Overview

This 60-minute lesson uses the book Can You Hear the Plants Speak? to engage Grades 1-3 students in exploring plant communication and nature awareness. It is designed for a multigrade classroom in Ontario and aligned with the Ontario Language curriculum, focusing on reading, oral communication, and understanding nature-related content.

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Curriculum Expectations (Ontario Language - Grades 1-3)

• Reading:
  • 1.1 Read and demonstrate understanding of a variety of texts, including familiar and unfamiliar texts, appropriate for their grade level (1.1, 2.1, 3.1)
  • 1.2 Use strategies to read with understanding (decoding strategies, picture clues - 1.2, 2.2, 3.2)
• Oral Communication:
  • 1.3 Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (1.3, 2.3, 3.3)
• Understanding Content:
  • 1.6 Demonstrate understanding of concepts and information presented in texts (1.6, 2.6, 3.6)
• Media Literacy (linked to understanding plant communication and natural phenomena):
  • 1.8 Respond to and interpret texts and media messages related to science and nature (1.8, 2.8, 3.8)

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Learning Goals and Success Criteria

Grade 1

• I can listen to and talk about the story Can You Hear the Plants Speak?
• I can identify plants and talk about how plants grow and communicate.
• Success Criteria: Students share one thing they learned about plants and participate in discussion using simple sentences.

Grade 2

• I can read or follow along with Can You Hear the Plants Speak? and answer questions about plant communication.
• I can use pictures and words to retell parts of the story.
• Success Criteria: Students retell story parts using pictures and simple words and describe one way plants communicate.

Grade 3

• I can read Can You Hear the Plants Speak? with support and explain plant communication concepts in my own words.
• I can ask and answer questions about the relationship between plants and their environment.
• Success Criteria: Students explain at least two ways plants “communicate” and discuss how this affects nature.

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Materials

• Book Can You Hear the Plants Speak? (with dyslexia-friendly text versions or audio-recording available for students with reading delays)
• Plant pictures and real plants (if possible)
• Chart paper, markers, and sticky notes for group work
• Worksheets: sequencing story events (Grade 1), plant communication questions (Grade 2), and short writing prompt (Grade 3)
• Tablets or computers (optional) for extension research activities
• Headphones for audio support during independent work

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Lesson Structure (60 minutes)

Time	Activity
0-10	Intro & Read Aloud — Teacher reads Can You Hear the Plants Speak? with expressive voice; show pics; pause to ask guiding questions (multigrade differentiated questioning). Dyslexia-friendly options: audio version or echo reading with small groups.
10-15	Whole Class Discussion — Engage children in conversation about how plants might “speak” or communicate. Encourage sharing ideas and make a mind map on chart paper. Ask: "How do plants tell us how they're feeling?"
15-50	Centre-based Activities & Small Group Instruction (rotate groups every 10 minutes)
	Centre 1 (Grade 1 focus): Plant Picture Story Sequencing - order pictures from the book showing plant growth & communication events. Students explain to teacher or peer.
	Centre 2 (Grade 2 focus): Question and Answer Cards - Match questions about plant communication with picture clues. Teacher works with small group to read and discuss answers.
	Centre 3 (Grade 3 focus): Writing and Drawing Reflection – "How do plants talk to each other?" Students write a sentence or two (supported as needed) and illustrate. Teacher supports reading delays with sentence frames and dyslexia-friendly font.
	Centre 4 (All Grades - Exploration): Sensory Plant Exploration & Communication Game. Students touch real plant leaves, smell, and guess how plants might use senses to “communicate.” Includes a simple interactive game: “If you were a plant, how would you tell others you need water?”
50-60	Sharing and Wrap-up — Small groups share one interesting thing learned. Teacher revisits mind map, adds new student ideas. Use “I can” statements for reflection and praise efforts.

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Differentiation Strategies & Supports

• Students with reading delays: Use audio version of the book, paired reading, and text with dyslexia-friendly fonts (e.g., OpenDyslexic). Provide sentence frames and visuals to support writing and speaking.
• Students with dyslexia: Use multi-sensory activities, colour-coded cards, and reading apps or headphones. Provide one-on-one reading support during small groups.
• English Language Learners (ELLs): Use visuals, gestures, and key vocabulary pre-teaching. Allow responses in oral or drawing formats.
• Advanced learners: Encourage research with iPads or books on plant communication, prepare a short oral presentation or digital poster on interesting plant facts. Use extension questions about plant adaptations and how plants communicate in different ecosystems.

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Assessment & Recording

• Formative assessment: Teacher observations during discussions, small group reading, and centre activities. Use checklists noting participation, understanding, and communication ability.
• Student self-assessment: At the end, students complete a sentence starter: “I can tell that plants talk by…” or “I learned that plants…”
• Peer assessment: In small group share-outs, students listen and ask questions about classmates’ ideas.

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Additional Notes for Teachers

• Emphasize respectful listening during group discussions to build oral language skills.
• Incorporate real plant examples from schoolyard or classroom to connect learning to environment.
• Use consistent routines during centre rotations to ease transitions and maximize learning time.
• Encourage journaling or drawing beyond the lesson for students who love plants and nature.

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Summary of "I Can..." Statements

Grade	"I Can..." Statements
1	I can listen and talk about Can You Hear the Plants Speak? I can name parts of plants and say how plants grow.
2	I can read parts of the story and answer questions with support. I can use pictures and words to retell the story events.
3	I can read and explain how plants communicate with others. I can ask and answer questions about plants and nature.

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This lesson plan fosters cross-grade engagement, respects diverse learning needs, and aligns with Ontario’s Language Curriculum expectations, while inspiring wonder about plant life and nature communication.