I want to plan an introduction science lesson to the topic of plants. After this lesson we will set up an investigation about if plants need light or dark and then move on to bulbs and seeds. For this introduction lesson we need to get the children to understand the parts of the plant and introduce new vocabulary. The structure of the lesson is a whole class input (including EYFS children) which can be a story or a video. This is usually followed by the EYFS children going into the continuous provision and the KS1 children being split into two smaller groups for an adult led activity. The activity can be hands on an needs to be interesting and help solidify the learning. This can be followed by extension tasks that they can complete independently. After the two groups have had their time with the adult (usually around 20 minutes each) we will all come back together for a recapping activity. After the lesson I need a create activity that the children can complete on a different day when the class is being covered by a TA and class helper (no input in learning to be delivered).

Parts of a plant

Year group: Year 1 and Year 2 (with EYFS integration)
Subject: Science
Topic: Introduction to Plants – Parts of a Plant
Duration: 60 minutes
Class size: 10 students (3 Year 1, 6 Year 2, plus EYFS morning children)
Location: Classroom and outdoor continuous provision area

National Curriculum Links

Science Key Stage 1 (Years 1 and 2)

Plants: Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees (Year 1)
Observe and describe how seeds and bulbs grow into mature plants (Year 1)
Identify and describe the basic structure of a variety of common flowering plants, including trees (Year 2)
Working scientifically: Observing closely, using simple equipment; asking simple questions and gathering data (Year 1 and 2)

Statutory requirements:

Identify and name roots, stem/trunk, leaves and flowers (Y1 part of the curriculum)
Extend to naming petals, branches, blossoms for trees (Y2)
Use observations to ask questions and recognise how plants grow in different conditions

Alignment with White Rose Science – Plants Block (Year 2, Spring Term)

Step 2: Plant parts (Identify parts of common plants and trees)
Step 3: What do plants need to grow? (sets foundation for investigation about light/dark)

Learning Objectives (I can... statements)

By the end of this lesson, children will be able to:

I can name and identify the main parts of common plants and trees, including roots, stem/trunk, leaves, flowers, petals and branches.
I can recognise that trees are plants and describe similarities and differences between plants and trees.
I can use new scientific vocabulary to talk about the parts of plants.
I can observe and describe the features of a plant or tree using simple scientific language.

Success Criteria

I can correctly label a plant diagram with key parts.
I can describe what I see when looking closely at a plant.
I can explain that trees are also plants and name their parts.
I use words like root, stem, leaf, flower, petal, trunk, branch and blossom in my explanations.

Lesson Structure

1. Whole Class Input (15 minutes) – Engaging Story or Video

Activity:
Bring class (EYFS + KS1) together on the carpet. Use a colourful storybook or animated video about “The Journey of a Plant” that follows a seed growing, highlighting plant parts as the story progresses. For example, narrate a story where a little seed grows roots underground, stretches a stem up, forms leaves and flowers—introducing key vocabulary as you go.

Incorporate Thinking Routine:
Use "See-Think-Wonder" from Project Zero’s Thinking Routines Toolbox.

See: What parts of the plant do you notice?
Think: Why do you think plants have these parts?
Wonder: What do you want to find out about plants?

Ask open-ended questions to invite children’s observations. Use real or fake plastic plant/tree samples to point to each part as they arise.

Differentiation:
Use tactile real plants and large pictures for SEN/EYFS children; repeat vocabulary clearly.

2. Group Activity Rotation (2 groups, 20 minutes each)

While EYFS children move into continuous provision (plant-focused play and exploration in the indoor/outdoor area), KS1 children split into two groups with adults.

Group A: Hands-On Plant Dissection and Labelling (Year 2 and advanced Year 1)

Equipment: Real potted plants or large stems with roots visible, magnifying glasses or hand lenses, labelled plant part cards, blank plant diagrams for labelling.

