Growing Conditions Experiment

Overview

Duration: 30 minutes
Class Size: 30 students
Year Group: Year 4 (Ages 8–9)
Subject: Science
National Curriculum Link:

• Key Stage 2 – Year 4 Science
  • Topic: Living Things and Their Habitats / Plants
  • Objective Met:
    • Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
    • 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.
    • Investigate the way in which water is transported within plants.
    • Use scientific enquiries to answer questions, including practical enquiries with comparative and fair tests.

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Learning Intentions

Learning Objective

To investigate how different environmental factors affect plant growth and survival.

Success Criteria

By the end of the lesson, pupils will be able to:

• Identify at least three basic needs of a plant.
• Predict how changes in environment might affect plant growth.
• Describe how to set up a fair test with variables.

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Prior Knowledge

Pupils should have a basic understanding of plant parts and functions (taught earlier in Year 3/4 topics).

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Resources Needed

• Transparent plastic cups or plant pots (1 per group)
• Cotton wool or small amount of compost
• Cress seeds (quick germination)
• Labels and markers
• Measuring spoons or pipette
• Mini whiteboards & pens
• Large tray or area to store pots
• Torches (if natural light is not consistent)
• Black card to cover pots
• Freezer bag or refrigerator (for cold condition simulation)

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Vocabulary

• Germination
• Variable
• Environment
• Light
• Nutrient
• Temperature
• Observation
• Prediction

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Lesson Structure

1. Engage & Explore (5 minutes)

Interactive Starter Question (Think-Pair-Share on Mini Whiteboards): "What do plants need to survive and grow? How do we know this?"

• Children write/draw their initial ideas and share with a partner.
• Teacher gathers responses and links to the vocabulary.
• Display image of a wilting versus healthy plant for a quick class comparison.

Key Thinking Prompt:
"Why do some plants survive better in certain places than others?"

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2. Explain & Model (10 minutes)

Teacher Explanation (use visual aids/slides):

• Recap the five things a plant needs to grow: light, water, warmth, space, and nutrients.
• Introduce the investigation:
  "We’re testing how changes to one thing can affect our plants. We’ll create different environments and make a prediction!"

Set-Up Summary: Children will plant cress seeds in different conditions:

• Plant A: Regular light and water (Control)
• Plant B: No light (covered with black card)
• Plant C: No water
• Plant D: Kept in fridge (cold)
• Plant E: Extra water (over-watered)

Teacher models how to:

• Plant the cress on cotton wool/soil.
• Label pots.
• Use droppers to give consistent water measurements.
• Cover or place pots according to chosen conditions.

Highlight Fair Test Principle:
"Only change one thing at a time — this is our variable!"

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3. Practical Activity (10 minutes)

Split class into mixed-ability groups of 6 (ability groups within each):

• Each group plants 5 cress cups (A–E) and identifies what is different in each.
• Children take on roles: Scribe, Materials Manager, Botanist, Water Monitor, Environment Monitor, Reporter.

Use a group data sheet to:

• Predict how the seeds in each condition will grow (tick-box + sentence support scaffolds).
• Record initial set-up with labelled drawings.

Differentiation

Higher Ability (HA):

• Challenge: Ask to suggest why certain changes might affect germination (e.g. "Why might no light slow growth?").
• Use sentence starters like: "Because the plant needs...", or "I think the plant will..."

Middle Ability (MA):

• Guided prediction choices and structured discussion in groups.
• Supported vocabulary mats.

Lower Ability/EAL (LA/EAL):

• Visual aids, coloured symbols to match to needs (sun, water, thermometer).
• Sentence frames:
  • "I think the seeds will/won’t grow because there is no light."
  • Paired with peer buddy for vocabulary.

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4. Reflect & Review (5 minutes)

Return to whiteboards:

• What do you predict will happen to the seeds in the fridge?
• Which condition will help the plants most and why?

Encourage curiosity:
"What question would you want to ask a real plant scientist?"

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Assessment for Learning

• Observations during group work (cooperation, scientific reasoning, vocabulary use).
• Mini-whiteboard responses.
• Group prediction sheets.

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Extension / Home Challenge

Eco Garden Explorers: Ask pupils to observe a plant at home (e.g. houseplant, garden) and record:

• Where it is kept (light, warm?)
• How it is watered
• Describe how it looks after 3–5 days

Optional Challenge: Write or draw your own “plant survival” experiment idea.

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Support and Enrichment

SEN Support

• Tasks broken down into actions.
• Visual step cards for planting process.
• Adult support in group tasks.

Greater Depth

• Ask pupils to suggest how they would improve the test (e.g. repeat tests, measure plant height).
• Link to real scientific enquiry: NASA growing plants in space – how might conditions differ?

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Plenary Thought

“Plants live in LOTS of places – from deserts to jungles. What helps them survive where they are?”

Use a map of the world to point out where different plants live and why – cross-curricular link to geography.

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Teacher Notes

• Begin the follow-up observation lesson 2–3 days later.
• Capture photos of changes and build a tracking journal.
• Consider integrating with literacy (diary of a seed) or art (draw from observation).

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Keywords to Celebrate

Curiosity | Investigation | Environment | Growth | Comparison

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This lesson not only meets curriculum requirements but immerses pupils in genuine scientific thinking, teamwork, and exploration — planting the seeds of a lifelong love of science.