Dreaming Up Our Garden

Overview

Duration: 50 minutes
Class size: 10 students
Level: Entry Level 1 (typically ages 5-7)
Unit: Gardening Basics Exploration (Lesson 1 of 10)
Subject area: Other – Cross-curricular focus on Communication, Understanding the World, and Personal, Social and Emotional Development
National Curriculum for England links:

Communication and Language: Engage in meaningful conversations; express ideas clearly (ELG: Communication and Language)
Understanding the World: Talk about the natural world and show curiosity (Early Learning Goal)
Personal, Social and Emotional Development: Show confidence to try new activities and express preferences (ELG: Self-confidence and self-awareness)

Learning Objectives

By the end of the session, students will:

Share ideas about gardens, showing enthusiasm for their own preferences and those of others.
Use spoken language to express what they would like in a garden setting.
Collaborate to create a class mind map visualising their garden ideas, recognising that different ideas can be combined.
Develop vocabulary related to plants, garden features, and nature.

Resources Needed

Large sheet of paper or whiteboard for mind mapping
Colourful markers or pens
Picture cards/photos of garden elements (flowers, trees, insects, water features, play equipment, vegetables etc.)
Sticky notes or small paper pieces
Soft seating arrangement for circle time
Visual sentence starters e.g. “I would like…”, “In my garden, there is…”
Name tags for students (optional)

Lesson Breakdown

1. Welcome and Warm-up (5 minutes)

Gather students in a circle. Quick “hello” game: each student says their name and their favourite thing outside or in a garden.
Teacher models own favourite garden item to set the tone.

2. Introduction to the Topic (5 minutes)

Show pictures of different garden elements (flowers, vegetables, insects, outdoor benches, water features, bird feeders).
Ask simple questions: “What do you see here?” “Have you seen this in a garden?”
Emphasise new vocabulary and write key words on the board.

3. Brainstorming Session (15 minutes)

In circle, invite students one at a time to say what they would like in a garden. Use sentence starters and encourage full sentences.
Help scaffold responses for those struggling; prompt with “Would you like flowers or vegetables?”
Write down all ideas visibly. Everyone’s thoughts should be valued and recorded.

4. Creating the Mind Map (15 minutes)

Draw a large simple mind map on paper/board with “Our Dream Garden” in the centre.
Group ideas into categories (e.g., Plants, Animals, Play, Features). Use colours and pictures next to words for clarity.
Use sticky notes so ideas can be moved/added if needed.
Encourage students to come up and place their ideas, naming them aloud.

5. Reflection and Sharing (8 minutes)

Sit back in circle and review the mind map together.
Ask questions: “Which is your favourite thing on the map?” “Did you hear an idea you like from a friend?”
Recap new vocabulary by pointing to images and words together.
Praise students for sharing and working as a team.

6. Plenary and Next Steps (2 minutes)

Explain: “Next time we will start planting some of our favourite plants.”
Encourage students to think about which plants or things they are most excited about until next lesson.

Assessment Opportunities

Formative:
- Observe students’ participation in speaking and listening during brainstorm and sharing.
- Check understanding through the use of vocabulary and sentence structures.
- Note students’ ability to connect ideas during the mind map creation.
Teacher notes:
- Use a simple checklist or notes to mark each student’s confidence in expressing ideas, ability to listen and respond politely, and engagement.
- Provide additional support for those needing language development next lesson.

Differentiation and Inclusion

Provide visual supports and sentence starters to aid language production.
Use name cards and peer prompts to encourage shy or EAL learners.
Allow alternative modes of communication (pointing to picture cards, drawing an idea if speaking is difficult).
Encourage peer support and foster a positive, respectful learning environment.

Cross-curricular Links

Literacy: Speaking and listening skills, vocabulary development
Science/Understanding the World: Exploring plants and nature
PSHE: Sharing ideas, respecting peers’ opinions, teamwork
Art: Use of colours and drawing in mind map to visually represent thoughts

Teacher’s Reflection Notes for Next Lesson

Which vocabulary was most accessible or challenging?
Were students engaged in the group activity? Any disruptive moments or outstanding collaborative examples?
How effective was the visual support during brainstorming?
Plan for incorporating actual garden materials or a small planting activity in lesson 2.

This lesson plan ensures full alignment with the Early Years Foundation Stage qualities embedded within the national curriculum framework, emphasising language development, understanding the world, and social confidence through an engaging, collaborative gardening exploration.