Plant Parts Investigators

Overview

This 60-minute Year 1 Science lesson focuses on identifying the external parts of a flowering plant: roots, stem, leaves, flower and fruit. Students observe a real flowering plant or photograph and create a simple labelled plant-parts drawing or model. The lesson is planned for 20 students and can be adapted for a class of 25.

Learning intentions

Students will:

• identify and name the external parts of a flowering plant: roots, stem, leaves, flower and fruit
• describe one simple purpose for a selected plant part
• represent their observations in a simple labelled drawing or model

Success criteria

• I can point to and name the roots, stem, leaves, flower and fruit.
• I can describe one simple purpose for a plant part.
• I can create a simple labelled drawing or model of a plant.

Curriculum links

• Science Understanding: Plants and animals have external features that serve a purpose and by which they can be grouped.
• Science Inquiry—Communicating: Communicate observations, ideas and findings using everyday and scientific vocabulary.
• Science Inquiry—Sorting and representing: Represent observations using drawings, labels, photographs and models.

Lesson structure (60 minutes)

1. 0–60 min · Plant-parts observation and labelled drawing/model activity. Teacher role: Provide a real flowering plant or clear photograph, introduce the words roots, stem, leaves, flower and fruit, and briefly explain one simple purpose for a selected part. Model how to observe the plant and add a label. Circulate during the activity, prompt students to point to and name parts, and check understanding with questions such as “What part is this?” and “What is one job it has?”

   Student actions: Observe the real plant or photograph. Identify and name the five external parts, then create a simple labelled plant-parts drawing or model. Add labels for roots, stem, leaves, flower and fruit, and describe one simple purpose for a selected part using the sentence starter “The ___ helps the plant ___.” Students may use the plant or photograph as a reference throughout the activity.

   Resources: Real flowering plant or photograph, paper or card, pencils, plant-part word labels and optional simple modelling materials.

   Assessment: The teacher observes whether each student can identify and name the five parts, label them accurately and describe one simple purpose for a selected part. Evidence is gathered from questioning and the completed drawing or model.

Resources

• Real flowering plant or clear photograph
• Paper or card
• Pencils, crayons or markers
• Plant-part word labels
• Optional simple modelling materials
• Teacher checklist

Assessment

• Observe each student during the plant-parts activity and use a checklist to record whether they can identify and name roots, stem, leaves, flower and fruit.
• Check the labelled drawing or model for accurate plant-part labels.
• Ask each student to describe one simple purpose for a selected part, accepting spoken, pointed, drawn, symbol-supported or AAC responses.

Differentiation

• Provide a clear photograph, real plant, picture-supported word labels, enlarged labels, a partially completed drawing and sentence starters: “This is the ___”; “It helps the plant ___.”
• Accept pointing, selecting a symbol or label, gesture, AAC, drawing or recorded responses as valid communication.
• Offer a quiet observation space, visual instructions and accessible drawing or modelling materials.
• Support students to focus on one plant part at a time; extend confident students by asking them to describe the purpose of another selected part.