Overview

Duration: 50 minutes
Class size: 10 students
Unit: Garden Exploration Adventure (Lesson 3 of 13)
Level: Entry Level 2
Subject Area: Other (Cross-curricular: Science and PSHE)
Curriculum Reference:

• National Curriculum for England - Science:
  • Plants (KS1 / Entry Level 2 equivalents)
  • Understanding the basic structure of plants and familiar plants in the local environment
• PSHE (Health and Wellbeing): Appreciating the natural world

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Learning Objectives

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

1. Identify three common garden plants – e.g. Daisy, Nettles, and Rose.
2. Observe and describe basic plant characteristics (leaf shape, colour, smell, texture).
3. Express simple preferences and feelings about plants, encouraging positive engagement with nature.
4. Demonstrate safe handling and respect for living things.

Linked National Curriculum Objectives:

• Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees (Science KS1, adapted)
• Use simple observational skills to describe features of plants (Entry Level 2)
• Recognise how to care for the natural environment (PSHE Health and Wellbeing)

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Resources

• Real plant samples or high-quality images: daisy, nettle, rose
• Large colourful printed plant identification chart
• Magnifying glasses (mini microscopes if available)
• Plant observation worksheets with simple tick boxes and images
• Plant sensory boxes: leaf texture materials, scent pots, visual matching cards
• Plastic gloves for handling nettles (safety)
• Whiteboard and colourful markers
• “Plant feelings” word cards (happy, itchy, soft, prickly, sweet, rough, etc.)
• Timer or visual countdown

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Lesson Structure

1. Engage & Introduce (10 minutes)

• Starter question: “Have you seen these plants before? What do you know about them?” Ask pupils to share prior experiences with plants in gardens or parks.
• Show real plants or images of the daisy, nettle, and rose. Briefly introduce them with simple facts using the garden identification chart.
• Highlight that today’s mission is to become “Plant Detectives” and explore our green friends up close.

Teacher Tip: Use expressive, enthusiastic language and lots of visuals to make plants personable and exciting.

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2. Explore & Observe (20 minutes)

• Break the class into small groups of two and provide each pair with one plant sample (or images if live plants unavailable).
• Using magnifying glasses and observation worksheets, ask students to:
  • Look closely at the leaf shape, stem, flowers (if any).
  • Touch the leaves and stem (wear gloves for nettle).
  • Smell the flowers or leaves where possible.
  • Tick or circle characteristics found (e.g. soft, prickly, green, colourful).
• Circulate and ask open-ended questions: “How does it feel? Can you find any thorns? What colours do you see?”
• Use “Plant feelings” word cards to encourage sensory description and emotional engagement.

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3. Share & Discuss (10 minutes)

• Bring the students together and invite volunteers to share one characteristic about each plant.
• Compare observations across the three plants with the whole group.
• Discuss the nettle’s sting as a safety message, reinforcing respect and care for all living things.
• Write key descriptive words on the whiteboard for visual reinforcement and vocabulary development.

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4. Reflect & Assess (10 minutes)

• Complete a simple matching activity on worksheet: link pictures of the daisy, nettle, rose to one or two features (e.g. “This flower is prickly” = rose).
• Use thumbs up/thumbs down or traffic lights to check understanding: “Do you know which plant has soft leaves? Thorns? Smells nice?”
• Ask students to draw or mark their favourite plant and say why (optional for expressive skills).
• End with a reminder: “Next time you visit a garden, look out for your green friends!”

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Differentiation

• For students with SEN or lower ability: Sensory focus – touch and smell only with supported vocabulary cards. Paired work to scaffold with a peer.
• For higher ability or more confident students: Encourage writing a simple sentence describing a plant or drawing detailed parts with labels.
• Use picture-supported vocabulary and repeated modelling to aid understanding.

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Assessment

• Formative assessment through observation of participation and engagement during group and class discussions.
• Completed worksheets and matching exercises demonstrating recognition of plant characteristics.
• Verbal feedback during sharing and questioning sessions to gauge understanding and ability to describe.

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Curriculum Links Summary

Curriculum Strand	How this lesson meets it
Science (Plants)	Identify and describe common garden plants visually and through senses
PSHE (Health & Wellbeing)	Awareness of safety when handling plants with stings or thorns; caring for nature
Communication Skills	Developing vocabulary, expressing observations and preferences

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WOW Factor Ideas for Teachers

• Incorporate a “virtual garden” walkthrough with tablets or printed panoramic images to contextualise plants in their natural environment.
• Use augmented reality plant identification apps (teacher-led demo) for a futuristic twist.
• Create a “Plant Detective” certificate personalised for each pupil to celebrate their new knowledge and enthusiasm.

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End of lesson plan