Setting Up Experiment

Overview

In this practical and engaging lesson, Reception to Year 2 students will begin the hands-on part of the unit “Exploring Plants: Light and Dark” by planting seeds in two different conditions: one set in light and one set in dark. This supports early scientific enquiry skills by encouraging observation, questioning, and explanation, aligned with the National Curriculum for England (2014) Science Programme of Study for Years 1 and 2.

This session builds scientific vocabulary and understanding of plant growth conditions while fostering care and responsibility for living things. The lesson is specifically designed for a mixed Reception, Year 1, and Year 2 group, incorporating differentiation and pairing to support SEN and varied learning needs, within a nurturing rural school context.

Curriculum Links and Learning Objectives

National Curriculum Links (KS1 Science - Plants)

Understand the basic structure of common plants (Year 1): Identify and name common plants and parts, including seeds.
Observe and describe how seeds and bulbs grow into mature plants (Year 1).
Find out and describe what plants need to grow well (Year 2), focusing on light, water, and warmth.
Develop skills to perform simple tests (Year 1 & 2).
Use observations and ideas to suggest answers to questions (Year 1 & 2).

Learning Objectives (“I can…” statements)

I can set up an experiment to observe how plants grow in light and dark conditions.
I can explain why we plant seeds in different conditions.
I can care for plants by giving them what they need to grow.
I can record what I see happening to my plants.

Success Criteria

I have planted seeds in two pots: one kept in light, one in dark.
I can say what might happen to my plants and why.
I can show how to care for my plants by watering them.
I can explain my experiment setup to a friend or adult.

Resources Required

Small clear plastic pots or recycled containers (2 per child/pair)
Seed trays prepared with soil
Fast-growing seeds (e.g., cress or mustard)
Labels and waterproof pens for naming pots
Cotton wool (optional for germination)
Water spray bottles or watering cans
Light source (classroom window space / lamps)
Opaque box or cupboard for dark condition
Observation sheets/journals with prompts for daily recording
Clipboards and pencils
Visual aids: labelled plant parts, light vs dark images
Pairing system chart (for mixed ability support)

Lesson Structure (60 minutes)

Time	Activity	Description and Differentiation	Links to Rosenshine’s Principles
0-5 mins	Starter: Recap and Engage	Brief recap on last lesson about what plants need to grow. Show seeds and images. Ask: “What do you think will happen if we keep some seeds in the dark?” Use talk partners / whole group.	Begin with short review; activate prior knowledge; use questioning.
5-15 mins	Explain the Experiment Setup	Teacher explains and demonstrates planting seeds in two pots — one to be kept in light, one in dark. Visual timetable or step-by-step pictures provided. Use simple, concrete vocabulary and gestures for SEN support.	Present new material, use clear modelling and visual cues for understanding.
15-25 mins	Pair Planting Activity	Students (in mixed-ability pairs) plant seeds in pots with soil. One pot labelled 'Light,' one labelled 'Dark.' Teacher and TA support fine motor skills and instructions. EYFS children supported with task completion focus (e.g., filling pots).	Guided practice with scaffolding and peer support, ensuring all can participate.
25-30 mins	Watering and Labeling	Children water their pots carefully and label each pot. Discuss importance of water for plants. Extension for advanced learners: predict what will happen and explain reasons.	Check for understanding, elicit explanations, encourage predictions.
30-40 mins	Placement of Pots	Teacher and students place pots in the correct condition locations — by a sunny window or inside an opaque box. KS1 children help explain the reasoning to Reception peers.	Use collaborative learning; conceptual understanding reinforced through explanation.
40-50 mins	Observation Journal Introduction	Show observation sheets/journals. Model how to draw a simple picture of the planted pots and write key words or sentences (depending on year and ability). Help EYFS with drawing and dictating.	Support independent exploration but model note-taking and vocabulary.
50-60 mins	Plenary: Share and Reflect	Children share their setup and explain their ideas in pairs or small groups. Teacher asks prompt questions: “What does my plant need? Why keep one in dark?” Praise effort and clear communication.	Recap learning; check understanding through discussion and retrieval practice.

Differentiation Strategies

Paired support: Mixed-ability pairs allow SEN or younger children to receive help in planting and recording.
Simplified language and visuals: Use picture prompts and sentence starters for EYFS and SEN learners.
Task breakdown: Stepwise instructions and adult modelling support fine motor challenges.
Extension for advanced learners: Predict growth differences, explain scientifically, keep daily detailed journals with measurements.
Multi-sensory approach: Handling seeds, soil, water; looking at light/dark spaces; drawing; speaking.

Assessment and Evaluation

Formative: Observe children during planting for correct setup, listening skills, and teamwork.
Classroom dialogue: Listen to children’s explanations on their choices during paired and group discussions.
Observation logs: Review children’s initial journal pages for understanding of experimental setup and vocabulary.
Teacher checklist: Note which children can confidently explain why plants need light/dark and water, and who needs further support.

Extension Activity (for advanced learners or home learning)

Daily Growth Journal: Students keep a daily illustrated journal tracking their seeds’ progress, noting what is changing, and using simple measurements (e.g., length in cm).
Scientific Drawings: Draw detailed labelled diagrams of the seed or sprout, including root and shoot.
Hypothesis Development: Suggest other variables to test later (e.g., warm vs cold) and explain why.

Links to Whole Child Development & School Philosophy

Encourages responsibility and care for living things.
Supports talk and vocabulary development through paired and group work.
Fosters confidence through hands-on learning and shared discovery.
Reflects Rosenshine’s principles with clear instruction, modelling, guided practice, and review.
Integrates outdoor/continuous provision linkages by using natural light and discussing conditions children observe outdoors.

Notes for Teacher

Prepare materials ahead to ensure smooth transitions.
Pair children thoughtfully to balance needs and strengths.
Use outdoor space if possible for light condition pots for better realism.
Encourage curiosity and questions at all stages.
Reinforce "I can..." success criteria publicly to build motivation.

By the end of this lesson, students will have successfully set the foundation for a real scientific investigation, combining experiential learning with early scientific thinking that aligns with the National Curriculum and the nurturing ethos of your rural C of E school.

Teaching Instructions