Overview

Year group: Entry Level 1 (ages 5-7 approx.)
Duration: 50 minutes
Class size: 10 students
Unit: Gardening Basics Exploration (Lesson 1 of 10)
National Curriculum focus:

• Understanding the world (Early Years/Foundation Stage Scaffold)
• Personal, social and emotional development
• Communication and language skills

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Learning Objectives

By the end of this lesson, students will:

• Recognise what a garden is and identify common features of gardens (e.g., plants, flowers, insects, garden tools).
• Express personal preferences about what they would like to have in their own garden.
• Participate collaboratively in creating a visual "dream garden" mind map, developing communication and social skills.
• Begin to develop vocabulary related to gardens and nature, supporting Early Years framework links to Understanding the World and Communication.

National Curriculum Links (Early Years / Entry Level 1)

• Understanding the world: Children know about similarities and differences in relation to places, objects, materials and living things.
• Personal, Social and Emotional Development: Making relationships, managing feelings and behaviour.
• Communication and Language: Speaking, listening and understanding and expressing ideas.
• Art and Design: Exploring and using media and materials.

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Resources Needed

• Large sheet of paper or whiteboard for mind map creation
• Colourful markers, crayons, or pencils
• Picture cards/photos of garden items (flowers, trees, vegetables, insects, animals, garden tools)
• Small plant pots or seed packets (for visual/tactile stimulus)
• Comfortable carpet/rug seating to encourage circle time discussion
• Optional: natural objects such as leaves, flowers, or twigs

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Lesson Structure

1. Welcome and Warm-up (5 minutes)

• Greet the children warmly, sit in a circle.
• Icebreaker: "What is a garden?" Ask students to share any gardens they know or have seen (home, park, school).
• Show pictures of different types of gardens (flower garden, vegetable garden, playground garden) to stimulate curiosity.

2. Introduction to Gardens (10 minutes)

• Facilitated discussion: Describe what a garden is, using simple language.
• Show real or photo examples of garden components: plants, flowers, insects, tools, animals.
• Use sensory language: Ask questions like "What do you see? What colours do you notice? What can you hear in a garden?"
• Encourage children to recall their own experiences, prompting with questions like "Have you planted a seed or watered plants before?"

3. Sharing Ideas: What Do You Want in Your Garden? (15 minutes)

• Invitation: "If you had your very own garden, what would you like to have in it?"
• Children take turns sharing one or two ideas aloud.
• Write/illustrate each idea on the board/paper using keywords and drawings.
• Encourage children to build on others’ ideas – celebrate collaboration and respect for all contributions.
• Prompt with questions if needed, e.g., "Would you like flowers or maybe a place to play?"

4. Creating a Dream Garden Mind Map (15 minutes)

• Together, create a colourful mind map of the ‘Dream Garden’ on the large paper or whiteboard.
• Use child-friendly images or drawings alongside their words (e.g., tiny flower sketches, simple sun drawing).
• Group similar ideas under headings (e.g., plants, animals, play areas).
• Encourage children to suggest colours and shapes as part of the mind map to engage their creativity and fine motor skills.
• Throughout, model vocabulary and praise children’s ideas to boost confidence.

5. Reflection and Closing (5 minutes)

• Review key vocabulary introduced during the lesson using the mind map.
• Ask children what they enjoyed most and why.
• Explain briefly what will happen in the next lesson (e.g., "Next time, we will learn how to plant a seed!")
• End with a simple garden-themed song or rhyme to consolidate learning and create a positive emotional connection.

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Assessment and Feedback

• Ongoing formative assessment through observation of participation and engagement during discussion and mind map activity.
• Note children’s use of new vocabulary and ability to express preferences.
• Informal verbal feedback and encouragement given to all students.
• Record any children requiring additional support or enrichment for future planning.

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Differentiation

• Support: Pair less confident children with peers to express ideas. Use pictures to scaffold understanding.
• Challenge: Encourage more confident students to explain why they chose certain garden features or to suggest how their garden might change across seasons.
• Sensory: Incorporate natural objects for tactile learners.

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Cross-Curricular Links

• Literacy: Vocabulary development and turn-taking in speaking and listening.
• Art: Drawing elements of the dream garden enhances fine motor skills and creativity.
• PSHE: Building communication and collaboration skills, respecting others’ ideas.
• Science (Early understanding of living things): Observation and discussion about plants and insects.

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Teacher’s Tip

Use this lesson as a springboard for documenting children’s ideas in a ‘Garden Journal’ throughout the unit, promoting ownership and continuity of learning. Display mind maps and creations in the classroom to celebrate children’s contributions visibly.

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This lesson plan is designed to warmly engage Entry Level 1 students at the start of their gardening exploration journey, aligning closely with the early years provision of The National Curriculum for England.