Caring for Plants

Grade: 1

Duration: 15 minutes

Number of students: 3 (small group instruction)

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Curriculum Expectations (Ontario Science and Technology, Grade 1)

Understanding Life Systems: Growth and Changes in Animals and Plants

• Overall Expectation:
  B1. Demonstrate an understanding of the basic needs of plants for growth.

• Specific Expectations:
  B1.1 Identify basic needs of plants (light, water, air, nutrients, and space to grow).
  B1.3 Use simple equipment and materials to carry out investigations about plants and their needs.
  B1.4 Use their senses to explore the characteristics of plants.

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Learning Goals

• I can:
  • identify what plants need to grow well.
  • explain why plants need water, light, air, and space.
  • take care of a plant by giving it what it needs.

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Success Criteria

• I can name at least three things plants need to grow.
• I can show how to care for a plant by giving it water or space or light.
• I can observe and describe how a plant looks or feels using my senses.

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Materials Needed

• Small pots or clear plastic cups with soil
• Fast-growing seeds (e.g., beans or radishes)
• Water spray bottles or cups for watering
• Small magnifying glasses
• Worksheets with picture symbols and simple words for plant needs (dyslexia-friendly fonts, clear spacing)
• Labels with pictures (light, water droplet, sun, fresh air)
• Chart paper and markers
• Soft sponge or cloth (to feel the soil texture)

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Lesson Outline

1. Introduction (3 minutes)

• Gather students in a small circle. Show a simple healthy potted plant.
• Ask: "What do plants need to grow big and strong?" Write their ideas on chart paper.
• Use picture labels with words to support vocabulary (light, water, air, soil/space).
• Refer explicitly to Ontario curriculum expectation B1.1.

2. Hands-On Activity: Planting and Exploring Needs (8 minutes)

• Each student plants 1-2 seeds in their small pot/cup with soil.
• Demonstrate watering the seed gently—explain "plants need water to drink."
• Place the plants where they can see a sunny window or under a small plant lamp, explaining "plants need light to make food."
• Use magnifying glasses to let students explore the soil and seeds, feeling soil texture with their fingers or sponge, engaging senses (B1.3, B1.4).
• Provide verbal prompts and simple visual cue cards for students needing reading support (dyslexia-friendly font, symbols).

3. Discussion and Reflection (4 minutes)

• Check-in with students. Ask: "What did we give to the seeds today? Why do you think they need these things?"
• Use “I can” statements to reinforce learning: “I can tell what a plant needs.”
• Have students match picture labels (water, sun, air, space) to their pots or a plant poster.

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Differentiation Strategies

• For students with reading delays or dyslexia:

  • Use visual supports (pictures, symbols).
  • Provide oral instructions and repeat as needed.
  • Use dyslexia-friendly fonts and large print on materials.

• For students who need extra support:

  • Provide hand-over-hand assistance during the planting activity.
  • Simplify reflection questions to yes/no or choice questions ("Does the plant need water today? Yes or no?").

• For advanced learners:

  • Encourage observation of seed changes, drawing or describing what they notice over time.
  • Introduce a simple journal to note daily plant care and growth.
  • Explore what would happen if a plant didn’t get one of its needs—discuss cause and effect.

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Extension Activities (at centres or home)

• Create a mini “plant care centre” where students water and check on plants daily.
• Use a tablet or camera to take close-up photos of plant growth for a class “Plant Growth” book.
• Explore different types of soils to see which helps plants grow best (science experiment).

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Assessment for Learning

• Observe students’ ability to follow planting steps and naming plant needs (B1.3).
• Listen to explanations during reflection for vocabulary and conceptual understanding (B1.1).
• Use their matching activity with picture labels to assess recognition and understanding (B1.4).

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By engaging the students physically with planting and exploring, combining sensory-rich experiences with visual supports and scaffolded discussions, this lesson will meet Ontario’s 1st Grade curriculum needs and accommodate diverse learners effectively in a small group context.