Analyzing Our Findings

Overview

This 60-minute session is lesson 6 of 6 in the "Exploring Plants: Light and Dark" unit, designed for Reception to Year 2 mixed-age groups in a small rural C of E primary school. It consolidates learning by having pupils analyse the results of their plant growth experiment, discuss the impact of light and dark on plants, and present their findings. The lesson directly references the content and skills outlined in the National Curriculum for England (Science: Years 1 and 2) while using developmentally appropriate strategies for EYFS and KS1 children.

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National Curriculum Links

Key Stage 1 – Science

• Plants (Year 1): Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
• Working scientifically (Years 1 and 2): Asking simple questions and recognising that they can be answered in different ways. Performing simple tests. Using observations and ideas to suggest answers to questions.

Early Learning Goals (EYFS)

• Understanding the World: The natural world – Explore the natural environment around them, making observations and drawing pictures of animals and plants.
• Communication and Language: Express ideas and feelings about their experiences.

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Learning Objectives (I can...)

• I can compare and describe how plants grown in light and in dark look and feel.
• I can talk about what plants need to stay healthy and grow.
• I can share my results clearly with my friends using pictures, talk, or writing.
• I can think about what I have learned in this experiment and explain how science helps me understand the world.

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Success Criteria

• Children can describe at least two observable differences between plants grown in light and those grown in dark.
• Children can explain simple reasons why plants need light to grow well.
• Children use a graphic organiser to organise their thoughts about the experiment outcomes.
• Children contribute to a group presentation, showing respect for others’ ideas and speaking clearly.

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Resources

• The plants grown during the experiment (two sets: light and dark)
• Graphic organisers (Venn diagrams or T-charts: “Light” vs “Dark”)
• Large paper/posters for group presentation
• Whiteboard/flip chart for teacher modelling
• Plant observation sheets (pictures, simple sentence starters)
• Storyboard templates (for the extension activity)
• Audio recording device or tablet for oral presentations (optional, for SEN support)
• Soft seating area or circle time space for discussion

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Lesson Structure

1. Welcome and Review (10 minutes)

• Gather class in a circle.
• Recall the experiment steps briefly: planting, caring, watching how plants grew.
• Use pictures/photos from previous lessons or collect actual plants.
• Teacher models a simple description: “Look at this plant that grew in the light – it is green and tall. This one in the dark is pale and smaller.”
• Use questioning: “What do you notice? How are they different?”
• Collect ideas and write keywords on the board.

2. Group Observation & Discussion (15 minutes)

• In small mixed-age groups (3-4 children), children observe both plants physically.
• Provide graphic organisers: either a Venn diagram or a T-chart labelled “Light” and “Dark.”
• Support with sentence starters:
  • “The plant in the light is…”
  • “The plant in the dark is…”
  • “I think the plant needs light because…”
• Teachers/teaching assistants circulate to support SEN pupils, modelling language and prompting thinking with open questions.
• EYFS children contribute observational drawings. KS1 children encouraged to write simple sentences or captions.

3. Reflection and Drawing Conclusions (10 minutes)

• Regroup and model how to draw a conclusion: “Plants grew better with light because they can make food in the sunlight, but the dark plants could not.”
• Facilitate children in sharing their conclusions verbally in pairs or small groups.
• Discuss how scientists use experiments to find out things about the world.

4. Presentation Preparation (15 minutes)

• As a class, create a simple poster or slideshow storyboard containing:
  • Pictures/drawings of the plants
  • Key vocabulary (light, dark, healthy, pale, tall, small)
  • Children's sentences or oral contributions summarising their learning
• Assign roles among the KS1 children (speaker, artist, writer).
• EYFS children can contribute through drawings or oral commentary.
• Use sentence stems to scaffold: “Our experiment shows that…” “Plants need light to…”

5. Sharing and Consolidation (10 minutes)

• Children present their shared work to each other or another adult visitor (if available) to practise speaking and listening skills.
• Optionally, audio-record presentations to share with EYFS parents or as a memory of learning.
• End with a class reflection: “What was the most interesting thing you learned?” “Why is it important to take care of plants?”
• Praise effort and curiosity, linking to nurturing and respect for God’s world (in line with the C of E ethos).

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Differentiation Strategies

• For SEN and Younger EYFS learners:
  • Use picture cues and oral sentence starters.
  • Provide one-to-one adult support during observations and writing.
  • Use manipulatives (e.g., plant models) to support discussion.
  • Allow oral or drawn responses instead of writing.
• For Higher Ability KS1 learners:
  • Challenge to explain the science behind chlorophyll and photosynthesis in simple terms.
  • Support creation of a more detailed presentation for the EYFS class as the extension activity.

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Extension Activity (for advanced learners)

• Lead the creation of a digital presentation (using a simple app or photos on a tablet) to share findings with the EYFS class in the morning session.
• Encourage KS1 pupils to prepare questions about the experiment for younger pupils or adults, fostering curiosity and communication skills.

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Assessment and Feedback

• Ongoing formative assessment through questioning and observation during discussions.
• Collect completed graphic organisers and writing as evidence of understanding.
• Monitor pupil ability to articulate comparisons and conclusions.
• Provide positive verbal feedback highlighting individual contributions and scientific thinking skills.

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Reflection Notes for Teacher

• Note which pupils demonstrated confidence in using scientific vocabulary.
• Reflect on any barriers during the group work to inform further differentiation.
• Consider how outdoor provision might be used to revisit plant growth concepts later in the term.
• Use this final lesson to celebrate the class’s scientific enquiry journey, building confidence and enthusiasm for future topics.

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By carefully interweaving scientific enquiry with age-appropriate communication and reflection, this lesson ensures pupils at Reception to Year 2 develop a strong early understanding of plant biology while embedding key National Curriculum requirements.