Growing Native Life

Overview

Today students explore plants in their local environment using an Indigenous land-based approach. They will observe, sort, and describe native plants of central Manitoba (flowers, trees, and helpful plant parts) through a guided scavenger hunt.

Learning intentions

• Students will be able to observe and describe common local plants using simple science words (leaf, flower, seed, trunk, roots).
• Students will be able to sort plants into groups (tree, flower/plant) based on visible features.
• Students will be able to ask and answer questions about how plants grow and survive.
• Students will be able to record observations using a simple worksheet and share findings respectfully.

Success criteria

• I can name at least two native plants and describe one part I noticed.
• I can match each found plant to the correct group (tree or flower/plant) using visible features.
• I can draw or write what I observed on the scavenger hunt worksheet.
• I can share my observations using a calm, respectful voice during group sharing.

Curriculum links

• Scientific inquiry skills: observing, asking questions, and recording findings.
• Understanding plants: identifying observable plant features and describing how living things grow.
• Matter and energy (connections): noticing that plants are living things that change as they grow.
• Oral communication: sharing findings with others using evidence from observations.

Lesson structure (60 minutes)

1. 5 minutes – Opening circle and land acknowledgement

• Gather students in a safe outdoor space. Briefly introduce the land-based learning purpose: noticing native plants and caring for habitat. Review respectful behaviour: stay with the group, look with your eyes not your hands, and leave plants as you find them.

2. 10 minutes – Plant focus introduction (central Manitoba natives)

• Show photos of local examples (or real specimens if available): poplar (tree), spruce (tree), tamarack or birch (tree if appropriate), and flowers such as prairie crocus, wild rose, and asters (choose what is safely present/seasonal).
• Teach plant-part names with gestures: leaves, flowers, seeds, roots (roots: “the part below the ground”), trunk/bark.

3. 5 minutes – How to observe like a scientist

• Model observation: “I notice… I wonder…” and how to use evidence (colour, shape, size, smell if appropriate, and where it grows).
• Explain the scavenger hunt rules: each student completes one sheet; teacher or helper leads the group; students may only sketch, point, and record.

4. 25 minutes – Guided scavenger hunt (worksheet with images)

• Divide into 4 groups of 5 students. Hand out the scavenger hunt worksheet.
• Students move to 5–6 marked “finding stations” (teacher-set areas). At each station they:
• Look closely at one plant.
• Circle the correct picture label (tree or flower/plant).
• Draw the plant part they were assigned (leaf, flower, seed pod, bark, or needles).
• Write one sentence using a stem: “I noticed…”
• Teacher circulates, prompts questions (“What makes you think it is a tree?” “Where might the roots be?”), and checks safe behaviour.

5. 10 minutes – Plant sorting share

• Bring students back to a central spot. Use a simple class sorting area with two headings on a board/chart: “Trees” and “Flower/Plants.”
• Invite 2–3 students to place their picture cards (cut-outs from the worksheet) under the correct category and explain using evidence from their drawing.

6. 5 minutes – Reflection and closing

• Students complete a quick oral reflection: “One thing I learned about plants today is…” and “One question I still have is…”
• Remind students that plants are living things and should be respected and protected.

Resources

• Scavenger hunt worksheet (1 per student) with printed images and drawing boxes
• Clipboards or clip folders for students
• Pencil crayons or crayons (for leaf/flower colours and simple sketches)
• Photo card set or printed picture cut-outs of native examples (tree vs flower/plant)
• Plant-part reference cards (leaf, flower, seed, bark/trunk, needles)
• Teacher guide with station checklist and expected features
• Marking materials for stations (cones, rope markers, or signs)
• Hand-sanitiser and tissues; bottled water for students
• Safety supplies: first-aid kit; teacher/glance list for allergies and accessibility needs
• Optional: magnifying glasses (1 per small group) for close observation

Assessment

• Observation checklist: listen for correct use of plant-part words and ability to sort based on visible features.
• Worksheet review: check that students complete circles/drawings and include at least one evidence sentence.
• Oral sharing: note whether students can link “what they noticed” to a simple claim (tree vs flower/plant).

Differentiation

• Support: provide sentence stems on the worksheet (“I noticed…”, “It has…”, “I think it is a…”). Pair students strategically.
• Support for SEN: allow drawing only if writing is difficult; use pre-circling options with fewer choices.
• Extension: ask students to add one extra observation (e.g., “Does it grow tall or low?” “What do you think it needs to grow?”).
• EAL: use visuals heavily, allow students to point and record with teacher support; sentence starters can be completed with single words or dictated by students.
• Mobility/visual needs: assign roles such as “station recorder” or “photo selector”; ensure close, safe access to stations.

Scavenger hunt worksheet (teacher-ready, Grade 1)

Print one page per student. Use clear pictures (tree silhouette vs flower/plant image) and drawing spaces.

• Student name: __________ Date: __________
• Instructions box (short): “Circle the right picture. Draw what you see. Write one sentence.”

Station 1: Leaf

• Picture options: a tree leaf/branch (or needles) and a flowering plant leaf.
• Prompt: “What leaf part do you notice?”
• Circle: Trees / Flower/Plant
• Draw box: “My leaf drawing”
• Sentence stem: “I noticed the leaf is __________.”

Station 2: Flower

• Picture options: wildflower and a tree with no showy flower (use your seasonal choice).
• Circle: Trees / Flower/Plant
• Draw box: “My flower drawing”
• Sentence stem: “The flower looks __________ (colour/shape).”

Station 3: Bark / Trunk

• Picture options: tree trunk/bark vs plant stem.
• Circle: Trees / Flower/Plant
• Draw box: “My bark drawing”
• Sentence stem: “The bark looks __________.”

Station 4: Seed / Seed pod

• Picture options: seed pod/seed and a flower without seed (or leaf/stem).
• Circle: Trees / Flower/Plant
• Draw box: “My seed drawing”
• Sentence stem: “I noticed a seed pod that is __________.”

Station 5: Roots area (no digging)

• Picture options: underground roots photo illustration vs above-ground plant.
• Circle: Roots / Leaves (teacher prompts)
• Draw box: “I think the roots are __________ (below the ground).”
• Sentence stem: “I noticed roots help the plant __________.”

Final: My favourite native plant

• Show 2–3 photo choices (whatever is present/seasonal).
• Circle favourite.
• Draw the plant.
• Sentence stem: “My favourite plant is __________. I noticed __________.”

If you want, tell me the exact plants you plan to include (or the month/season), and I can tailor the station picture set to match what’s most likely to be found safely in your central Manitoba site.