to be fair

Carry out the investigation (at home or at school),
keeping a record of the growth of the bean plants in
suitable tables in their journal

Explain that a hypothesis is their prediction or
educated guess about what effect they expect the
variable they are investigating will have on the
growth of the bean plants

Check with the teacher whether they are recording
the growth of their bean plants appropriately

Carry out the planned investigation, (at home or at
school) over 3-4 weeks keeping a journal to record
the planning and results of the investigation

Discuss and practise the appropriate way to
display the report of the investigation as a
PowerPoint presentation

Gather data on the growth of the bean plants (eg
height, number of leaves, colour of leaves)

Use spreadsheet software to display the results
neatly as tables and graphs

Display these results in a table of suitable design
and in a graph of suitable design if appropriate
Mackellar Girls’ Campus
Year 8 Science program Plants and First-hand Investigation
page 7 of 8
b) identify data which supports or discounts an
hypothesis, a question being investigated or a proposed
solution to a problem, g) use cause and effect
relationships to explain ideas.
4.20 A student uses an identified strategy to solve
problems, c) use cause and effect relationships to explain

Discuss the significance of the results or any other
aspect of the investigation that was of interest or
any problems encountered and how they can be
improved

Draw conclusions on the effect of the varied factor
on the growth of their bean plants

Prepare a written report of the investigation
containing the title, aim, hypothesis, method,
results, discussion and conclusion and photos and
diagrams as appropriate

Present the results of their investigation to the class
as a brief Power Point presentation .
ideas.
Science Unit Curriculum K–12 Directorate
NSW Department of Education and Training


Submit for assessment the written report
Present for assessment their report to the class as
a PowerPoint presentation.
Mackellar Girls’ Campus
Year 8 Science program Plants and First-hand Investigation
page 8 of 8