Seasonal Plant Changes

Overview

A 40-minute science session designed for Year 2 pupils focusing on seasonal changes in plants with an emphasis on summer, aligned with the National Curriculum for England. This plan integrates observation, discussion, and hands-on activities to develop understanding of how plants change across seasons.

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National Curriculum Links

• Science Key Stage 1 - Year 2
  • Pupils should be taught to:
    • 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 they can be answered in different ways
    • using simple equipment to observe closely
    • performing simple tests
    • identifying and classifying
    • using their observations and ideas to suggest answers to questions

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Learning Objectives

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

• Identify and describe key features of plants during summer (flowers, fruits, leaves).
• Understand what changes occur to plants in summer compared to other seasons.
• Recognise the conditions plants need to grow healthily in summer (light, warmth, water).
• Use observation and simple classification skills to describe summer plants.

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Resources

• Selection of summer plants or clear photos/illustrations (sunflowers, daisies, tomatoes, strawberries)
• Plant observation sheets with illustrated prompts (leaves, flowers, fruit)
• Whiteboard and markers
• A clear plastic bottle or small container with water and a plant cutting
• Sunlight lamp (optional) or access to outdoor garden area
• Simple magnifying glasses (one per group)
• “Season Wheel” display laminated chart showing the four seasons and common plant features

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Lesson Structure

1. Introduction and Engage (5 mins)

• Starter question: "What happens to plants in summer? Can you name some plants you see in summer?"
• Introduce the concept of seasonal changes in plants focusing on summer: warmth, longer days, more sunlight.
• Use the Season Wheel: point out summer and explain it is when many plants flower and produce fruits.
• Show real plants or photos, emphasising flowers and fruits that only appear in summer.

2. Explore and Observe (15 mins)

• Divide class into 6 groups of 5 pupils (this allows better handling of resources and engagement).
• Each group receives: a summer plant sample/photo, magnifying glass, and observation sheet.
• Pupils closely observe their plant and note:
  • Is it flowering? What colour?
  • Are there any fruits or seeds?
  • Describe leaves (shape, colour).
• Guide questions:
  • How do you know it’s summer because of these changes?
  • What might help the plant grow in summer? (warmer temperature, sunlight)

3. Discuss and Explain (10 mins)

• Bring pupils together to share observations.
• Write key summer plant features on the whiteboard: flowers blooming, fruits growing, large green leaves.
• Explain simply how summer’s longer sunlight and warmth help produce these changes.
• Conduct a mini-experiment: show the plant cutting in water, explain why water and sunlight are vital for growth, linking to National Curriculum point of plants’ needs.

4. Apply and Create (7 mins)

• Pupils complete a simple drawing task on their observation sheet: draw their summer plant and label flowers, leaves, and fruit.
• Challenge: "Can you think of one thing plants need to grow in summer? Write or draw it beside your plant."

5. Review and Assess (3 mins)

• Quick whole-class quiz:
  • What changes do we see in plants in summer?
  • Why do plants need sunlight?
  • What parts of the plant did we observe?
• Collect observation sheets for informal assessment of understanding.

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Differentiation

• Provide labelled plant photos for pupils who need extra support.
• Challenge more able pupils to describe why these changes help plants survive summer or to name more summer plants they know.

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Assessment for Learning

• Observation during group work and class discussion.
• Completed observation and drawing sheets.
• Responses during quiz for formative assessment.

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Cross-Curricular Links

• Art: Drawing and labelling plants develops fine motor and listening skills.
• Geography: Brief links to seasons and weather changes in the UK.
• Literacy: Use of descriptive language for plants and seasons.

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Reflective Notes for Teachers

• Encourage pupils to use descriptive vocabulary related to plants and seasons.
• Extend by taking pupils outside (weather permitting) to observe local plants and seasonal features.
• Use the Season Wheel repeatedly across the year to build strong conceptual understanding of seasonal plant changes.

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This lesson plan offers a vivid, multi-sensory approach combining scientific enquiry with creativity, designed to deeply embed summer seasonal understanding within the Year 2 science curriculum, fostering curiosity and observation skills in line with the National Curriculum.