Exploring Garden Plants

Overview

Unit: Gardening Basics Exploration (Lesson 2 of 10)
Duration: 50 minutes
Class size: 10 students
Entry Level: Entry Level 1 (typically for learners working towards basic skills development, often with learning difficulties or as early KS1)
Subject area: Other - Science & PSHE crossover (Living Things and Environmental Awareness)
National Curriculum linkage:

• Science:
  • Plants - identify and name a variety of common plants, including garden plants and their features (Key Stage 1 - taken at an accessible level for Entry Level 1 learners)
• PSHE:
  • Recognising the importance of living things and wellbeing through connection with nature
• English:
  • Developing speaking, listening and vocabulary through structured group discussion

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Learning Objectives

By the end of the lesson, students will:

1. Recognise and name at least 3 common garden plants (e.g., sunflower, marigold, tomato).
2. Describe simple characteristics of these plants (colour, size, leaves, flowers).
3. Understand that different plants have different roles in a garden (provide food, attract bees, decorate).
4. Express ideas about why plants are important for gardens and the environment.
5. Develop confidence in speaking and listening through paired and group activities.

National Curriculum Reference:

• Science Key Stage 1: “Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.” (Adapted for Entry Level 1 needs).
• PSHE Programme of Study: “Recognise things in the environment that make them happy or calm, e.g., plants and flowers.”
• English Spoken Language: “Participate in discussions, presentations, performances, role play/improvisations, and debates.”

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Resources Needed

• Large photographs or laminated cards showing 6 different common garden plants (e.g., sunflower, tomato, marigold, daisy, mint, broad bean).
• Plant samples or pots with real plants if possible.
• Interactive whiteboard or flipchart and markers.
• “Plant Characteristic” flashcards with simple words / pictures (e.g., colour, flower, leaves, stem, fruit).
• A sensory box with soil, leaves, flower petals for exploration.
• Individual worksheets with pictures for matching activity (optional, adjustable for Entry 1).
• Name labels or plant labels.
• Stickers or stamps for assessment praise.

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Lesson Structure

1. Starter (8 minutes)

Activity: “What’s in the garden?” Picture and discussion circle.

• Show large pictures of the 6 garden plants one by one.
• Prompt: “Who has seen this plant before?” “What colour is it?” “What part do you notice first – flower, leaves, fruit?”
• Use simple yes/no and one-word answers, encourage gestures or single-word contributions.
• Model plant names clearly and get learners to repeat.

Assessment: Ask each learner to name at least one plant or point to it correctly. Use thumbs up/down to gauge confidence.

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2. Main Activity 1 (15 minutes)

Activity: Sorting plants by characteristics

• Divide class into pairs, each pair receives 3 plant picture cards.
• Use “Plant Characteristic” flashcards to prompt pairs to talk about their plants: “Is it big or small?”, “Does it have flowers?”, “Is it green or colourful?”
• Pairs take turns describing one plant to the class or group, using gestures or simple sentences: “The sunflower is big and yellow.”
• Teacher models sentence structure on flipchart and supports vocabulary.
• Encourage use of adjectives and key vocabulary.

National Curriculum focus: Developing descriptive language, scientific observation skills, and confidence speaking in a group.

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3. Main Activity 2 (15 minutes)

Activity: Exploring the importance of plants in the garden ecosystem

• Show illustrative story or simple explanation: “Plants make food for us and insects. Sunflowers make seeds; bees like flowers.”
• Use sensory box with soil, petals, leaves for hands-on exploration.
• Ask: “Why do you think these plants are good for the garden?”
• Create a simple chart on the board with ideas from students (e.g., “Plants give food,” “Plants are colourful,” “Plants help bees.”)
• Support with pictures or icons to reinforce understanding.

Assessment: Observe contributions and encourage at least one idea per student. Reward with sticker or stamp.

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4. Plenary (10 minutes)

Activity: Plant naming and matching game

• Use an interactive matching game – mix up plant cards and characteristic cards, learners match plant picture with one key fact (for example, sunflower → big yellow flower).
• Quick “popcorn” speaking session: Each student says the plant name aloud or points to a characteristic.
• Recap vocabulary with choral repetition.
• Teacher asks reflective question: “Which plant would you like to see in your garden? Why?” – allow for brief responses.

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Differentiation

• For learners with communication difficulties, provide picture symbols and allow pointing or non-verbal responses.
• Model all language, use sentence starters on the board (e.g., “The ___ is ___.”)
• Use hands-on plant samples for sensory input.
• Provide sentence frames or word mats for more able students to build short sentences.

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Assessment and Feedback

• Ongoing formative assessment through observation of participation in naming, describing, and sharing ideas.
• Use thumbs up/down and sticker reward system to encourage positive engagement and self-assessment at entry level.
• Quick exit check: Each learner names one plant before leaving.
• Teacher notes individual engagement and emerging vocabulary for target setting in future lessons.

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Cross-curricular Links

• English: Speaking and listening skill development.
• PSHE: Respect and care for living things; emotional wellbeing connection to nature.
• Art (optional extension): Sketching simple plant parts later in unit.

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Extension Ideas (for faster learners or homework)

• Collect leaves or flowers from outside to bring to class.
• Draw and colour favourite garden plant with simple labels.
• Observe a real garden plant at home and share one fact next lesson.

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Teacher’s Notes

• Keep language clear and slow; repeat frequently to build learner confidence.
• Use praise generously to build positive relationships with plants and peer group.
• Scaffold all speaking opportunities carefully to support all learners.
• Consider inviting a gardener or using a short garden video (if tech available) in future lessons for enriched experience.

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End of Lesson 2 Plan – Preparing students to confidently identify and talk about garden plants, setting a firm foundation for exploring gardening in subsequent lessons.