You will learn
- Say where roots are and what they look like.
- Say that roots hold the plant in the soil.
- Say that roots take in water.
- Name some roots that people eat.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Roots grow down into the soil.
- Roots hold the plant in place.
- Roots take in water.
- Some roots, like carrots, are food.
Words to know
the part of a plant that grows down into the soil
the loose earth where plants grow
to keep in place
a root that people eat
1. Discover: The pulled-up weed
Ama’s teacher shows the class a small weed with its roots, washed clean. “Look at the roots,” she says. They are thin and spread out like little threads, and a little soil clings to them. “They hold the plant in the ground,” she says. “And they take in water from the soil.”
Think: What do the roots look like?
2. Understand: What roots do
Idea 1: Where roots are
Roots grow down into the soil. We usually cannot see them because they are underground. Some roots are thick, like a carrot. Some are thin and spread out like threads, like the roots of grass.
Idea 2: Jobs of roots
Roots hold the plant in the soil, so wind does not blow it over. Roots also take in water from the soil for the plant.
Idea 3: Roots we eat
We eat some roots. Carrots, cassava and sweet potatoes are roots that store food. People dig them up and cook them.
3. Worked examples
Example 1 (I show you): What do roots do?
A strong wind blows and a tree stays standing.
- What holds the tree in the soil? The roots.
- So what is one job of roots?
Answer: Roots hold the plant in the soil.
Example 2 (We do it together): Is it a root?
A carrot grows underground.
- Does it grow underground? Yes.
- Is it part of the plant? Yes.
- Is it a root? Yes.
Answer: Yes, a carrot is a root.
Example 3 (You try): Where does the water go?
You pour water on the soil near a plant.
Show the steps and answer
- Where does the water go? Into the soil.
- What takes it in? The roots.
- Where does it go next? Up into the plant.
Answer: The roots take in the water and the plant uses it.
Did you know?
Some tree roots spread out as wide as the tree is tall, or even wider.
Why this matters
Roots keep plants in place and give them water, so plants cannot grow well without roots.
4. Explore: Look at bean roots
Use a bean growing in a clear cup. Or an adult can dig up a small weed.
- Look at the roots through the clear cup.
- Draw the roots and label them.
- Count how many roots you can see.
- Say what the roots might be doing.
Think about it: what did you notice?
What did you see? Roots grow down and spread out.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Roots grow ___.
- Roots hold ___.
- Roots take in ___.
- A carrot is a ___.
Guided practice
Question 1. Where do roots grow?
Down into the soil.
Question 2. What do roots take in?
Water.
Question 3. Name a root we eat.
Carrot, cassava or sweet potato.
Independent practice
Level 1: Start
- Where do roots grow?
- What do roots take in?
- Name a root we eat.
- What do roots hold?
- Can we usually see roots?
Level 2: Grow
- Why does a tree not blow over easily?
- How are carrot roots and grass roots different?
- What would happen to a plant with no roots?
Level 3: Stretch
- Draw a plant and its roots and label them.
- Explain how a plant gets water from the soil.
- Why are roots such as cassava useful?
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Which roots do people eat in your home?
Show a sample answer
Cassava, carrots and sweet potatoes.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Roots are a part of the plant. They are under the ground.
Fix: Roots hold plants and take in water. We eat some roots.
8. Lesson summary and revision card
- I can say where roots are and what they look like.
- I can say that roots hold the plant in the soil.
- I can say that roots take in water.
- I can name some roots that people eat.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Roots grow down into the soil.
- Roots hold the plant in place.
- Roots take in water.
- Some roots, like carrots, are food.
11. Next lesson
Next lesson: Stems. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Where are roots? [1 mark]
- Give two jobs of roots. [2 marks]
- Name two roots we eat. [2 marks]
- What would happen to a plant with no roots? [3 marks]
- Draw a plant with a root. Label the root. [2 marks]
Total: 10 marks.
Marking guide and model answers
- In the soil, underground [1]
- Hold the plant [1]; take in water [1]
- Any two: carrot, cassava, sweet potato [1 each]
- It could not take in water [1]; it would fall over [1]; it would die [1]
- A plant [1]; the root labelled [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Where do roots grow?
- What do roots take in?
- Name a root we eat.
- What do roots hold?
- Can we usually see roots?
- Why does a tree not blow over easily?
- How are carrot roots and grass roots different?
- What would happen to a plant with no roots?
- Draw a plant and its roots and label them.
- Explain how a plant gets water from the soil.
Homework
With an adult, look at a carrot, a cassava or a sweet potato. Draw it and write one thing you notice about it.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Where do roots grow? | Down into the soil. | 1 |
| 2. What do roots take in? | Water. | 1 |
| 3. Name a root we eat. | Carrot, cassava or sweet potato. | 1 |
| 4. What do roots hold? | The plant in the soil. | 1 |
| 5. Can we usually see roots? | No, they are underground. | 1 |
| 6. Why does a tree not blow over easily? | Its roots hold it in the soil. | 1 |
| 7. How are carrot roots and grass roots different? | A carrot is thick. Grass roots are thin like threads. | 1 |
| 8. What would happen to a plant with no roots? | It could not take in water or stand up. | 1 |
| 9. Draw a plant and its roots and label them. | A drawing with the roots labelled. | 1 |
| 10. Explain how a plant gets water from the soil. | Its roots take the water in from the soil. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Down into the soil.; 2 Water.; 3 Carrot, cassava or sweet potato.; 4 The plant in the soil.; 5 No, they are underground.. Level 2: 1 Its roots hold it in the soil.; 2 A carrot is thick. Grass roots are thin like threads.; 3 It could not take in water or stand up.. Level 3: 1 A drawing with the roots labelled.; 2 Its roots take the water in from the soil.; 3 They store food that people can eat..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say where roots are and what they look like | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Say that roots hold the plant in the soil | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Say that roots take in water | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Name some roots that people eat | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Roots are not part of the plant.” Roots are a part of the plant. They are under the ground.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Look at one real root. Say that it holds the plant and takes in water.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns what roots do and which roots we eat. You do not need to be an expert to help.
- Look at a carrot or cassava together.
- Ask, “What do roots do for a plant?”
- Help your child grow a bean to see the roots.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say where roots are and what they look like; say that roots hold the plant in the soil; say that roots take in water; name some roots that people eat.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. A bean plant in a clear cup, a carrot, cassava or a sweet potato, chart paper, pencils and crayons. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Set up a bean in a clear cup a week ahead. Wash the roots of a small weed. Draw a plant with roots on the board.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Show a weed with roots and ask, “What do you see? What do you think the roots do?”
Explanation (10 min). Teach where roots are, their jobs and which roots we eat.
Guided activity (10 min). Learners look at roots in a clear cup and draw them.
Independent activity (10 min). Learners say two jobs of roots.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Where are the roots? What do they do? What happens without roots?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Roots are not part of the plant.” Roots are a part of the plant. They are under the ground.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Look at one real root. Say that it holds the plant and takes in water. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 3, topic 3; Next Generation Science Standards, from molecules to organisms (structures and functions of plants); Cambridge Primary Science Stage 1, plants; IB Primary Years Programme, how the world works. These sources informed the lesson.