Planting Seeds

Overview

In this lesson (Lesson 4 of 15) students investigate how plants grow by making careful observations during a planting activity. They practise understanding a short, teacher-read text and record key details to support later problem-solving as the unit continues.

Learning intentions

• Students will understand that plants need water, light and soil to grow.
• Students will follow simple instructions to plant seeds safely and carefully.
• Students will comprehend key information in a short text by linking sentence ideas to the whole message.
• Students will recall and retell what they did and what they expect to happen next.

Success criteria

• I can tell you what plants need to grow using simple words.
• I can explain the planting steps in the correct order.
• I can identify key details from a short text (for example: soil, water, light).
• I can describe what I see (or predict) using complete, sensible sentences.

Curriculum links

• English (Reading comprehension): activating background and word knowledge; connecting and understanding sentences and the whole text; monitoring understanding; recalling details — EN1-RECOM-01.
• English (Creating written texts, as a short plan/record): using vocabulary, text features (labels) and sentence structure; revising for clarity — EN1-CWT-01.
• Creative Arts link (optional integration through describing artworks or making a simple seed “timeline picture”): making and describing how choices represent ideas — CA1-VIS-01.

Lesson structure (60 minutes)

1. 0–5 min · Hook (farm problem). Teacher shows a picture card of a seedling with the question: “What could help this plant grow?” Students do a quick think-pair-share and then name one idea to the class.
2. 5–15 min · Shared reading (short text). Teacher reads a very simple classroom text about planting seeds (teacher-produced, using familiar words). Teacher pauses to ask: “What is happening first/next?” and “How do we know?” Students point to evidence in the pictures and repeat key words (seed, soil, water, light).
3. 15–22 min · Check understanding. Teacher models “stop and think” by briefly showing one tricky sentence (for example, “Seeds need soil.”) and asking students to turn and talk: “Does that make sense? What does it mean?” Students respond using sentence starters: “It means…” and “I think…”
4. 22–40 min · Hands-on planting (instructions + safety). Teacher demonstrates the process once: fill container with soil, make a small hole, place seed, cover lightly, press gently, and water with a measured amount. Students complete planting at tables using a step-by-step visual checklist. Teacher circulates, giving prompts such as “Tell me the next step” and “What do you need before watering?”
5. 40–48 min · Record key details (simple writing). Students add a label to their planting container (seed + today’s date) and complete two sentence frames on a quick worksheet:

• “First, we ______.”
• “Next, we ______.” Teacher supports by writing a word bank on the board (soil, seed, water, light).

6. 48–55 min · Pair share: recall and predict. Students hold up their container and retell using “First/Next/Then” to a partner. Teacher prompts predictions: “What do you think will happen after a few days?” Students answer with a single sentence.
7. 55–60 min · Exit ticket (quick assessment). Students complete a 3-question oral or written check:

• “Name one thing plants need.”
• “What did we do first?”
• “Where will we put our seeds for light?” Teacher collects or listens to key responses for quick evidence of comprehension and recall.

Resources

• Seed packets (pre-selected suitable seeds for classroom use)
• Small planting containers (cups with drainage holes if available)
• Potting soil and measuring spoons/cups for water amount
• Picture cards showing steps: fill soil, hole, seed, cover, water
• Teacher-produced short text with matching pictures (large print for reading aloud)
• Student worksheets with sentence frames (“First… Next…”)
• Word bank cards (seed, soil, water, light)
• Labels for containers (name + date)
• Gloves or optional hand-wipes, paper towels
• Timer for transitions
• Big model container for demonstration

Assessment

• Formative during shared reading: students answer pause questions about first/next and identify key details from the text.
• Formative during planting: teacher checks students follow the correct sequence using the visual checklist.
• Exit ticket: teacher records whether students can name at least one plant need and recall the first step accurately.

Differentiation

• Support: sentence starters, visual step checklist, teacher modelling of “stop and think,” and a reduced set of writing prompts (students can draw and label if needed).
• EAL/new learners: provide picture cues for each step and allow oral response for the exit ticket; keep vocabulary consistent across the lesson.
• SEN support: fewer worksheet lines; use coloured markers to match steps to writing frames.
• Extension: students add a simple “I predict…” sentence using the word bank (for example, “I predict it will grow taller.”) or draw the seed-to-plant stages for their prediction.