Selecting Our Plants

Overview

• Unit: Gardening Basics Exploration (Lesson 6 of 10)
• Duration: 50 minutes
• Class size: 10 students
• Level: Entry Level 1 (typically learners aged 5–7 or early learners with special educational needs)
• Subject: Other (Cross-curricular: Science, PSHE, and English focus)
• Curriculum Alignment: National Curriculum for England – Early Years/Foundation Stage and Key Stage 1 (where appropriate)

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National Curriculum Links

This lesson supports the development of knowledge, skills, and understanding as outlined in the National Curriculum for England, particularly:

• Science (Key Stage 1, Years 1-2)

  • Working Scientifically: Asking simple questions and recognising that they can be answered in different ways.
  • Plants: Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Understand basic plant needs for growth (water, light, suitable temperature).

• Personal, Social, Health and Economic Education (PSHE)

  • Recognising the importance of teamwork and decision-making skills in group projects.
  • Making choices reflecting awareness of consequences.

• English (Key Stage 1)

  • Speaking and listening skills: Expressing ideas clearly in small group discussions.

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Learning Objectives

By the end of the lesson, all students will:

1. Identify and name simple plants suitable for a garden project based on their basic growth needs (water, light, soil type).
2. Demonstrate understanding of simple plant compatibility concepts (e.g., flowering plants grouped with similar light requirements).
3. Collaborate with peers to select a list of plants for the class garden project.
4. Communicate clearly their reasons for selecting particular plants in a group setting.

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Resources

• Visual aids: Large laminated photos or real samples of common garden plants (e.g., sunflower, marigold, lettuce, beans)
• Growth condition cards (pictures and keywords: sun, shade, water)
• Large garden planting plan poster (empty grid) for group work
• Plant information sheets with simple symbols for growth requirements
• Whiteboard and markers
• Clipboards and pencils for each student
• Name labels/stickers for plants

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Lesson Structure

1. Starter (5 minutes) – Recap and Engage

• Review briefly: “What do plants need to grow?” Using a picture chart, show sun, water, soil, and cold/warm symbols.
• Invite 2-3 students to name a plant they remember from previous lessons.
• Explain briefly: “Today, we will choose plants for our garden. We must think about the best places and needs of these plants.”

Teacher Tip: Use visuals and simple language to ensure full understanding.

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2. Introduction to Plant Options (10 minutes)

• Present 6–8 plant photos or samples, naming each clearly (e.g., sunflower, bean, lettuce, marigold).
• For each plant, show its growth condition card and discuss where it would like to grow (sunny/shady; lots of water/few; soil type).
• Use a simple interactive question: “Does this plant like sun or shade?” Students show thumbs up/down or hold up matching cards.

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3. Group Exploration and Decision-Making (20 minutes)

• Divide class into two groups of 5 students each. Give each group a planting plan poster (empty grid representing garden beds).

• Provide plant info sheets and cards. Each group discusses which plants to include in their garden area, considering:

  • Which plants need sun or shade?
  • Which plants can grow well together?
  • How much water do they need?

• Groups write or stick images of their chosen plants in the grid.

• Teacher circulates, supporting language where needed, prompting: “Why did you choose these plants together?” and “How do you know this plant needs water?”

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4. Presentation and Peer Feedback (10 minutes)

• Each group presents their garden plan to the whole class.
• Students explain their plant choices and why they think each one suits the garden.
• Encourage positive peer feedback: “I like that your garden has many flowers” or “You chose plants that need different amounts of sun – smart!”

Teacher to scaffold language and support clear communication.

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5. Plenary and Assessment (5 minutes)

• Quick verbal quiz using pictures: “Which plant needs the sun?” “Which plant needs a lot of water?”
• Confirm learning objectives achieved with thumbs up/down.
• Collect plant selection lists for teacher records.
• Praise collaborative effort and decision-making skills.

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Differentiation

• Support: Visual prompts and one-to-one support for learners needing help with vocabulary or decision-making.
• Challenge: Encourage more confident learners to explain the science behind plant needs or suggest ways to care for plants.

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Assessment

• Formative through observation during group discussions and presentations.
• Check for understanding by questions on plant needs and rationale for selections.
• Use a simple checklist:
  • Names at least 3 plants correctly
  • Explains basic growth conditions for plants
  • Participates in group decision-making
  • Communicates ideas clearly in presentation

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WOW Factor Ideas for Teachers

• Use magnifying glasses to examine plant samples briefly—engaging curiosity.
• Create real sensory experiences: feel leaves, smell flowers before choosing.
• Use a “Plant Expert” role for one or two students each session to encourage leadership and ownership.
• Incorporate a short video (2–3 mins) showing time-lapse of plant growth or a gardener’s explanation (if accessible and appropriate).
• Use sticky notes for each student to place on the planting plan, fostering tactile learning and ownership.

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Links to Future Lessons

• Lesson 7: Planting Our Garden – practical planting activity using chosen plants.
• Lesson 8: Watering and Caring – understanding ongoing plant needs and responsibilities.

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Reflection for Teacher

• Were students able to communicate reasons for their plant choices?
• Did group work encourage collaboration and respect for others’ ideas?
• How effectively did visual aids support understanding?
• What language support was most helpful and how can it be adapted further?

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This lesson offers a multisensory, inclusive approach to learning about plant selection that aligns well with the National Curriculum, fostering science knowledge, communication skills, and social development in early learners.