Activity:

Children carefully explore the plant sample with adult support, naming roots, stem/trunk, leaves, petals, flowers, branches.
Using hand lenses, observe closely and describe features (e.g., leaf shape, petal patterns).
Children stick pre-cut labels onto their printed plant diagram or match cards to parts on the real plant.

Scaffolding:
Adults prompt with questions: "What does the root do? What do you notice about the stem?"

Extension for advanced learners:
Can you find the difference between woody and soft stems? Can you describe the differences between outside and inside parts (e.g. bark on the trunk)?

Differentiation:
For children needing further support, focus only on root, stem, leaf and flower labels with adult-led vocabulary reinforcement.

Group B: Plant & Tree Parts Sorting and Matching Game (Year 1 and support learners)

Equipment: Picture cards of plant parts (roots, stems, leaves, flowers, trunk, branches), real leaves, petals, twigs collected from outdoors, sorting mats labelled “Plants” and “Trees.”

Activity:

Sort and match cards and natural objects to correct plant or tree parts on the mats.
Discuss similarities and differences between plants and trees in pairs or small groups.
Draw a simple plant and label parts with adult support.

Extension for advanced learners:
Try grouping plant parts by function or texture (e.g., soft vs hard parts).

Differentiation:
Use matching moveable labels with pictures for children needing extra visual aid.

3. Independent Extension Activities (15 minutes)

Plant Observation Journal: Children quietly observe a small plant or flower in the classroom and draw it, labelling as many parts as they can using word banks.
Vocabulary Play: Mini flashcard matching game or “I Spy” using scientific plant words during free time.
Challenge advanced learners to write a short “I am a … (plant part)” descriptive sentence.

4. Whole Class Recap and Sharing (10 minutes)

Gather back on carpet. Ask groups to share one new thing they learnt about plant parts or something they found interesting.
Revisit key vocabulary with choral repetition and clap or stamp for each word to embed memory.
Quick quiz game: Show a picture and children say the correct name aloud.

Create Activity (TA-led, no new input)

Plant Parts Collage Art
Materials: Paper, leaves, petals, twigs, glue, scissors, labels (printable plant parts).

Children create a collage of a plant or tree using natural materials collected from outside or from provided resources.
Add labels for as many parts as they can remember.
TA and class helper prompt with questions about parts as children work independently or in pairs.
Encourage the use of vocabulary learnt.

Differentiation Summary

Learner Type	Strategies
EYFS low ability/SEN	Use real tactile materials; simplified vocabulary; continuous provision experience; adult prompts; matching labels with pictures
Year 1 mixed ability	Mixed challenge activities (sorting, labelling, drawing); vocabulary repetition; adult support
Year 2 advanced	Encourage observation with hand lenses; detailed labelling; exploration of woody vs soft stems; descriptive writing

Resources Needed

Storybook or video clip about plant growth (age-appropriate)
Real potted plants and tree branches
Large printed plant diagrams for labelling
Labels with parts of plants and trees (roots, stem, leaf, flower, petal, trunk, branch, blossom)
Magnifying glasses/hand lenses
Picture and real plant part cards
Paper, glue, scissors, natural materials (leaves, petals, twigs) for collage
Vocabulary word banks and flashcards

Reflection and Assessment Opportunities

Observe children’s participation in discussion and use of new vocabulary during group work.
Check labelled diagrams and collages for correct identification of parts.
Use questioning throughout to assess understanding, e.g., “Can you find the leaves? What do you think this part does?”
Extension learners assessed through use of descriptive language and ability to compare plant structures.

This structured lesson plan integrates engaging storytelling, hands-on exploration, thinking routines, and differentiated activities suitable for EYFS and KS1 learners in a small rural school. It lays a strong foundation in scientific vocabulary and observation skills according to the National Curriculum, preparing students well for the upcoming light/dark investigation and further plant study.

If you would like, I can prepare printable plant part labels and diagram templates to accompany this lesson. Would that be helpful?

Lesson Plan Overview

Teaching Instructions