Exploring Plant Parts

Overview

This 60-minute lesson is designed to consolidate KS1 pupils’ knowledge of the parts of a plant, building on prior learning before moving forward to introduce plant survival needs. The lesson also includes 5 EYFS children to nurture early science curiosity. It aligns with the National Curriculum for England (Science – Plants) focusing on recognising and naming the main parts of a plant. Activities are hands-on, low-resource, and suitable for small group teaching and continuous provision.

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National Curriculum Links

Key Stage 1: Science - Plants

• Pupils should be taught to:
• Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.
• Identify and describe the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves, and flowers.
• Programme of Study focus:
• “Identify and describe the basic structure of a variety of common flowering plants.”

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Learning Objectives ("I can" statements)

• I can name the main parts of a plant: root, stem, leaves and flower.
• I can describe the function of each plant part.
• I can show what I know by creating my own plant model.

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Success Criteria

• Pupils accurately use plant vocabulary during discussions.
• Pupils identify all four main parts of a plant in pictures and real plants.
• Pupils produce a labelled craft/model of a plant demonstrating knowledge of parts.
• Pupils participate in group activities, sharing ideas and listening well.

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Resources

• Real potted plants or plant images/diagrams
• Large labelled plant poster (for input)
• Paper plates or card circles (1 per pupil)
• Coloured paper or tissue paper, green pipe cleaners (optional)
• Glue sticks, scissors, pencils, crayons/markers
• Large drawing sheets or A3 paper for plant diagrams
• Clipboards or hard surfaces for drawing outdoors (optional)

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Lesson Structure

1. Whole-Class Interactive Input (15 minutes)

Engage with all KS1 + EYFS children

• Gather children in a welcoming circle inside or outdoors near plants.
• Using a large real plant or clear diagram, introduce the four main parts: roots, stem, leaves, flowers.
• Use vivid storytelling/poetry or a short song describing each part’s job (e.g., roots “drink water from the soil,” leaves “catch sunlight”).
• Show labelled diagrams and ask children to identify parts on the real plant or pictures.
• Use simple Q&A to recap: “What part holds the plant up?” “Where do roots live?”
• To make it multisensory, invite children to touch leaves and gently hold flowers.
• Introduce a fun chant or action rhyme to reinforce the parts and their functions.

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2. Group Activity Rotation (30 minutes)

Group A: Teacher-Led Hands-On Craft (KS1) (15 minutes)

Activity: Make a plant model using paper plates and coloured paper

• Provide each child with a paper plate (to become the flower or leaf base).
• Children attach coloured paper pieces to represent leaves, roots (drawn or glued beneath the ‘stem’), stem (long green strip or pipe cleaner).
• Encourage labelling in pencil or marker: children write or dictate “root,” “stem,” “leaf,” “flower” with teacher help if needed.
• Talk through each step, reinforcing part names and functions interactively.
• Use question prompts: “Which part takes in water?” “Can you point where the leaves are?”
• Allow children to personalise their plant craft while consolidating their learning.

Group B: Continuous Provision with EYFS (KS1 + EYFS mix) (15 minutes)

Provision Ideas:

• Outdoor planting corner with soil, seeds, and water where children explore roots and stems.
• Exploration tray with real leaves, flowers, soil for sensory experience.
• Simple plant sorting game: match pictures of roots, stems, leaves, flowers to the correct labels.
• EYFS children can focus on naming parts with support; KS1 pupils can assist and verbalise explanations helping deepen their understanding.

Teacher supervises lightly or supports EYFS children to encourage language and exploration in this time.

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3. Swap Groups (15 minutes)

• Groups change places: Group B come to teacher-led craft; Group A join continuous provision.
• Same instructions as above; teacher works with second group to ensure all KS1 children participate in teacher-led consolidation activity.

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4. Extended Continuous Provision (After swap, approx. 10 minutes)

• KS1 children continue plant-related play and exploration in their designated continuous provision area.
• EYFS children remain engaged in sensory or exploratory learning related to plants.
• Teacher observes and supports peers, listens to conversations, notes new vocabulary usage and understanding.

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5. Plenary – Whole Group Reflection (5 minutes)

• Regroup all children together in a circle.
• Invite 2-3 pupils to share their plant models and say a part and its job.
• Use quick-fire oral quiz game or “Popcorn” style questioning: randomly call out plant parts and pupils say what it is or does.
• Recap the plant parts and functions with song or chant introduced earlier for a joyful ending.

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Differentiation

• For SEN or less confident learners:

• Use visual prompts with pictures, real plants, and labelled diagrams.

• Support writing labels by drawing or using stickers.

• Pair with buddies during activity for peer scaffolding.

• Allow verbal labelling instead of writing if fine motor skills are a barrier.

• For advanced learners:

• Challenge to write or say what would happen if a plant part is missing or broken.

• Extension task: draw a plant and label additional parts like seeds or fruit.

• Use magnifying glasses to observe plant textures and details, then describe findings.

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Extension Activities / Homework Ideas

• Hunt for different plants and their parts in the outdoor area or at home and describe them to their family.
• Draw and label their own garden or favourite plant with roots, stem, leaves, flowers.
• Simple experiment: plant seeds in cotton wool or soil, observe roots and shoots growing, draw observations over days.

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Assessment & Next Steps

• Formative assessment through observation during activities: note correct use of vocabulary and participation.
• Assess craft accuracy: correct labelling and understanding.
• Use questioning in plenary to evaluate verbal recall and concept grasp.
• Next lesson focus: What plants need to survive (water, light, air, soil) introducing basic plant needs linked to parts.

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This lesson embraces Rosenshine’s principles by frequent questioning, active participation, small group guided practice, and cumulative review through multisensory input and creative output, nurturing confident knowledge builders in your rural Cumbria setting.