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They can be found all over the world. In fact, they're so common, we hardly notice them at all. But plants are the foundation of all life on Earth – without them, we cannot survive!  \nAnswer the following questions in preparation for learning about the themes and ideas introduced in the book: Plants Save the World.  \n What are plants? Can you name any common plants that grow in your garden or local green space?  \n What do plants need to grow?  \n What part of a plant keeps it stable and sucks up nutrients?  \n What is the name of the process by which plants create food for themselves?  \n What are pollinators? What do they do? Can you name any pollinating insects?  \nKEY TERMS AND THEIR DEFINITIONS  \nBefore you read Plants Save the World, create a glossary of key vocabulary and important scientific terms. Find a starter list below; add more words to your glossary as you read.  \nAdaptation; Biotechnology; Climate; Deforestation; Ecosystem; Fertilise; Habitat; Nutrient; Organism; Photosynthesis; Pollination; Pollution; Re-wilding; Seeds; Stomata; Web of Life; Weeds.  \nCHALLENGE!  \nHere are some facts about plants (p.4) . Which is your favourite? Can you explain any of them in more detail?  \nPlants provide food and medicine.  \nPlants clean the air we breathe.  \nPlants provide habitats for animals.  \nPlants protect against disasters , such as flooding. Plants are used to make products we use every day.  \nDiscover more books at [HachetteChildrens.co.uk](HachetteChildrens.co.uk)  \nDiscover more resources at [HachetteSchools.co.uk](HachetteSchools.co.uk)  \nPEEK INSIDE: CASE STUDY – WHAT ARE PLANTS?  \n‘Green moss growing on a roof , daisies in the park , cacti in a desert and giant redwood trees: plants range from tiny weeds to vast trees!’ Read pages 6–7 in which we learn more about plants and what they do.  \nDISCUSSION QUESTIONS:  \n1. How many species does the plant kingdom contain?  \n2. What three features do ‘most plants’ share?  \n3. What is Photosynthesis? What does it help plants to do?  \n4. What is chlorophyll?  \n5. In Photosynthesis , what is the ‘waste product’ for the plant?  \n6. During the day , what do plants ‘take in’ and ‘give out’?  \n7. How does the process of Photosynthesis help humans and the environment?  \nCHALLENGE!  \nDraw an image of a plant rooted in the ground. Label the plant with basic vocabulary: roots , stems and leaves. Then , create a diagram that clearly shows the process of Photosynthesis. Try to include the following words: carbon dioxide , sunlight , chlorophyll , water , sugar , oxygen. Present your diagram to a classmate or friend , explaining the benefits of Photosynthesis.  \nDiscover more books at [HachetteChildrens.co.uk](HachetteChildrens.co.uk)  \nDiscover more resources at [HachetteSchools.co.uk](HachetteSchools.co.uk)  \nREFLECTION ACTIVITIES  \n ‘The web of life exists in all ecosystems around the world.’ Read pages 8–9. What role do plants play in the web of life? Can you create a diagram showing how the web of life works?  \n Create a food chain for an animal of your choice , showing the connections between the soil , plants and animals.  \n Read more about ‘tremendous trees’ on pages 10–11. Choose a tree in your garden or local green space. Take time to study it , sketch it , and track how it changes in different seasons. Is it under threat? How? Create a case study of your chosen tree.  \n Draw a diagram showing the process of pollination. Use pages 22–23 to help you.  \n Look at the two plant-animal partnership ","cbCaibd27wvw5zQ4","https://ap.wps.com/l/cbCaibd27wvw5zQ4","pdf",4689928,"English","# INTRODUCING THE TOPIC!\n## Key questions before reading\n## Key terms and definitions\n# CHALLENGE!\n## Facts about plants (p.4)\n## PEEK INSIDE: Case study – What are plants?\n## Discussion questions\n# CHALLENGE! (diagram activity)\n## Photosynthesis diagram and vocabulary labels\n# REFLECTION ACTIVITIES\n## The web of life (pp.8–9)\n## Food chain activity\n## Tremendous trees case study (pp.10–11)\n## Pollination diagram (pp.22–23)\n## Plant-animal partnerships (pp.24–25)\n## Plants and humans (pp.30–41)\n## Re-wilding summary and benefits\n## Plant threats and solutions","[{\"question\":\"What preparatory questions should learners answer before studying the book’s themes?\",\"answer\":\"Learners are prompted to consider what plants are, common plants in their local area, what plants need to grow, the plant part responsible for stability and nutrient uptake, and the process plants use to create food. They also explore pollinators, their role, and examples of pollinating insects.\"},{\"question\":\"What key vocabulary is included and how is it used?\",\"answer\":\"A starter list of scientific terms is provided for learners to create a glossary, including concepts such as photosynthesis, pollination, ecosystems, habitat, nutrients, and stomata. Learners are encouraged to add more words as they read.\"},{\"question\":\"How do the reflection activities build understanding across ecosystems and environmental issues?\",\"answer\":\"Activities cover the web of life and how plants fit into ecosystems, creating food chains that link soil, plants, and animals, and examining plant-animal partnerships. Learners also investigate how humans use and benefit from plants, summarise re-wilding and its importance, and identify threats to plants with possible solutions.\"}]","Plants Save the World - Teaching Notes & Resources (Key Stage 2-3) | PDF",1789196725]