Overview

Age group: Reception - Year 2 (Ages 4-7)
Duration: 60 minutes
Class size: 10 students (mixed EYFS and KS1)
Unit: Exploring Plants: Light and Dark (Lesson 3 of 6)
Subject: Science
Location: Small rural C of E primary school, Selside, Kendal, Cumbria

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National Curriculum Links (England)

Key Stage 1 - Science

• Plants
  • "Observe and describe how seeds and bulbs grow into mature plants."
  • "Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy."
• Working Scientifically
  • "Asking simple questions and recognising that they can be answered in different ways."
  • "Using observations and ideas to suggest answers to questions."
  • "Performing simple tests."
  • "Identifying and classifying."
  • "Using their observations and ideas to suggest answers to questions."

This lesson specifically addresses:

• Pupils asking simple questions and setting up an experiment to investigate plants needing light or dark to grow.
• Formulating hypotheses and recognising variables (what changes and what stays the same).
• Developing understanding of the scientific method appropriate for KS1.

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Learning Objectives / "I Can" Statements

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

• I can say what I think will happen to a plant in light and in dark (formulate a hypothesis).
• I can identify what we will change (variable) and what we will keep the same in our plant experiment.
• I can describe the steps we need to do to carry out the experiment.
• I can work with my friends to plan an experiment together.

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Success Criteria

• Children verbally share their hypothesis about plants growing in light/dark.
• Children correctly identify variables (light vs. dark as independent variable; water, plant type as controls).
• Children outline 3-4 key steps of the experiment in simple sentences or drawings.
• Children participate cooperatively in group discussions and planning.

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Resources

• Large whiteboard or flip chart and pens
• Picture cards showing plants in light and dark conditions
• Photos or real examples of plant growth in different conditions
• Sentence starter cards (“I think that...”, “We will test...”, “We need to keep... the same.”)
• Worksheet with simple experiment planning template (for KS1)
• Large paper and poster materials (felt tips, crayons, stickers) for extension
• Small plant pots, seeds, soil (for reference, not yet used)

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Lesson Breakdown

1. Introduction & Recap (10 mins)

• Recap what we have learned so far about plants needing light and dark. Use images/photos to remind visual learners.
• Ask children what they think will happen if plants are kept in the dark or light. Take several answers.
• Introduce the word hypothesis: “A guess we make before we do the experiment.” Display example sentence starter:

  “I think that plants will/not grow well in the dark because...”

2. Defining the Experiment (10 mins)

• Explain the scientific method step-by-step in simple terms:

  1. Ask a question (Do plants need light or dark to grow?)
  2. Make a guess (hypothesis)
  3. Plan what to do (experiment steps)
  4. Check and look carefully (observe)

• Show visual symbols for each step to support SEN learners.

• Invite children to share their ideas for the experiment’s steps. Write ideas on the board.

3. Identifying Variables (15 mins)

• Explain variables simply:
  • What we change (independent variable) → light or dark location
  • What stays the same (control variables) → same kind of seed, same soil, same amount of water
• Use physical items or picture cards to show these.
• In pairs, children talk about what we should keep the same and what we will change. Use sentence starters for scaffolded talk.

4. Planning the Steps Together (10 mins)

• As a class, create a step-by-step plan for the experiment on flip chart:
  • Get pots and soil
  • Plant seeds in all pots
  • Put some plants in the light, some in the dark
  • Water plants the same amount every day
  • Watch plants grow and take notes/photos every few days
• Discuss why each step is important for a fair test.
• Encourage children to use their own words or drawings if helpful.

5. Group Work: Create Hypothesis Posters (10 mins - Extension)

• Children who finish early or want a challenge create a poster explaining their hypothesis, using drawings and simple sentences.
• Provide sentence starter templates and vocabulary cards for support.
• Younger/EYFS children can join by drawing the plants in light and dark and saying their ideas.

6. Plenary & Reflection (5 mins)

• Gather back as a class and invite children to share their posters or describe their experiment plan.
• Ask: “What is the most important part of an experiment?” to reinforce learning of fairness and controlled variables.
• Praise teamwork and creativity.
• Read out the success criteria to reinforce confidence and acknowledge achievements.

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Differentiation Strategies

• SEN / Lower ability:

  • Use sentence starters and visuals throughout.
  • Provide one-to-one or small group support during planning.
  • Allow drawing instead of writing; use verbal explanation.
  • Use physical manipulatives for concepts (real pots/seeds).

• Higher ability / KS1:

  • Challenge to explain why controls are important.
  • Create detailed posters including labelled drawings and scientific vocabulary.
  • Encourage using “because” to justify their hypothesis.

• EYFS:

  • Simplify language and focus on key words: light, dark, grow, same, change.
  • Use more physical, hands-on resources and outdoor space for discussion later.
  • Emphasise oral sharing and group discussion.

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Assessment Opportunities

• Observe children as they share hypotheses and ideas to check understanding.
• Use children’s contributions to the experiment plan on the board as formative assessment of process knowledge.
• Review posters and worksheets to assess ability to articulate hypothesis and steps.
• Question and answer during plenary to check if children grasp variables and fairness.

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Cross-Curricular Links

• English: Developing speaking and listening skills through group discussion. Writing simple sentences for hypothesis and experiment steps.
• Art: Poster creation develops fine motor skills, creativity, and communication.
• Personal, Social & Emotional Development (PSED): Teamwork, taking turns, listening to others’ ideas.
• Maths: Measuring water amounts during actual experiment in later lessons; sequencing steps logically.

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Outdoor Learning Extension Idea

Once the experiment is underway, take children outdoors to observe natural plants in different lighting around the school grounds and discuss how light affects their growth. This encourages application of learning and connects classroom knowledge to the world around them.

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Reflection for Teacher

Reflect on how effectively children engaged with planning and understanding scientific process. Note who needed additional support and success in explaining the concept of variables. Plan to reinforce vocabulary and revisit the experiment design in next lessons using hands-on exploration.

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Summary

This structured yet nurturing lesson plan encourages Reception through Year 2 students to collaboratively apply their developing understanding of plants’ needs through scientific enquiry. Grounded in the National Curriculum and adapting to a mixed-aged, rural classroom, it balances inquiry, communication, and creativity to inspire confidence in both teacher and pupils.