Introduction to Plants

Overview

This is Lesson 1 of 7 in the unit "Exploring the World of Plants" designed for Year 2 students (ages 6-7). The lesson aims to inspire curiosity and establish foundational knowledge about plants through hands-on, sensory exploration in a garden setting. It directly supports the National Curriculum for England for Science in Key Stage 1 (Years 1 and 2), enabling pupils to observe closely, identify, and describe basic plant features and use scientific vocabulary.

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National Curriculum Links

Science - Plants (Key Stage 1)

• Working Scientifically: Use observations and ideas to suggest answers to questions.
• Knowledge and Understanding:
  • 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 trees.

Programme of Study:

• Pupils should be taught to:
  • observe closely using simple equipment
  • identify and classify
  • use their observations and ideas to suggest answers to questions.

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Learning Objectives

By the end of the 45-minute session, pupils will be able to:

• Name different types of plants including common garden and wild plants.
• Identify and describe basic plant parts (leaves, flowers, stems).
• Use sensory vocabulary to describe plants, focusing on texture, colour, and smell.
• Share prior knowledge and ask questions about plants.

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Resources

• Sensory garden or outdoor green space with a variety of plants
• Magnifying glasses (1 per pupil)
• Clipboards with simple recording sheets
• Pencils and crayons
• Plant identification flashcards (with images of common plants, leaves, flowers)
• Sensory word bank poster (texture, colour, smell, size)
• Gardening gloves (optional)

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Lesson Structure

1. Introduction & Engagement (10 minutes)

• Welcome and settle the class.
• Activate prior knowledge: On the carpet, ask pupils “What do you already know about plants?” Use a whiteboard or flip chart to list their ideas. Include prompts such as “What parts do plants have?”, “What plants do you see around you?”
• Show picture flashcards of different plants and trees, asking if pupils can name them. Highlight deciduous vs evergreen trees briefly to fit curriculum.
• Explain the activity: Today, we will explore the plants outside in our sensory garden to look very closely and describe what makes each plant special.

2. Sensory Garden Walk (25 minutes)

• Organise pupils in pairs or small groups, each with a magnifying glass and clipboard with a simple recording sheet featuring images of leaves, flowers, stems and boxes to tick or draw.
• Teacher-led walk around the garden/outdoor space:
  • Encourage pupils to touch leaves and flowers gently, smell them, observe colours and textures.
  • Prompt pupils to use language from the sensory word bank (e.g., rough, smooth, shiny, soft, prickly, bright).
  • Ask open-ended questions: “How does this leaf feel?”, “What colour patterns can you see?”, “Can you spot any flowers?”
  • Support pupils to name plants where possible and encourage them to look for evergreen and deciduous clues (leaf changes).
• Take photographs of the class exploring for a reflective discussion later.

3. Reflection & Sharing (7 minutes)

• Return to the classroom or carpet area.
• Invite volunteers to share one new thing they noticed about a plant.
• Discuss how plants have different parts with different textures and colours and that plants can grow in many shapes and sizes.
• Link back to curriculum vocabulary: leaves, flowers, stem, deciduous, evergreen, texture, colour, smell.
• Encourage pupils to ask a question or say something they want to find out next lesson.

4. Plenary & Assessment (3 minutes)

• Recap by showing the plant flashcards again and asking pupils to name parts or describe one sensory feature of the plant.
• Use this to assess individual understanding and vocabulary use.
• Praise careful observation and participation.

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Differentiation

• Support: Some pupils may work with an adult buddy to help label plant parts or describe textures. Clipboards could have pictures plus words for support.
• Challenge: More able pupils encouraged to draw their own leaf or flower on the recording sheet and write a descriptive sentence (with teacher support).
• Use sensory language prompts to scaffold descriptive vocabulary.

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Assessment for Learning

• Teacher observation during sensory walk noting use of scientific vocabulary and accurate identification.
• Recorded pupil verbal responses during reflection.
• Collection of pupil drawings or ticked recording sheets showing engagement with plant parts.

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Extension Ideas

• Set a “Plant Spotter” homework: pupils look for different plants around their home or local area and bring in a drawing or photo.
• Create a “Plant Senses” display in the classroom showing textures, smells, and colours pupils discovered.

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Closing Thought for Teachers

Encourage children to see plants not just as objects but as living things with features they can touch, smell, and explore. This multi-sensory approach brings the National Curriculum alive and helps young learners develop enthusiasm for scientific inquiry early on. The sensory garden walk is also a wonderful opportunity to build language skills, curiosity, and collaborative learning.