Choosing Containers

Overview

This 50-minute lesson introduces Entry Level 1 students to selecting appropriate gardening containers. They will explore types of containers such as pots and raised beds, evaluate their benefits and drawbacks, and make an informed choice for their own gardening project. This lesson supports personal development, practical skills, and environmental understanding in line with the National Curriculum for England's design and technology and science programmes of study for Key Stage 1 adapted suitably for Entry Level 1 learners.

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National Curriculum Links

• Design and Technology (KS1 Focus):

  • Design: Use simple tools and equipment safely and effectively (DfE, National Curriculum 2014).
  • Make: Select appropriate materials to make a product.
  • Evaluate: Talk about what works well and suggest improvements.

• Science (KS1 Focus):

  • Working scientifically: Ask questions, make observations, and begin to make simple comparisons (adapted for Entry Level 1).
  • Plants: Identify common plants and understand basic needs of plants (soil, water, light).

• Personal, Social & Emotional Development:

  • Develop decision-making skills through selecting and justifying container choices.
  • Foster teamwork and communication during group discussion and activities.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify two or more types of gardening containers (e.g., pots, raised beds).
2. Describe at least one advantage and one disadvantage of each container type.
3. Choose a suitable container for their personal garden project, providing a simple reason for their choice.
4. Work collaboratively to share ideas during discussions and activities.

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Resources Needed

• Sample containers for demonstration (small plant pots, photos or mini model of raised beds, window boxes)
• Visual aids: pictures of container types, pros and cons charts
• Large paper and markers for group recording
• Seed packets or seedlings (optional: to connect with previous or upcoming lessons)
• Worksheets with container images and simple pros/cons boxes
• Whiteboard and pens
• Gardening gloves and aprons (optional)

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Lesson Structure

1. Starter Activity (10 minutes)

Engage and Activate Prior Knowledge

• Greet the class and recap the previous lessons about basic gardening concepts.
• Show real examples or photographs of different gardening containers. Ask:
  • “What do you see here?”
  • “Have you seen or used any of these before?”
• Use a simple think-pair-share: Students talk to a partner about which container they like and why.
• Brief whole-class feedback.

National Curriculum focus: Communication and building confidence speaking in a group.

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2. Main Activity Part 1 – Exploration and Discussion (15 minutes)

Discuss Types and Features of Containers

• Introduce two main types: pots and raised beds. Use visuals and real examples.
• Create a pros and cons chart on the board with class participation:
  • Pots: easy to move, can be used indoors/outdoors, limited soil space.
  • Raised beds: good soil depth, better drainage, takes more space, less portable.
• Encourage students to contribute ideas and record their suggestions.
• Use questioning to prompt thinking, e.g. “Which container might be better if you don’t have much space?”

National Curriculum focus: Developing understanding through scientific observation and vocabulary; expressing ideas clearly.

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3. Main Activity Part 2 – Decision Making and Personal Choice (15 minutes)

Selecting a Container

• Hand out worksheets with images of container types and boxes to tick pros and cons.
• Students select which container they would choose for their garden and circle or tick it.
• Encourage students to write or dictate one reason for their choice (support staff or teacher to scribe if needed).
• Pair-share: Students explain their choice to a partner.
• If time, show how to safely handle a container, prepare soil, or plant a seedling (linking practical skills).

National Curriculum focus: Using simple criteria to make choices; practising fine motor skills and personal responsibility.

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4. Plenary – Reflect and Share (10 minutes)

• Gather students to share their container choices and reasons aloud.
• Summarise key learning points: importance of container type for plant growth and personal circumstances.
• Highlight next lesson’s focus (e.g., planting seeds).
• Provide positive feedback and encouragement for participation.

National Curriculum focus: Reflecting on learning and contributing to group discussions.

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Assessment

• Formative Assessment:

  • Observation of students’ participation in discussion and pair work.
  • Review of worksheet choices and reasons to assess understanding of container features.
  • Verbal feedback during plenary to check for comprehension and ability to articulate choices.

• Summative Assessment:

  • Informal teacher notes on students’ ability to identify container types and describe pros/cons.
  • Evidence of decision-making aligned with lesson objectives.

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Differentiation

• Provide sentence starters or picture prompts for students with communication difficulties.
• For more able students, encourage reasoning beyond given pros and cons (e.g., cost, environmental impact).
• Use practical, hands-on experience for kinesthetic learners (letting them handle containers).
• Support staff to assist with recording answers or prompting answers as needed.

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Extension Ideas

• Set up a small container garden corner where students can plant in their chosen containers and observe growth over time.
• Integrate art by decorating containers before planting.
• Research other container types (e.g., recycled containers, grow bags) as a group project for later lessons.

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Classroom Management Tips

• Group students into pairs or small groups for discussions to encourage peer support.
• Use visual timers to keep activities on schedule.
• Ensure resources are accessible before lesson to allow smooth transitions.

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This lesson ensures that Entry Level 1 students engage with fundamental gardening concepts, developing vocabulary, practical decision-making, and collaborative skills in a manner consistent with the National Curriculum for England, while encouraging a hands-on, memorable learning experience.