Choosing Our Plants

Lesson Overview

Unit: Garden Exploration Adventure (Lesson 9 of 13)
Duration: 50 minutes
Class size: 10 students
Level: Entry Level 2 (typically PMLD/SEND students or those at very early stages of learning)
Subject Area: Other (Science/Personal and Social Development focus)
Country: England
Curriculum Reference:

National Curriculum for England – Key Stage 1 – Science: Plants
Personal, Social, Health and Economic Education (PSHE) Early Years and Key Stage 1
Early learning goals for communication and language development

Learning Objectives

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

Recognise and name at least two plants from the selection provided (NC Science: Plants - KS1)
Express simple preferences and explain in basic terms why they like certain plants (Communication and Language - NC English - Spoken Language)
Participate in a group discussion and listen to peers’ choices respectfully (PSHE - Relationships Education)
Understand the concept of making choices in a real-life context (PSHE - Making decisions)

Resources Needed

Pictures and real-life samples of a variety of easy-to-grow plants (e.g., sunflower, tomato, mint, marigold, radish)
Small containers (one per student)
Plant labels and markers
Visual choice cards with plant names and images
Whiteboard or flip chart and marker
“Likes and Reasons” sentence starters on cards (e.g., “I like ___ because ___”)
Camera/tablet for documenting students’ choices and explanations
Sensory materials related to plants (smooth leaves, textures, scents)

Curriculum Links & Standards

Science – Plants (Key Stage 1):

Identify and name a variety of common plants, including garden plants.
Describe how plants are grown.

English – Spoken Language:

Participate in discussions, express views and ideas using simple sentences.
Use vocabulary related to plants and gardening.

PSHE / Personal Development:

Develop decision-making skills.
Recognise others’ choices and show respect for differences.

Lesson Structure

1. Introduction and Engagement (10 minutes)

Welcome students and briefly recap the unit so far: “So far, we have explored how plants grow and looked at different parts of a plant.”
Introduce today’s task: “Today, you get to choose 2 plants to put in your container!”
Show the real plants and images. Pass around sensory materials so students can touch, smell, and observe them.
Use simple, clear language: “This is a sunflower. It’s tall and yellow. This is mint. It smells fresh!”
Link to learning objective: “We will talk about which plants you want and why you like them.”

2. Guided Choice Activity (15 minutes)

Lay out all the plant options with images and real samples on a table.
One-by-one, invite each student to come forward to choose their two plants, encouraging them to use the sentence starters:
- “I like ___ because ___.”
- Model the language with a few examples on the board.
Use AAC (Augmentative and Alternative Communication) tools for non-verbal students as needed.
Encourage the class to listen quietly to each peer’s choices and reasons.
Record and photograph students’ verbal or non-verbal responses for later review.

3. Pair or Small Group Discussion (10 minutes)

Organise the class into pairs or a small group of 3. Support students to share their choices with their partner(s).
Teachers or learning support assistants prompt students: “What plant did you choose? Why?”
Encourage turn-taking and respectful listening.
For non-verbal students, use gesture prompts and visual cue cards to support communication.

4. Reflection and Group Sharing (10 minutes)

Bring the class back together.
Use a flip chart to note the most popular plants chosen and the reasons given.
Highlight diversity of choice and value all contributions: “Look how many different plants we all like!”
Reinforce decision-making: “Choosing plants is important because these will grow in your container.”

5. Plenary and Next Steps (5 minutes)

Summarise the lesson: “Today, you chose your plants. Next time, we will plant them in the containers and water them.”
Reinforce the link to the overall unit and learning journey.
Use a positive encouragement statement to each student, e.g., “Great choice, [name]! I can’t wait to see your plant grow.”

Assessment & Evidence Gathering

Teacher observation and checklist of students’ ability to:
- Name/recognise plants from the selection.
- Use simple sentences to explain why they chose their plants.
- Participate in group discussions/listening.
Photographic or video evidence of students sharing their choices.
Sample student quotes or AAC responses collected and noted.

Differentiation & Inclusion Strategies

Provide multisensory experiences: touch, smell, visuals for all plants to support sensory learners.
Use visual and auditory cues to support communication.
Allow extra processing time for choices; provide one-to-one support as needed.
Adapt language complexity depending on individual student needs.
Scaffold sentences with sentence starters or symbol cards.
Provide praise and reassurance to boost confidence in decision-making.

WOW Ideas to Enhance Learning

Create a “Plant Choice Gallery” corner in the classroom where each student’s chosen plants and reasons are displayed with photos and quotes.
Use a digital app or device to record students speaking about their plant choices; play back their recordings to boost confidence and encourage peer feedback.
Incorporate a sensory planting diary for students to draw or paste photos over the coming weeks to document growth and reflect on their initial choices.

Links to Future Lessons

Next lesson (Lesson 10): Planting and watering the containers with student chosen plants.
Future lessons will include observation and care activities linked to seasonal changes and plant growth science (KS1 Science).

This plan strongly supports cross-curricular learning in communication, decision making, social skills, and science, all firmly rooted in the National Curriculum for England, tailored for Entry Level 2 learners.

Teaching Instructions