What Can We Grow?

Overview

Unit: Exploring Garden Wonders (Lesson 2 of 7)
Age Group: Entry Level 3 (typical age 7-9)
Class Size: 10 students
Duration: 50 minutes
Subject: Other (Cross-curricular science and personal development)
National Curriculum Focus:
- Science: Plants (Year 2 Programme of Study - Key Stage 1)
- PSHE and Citizenship: Developing curiosity and responsibility in care for the environment
- English: Speaking and Listening skills progression (Years 1-2)

National Curriculum Links

Science - Plants (Year 2)

NC Objective:
Pupils should be taught to:
- Identify and describe the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers.
- 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.

English – Spoken Language

NC Objective:
Pupils should be taught to:
- Participate in discussions, presentations, performances, role play, improvisations and debates.
- Ask relevant questions to extend their understanding and knowledge.
- Articulate and justify answers, arguments and opinions.

PSHE and Citizenship (Personal Development)

NC Objective:
Pupils develop self-confidence and self-awareness by:
- Recognising their own feelings and those of others.
- Developing a sense of responsibility for the environment and living things.

Learning Objectives

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

Identify at least five different plants, vegetables or flowers suitable for a small garden.
Describe simple characteristics of these plants (e.g., colour, size, where they grow).
Participate actively in a group brainstorming session, listening and sharing ideas confidently.
Demonstrate an understanding of what plants require to grow (light, water, temperature).

Resources and Materials

Large whiteboard or flip chart
Colourful markers
Picture cards/photos of various common plants, vegetables, and flowers (e.g., tomato, sunflower, daffodil, carrot, mint)
Small samples or real examples of seeds or plants if possible
“Plant characteristics” worksheet (simple table with columns: Plant Name, Colour, Type (vegetable/flower), Where it grows) – optional for differentiation
Pots, soil, seeds (for a follow-up practical lesson) – prepare but not used in this lesson

Lesson Structure (50 Minutes)

1. Introduction and Engagement (10 minutes)

Starter Activity:
Begin by showing a vibrant photo or real example of a small garden with a variety of plants. Ask the class: "What do you notice in this garden?" Allow students to name any plants or flowers they recognise.
Link to Previous Learning:
Brief recap of Lesson 1 (e.g., what gardens are and why people have them).
Set the Purpose:
Explain the day’s key question: “What can we grow in our garden?” and outline that today they will explore types of plants and their features.

2. Guided Brainstorming Session (15 minutes)

Method:
Use a whiteboard/flip chart to record students’ ideas. Invite students to shout out names or descriptions of plants, vegetables, or flowers they know or want to grow.
Teacher Prompts:
- “Can you think of a vegetable that grows underground?” (e.g., carrot, potato)
- “What flowers might we find in spring or summer?” (e.g., daffodils, tulips)
- “Are your ideas plants you can eat, or just look at?”
Use Visual Stimuli:
Show picture cards as prompts to expand ideas and encourage descriptive language about colour, size, texture.

3. Collaborative Sorting Activity (15 minutes)

Group Task:
Convert the brainstormed list into categories: Vegetables, Flowers, Herbs, Others.
Interactive Element:
Give students coloured sticky notes corresponding to each category. Each student writes or draws one plant and sticks it under the right heading on the wall/chart.
Discussion Focus:
Talk about why plants are categorised this way and what makes each group special.

4. Developing Understanding (5 minutes)

Concept Check:
Summarise together what plants need to grow (water, light, temperature) and why it’s important to pick plants suited to where they live.
Use Simple Q&A:
“What happens if a plant doesn’t get water?”
“Which plants like lots of sunshine?”

5. Plenary and Reflection (5 minutes)

Reflection Game:
“Plant Detective” - Ask each student to name one new plant they learned today and one interesting fact about it.
Link to Next Lesson:
Preview that next time, they will start planting seeds and learning how to care for them.

Assessment and Differentiation

Formative Assessment:
Teacher observes participation during brainstorming and categorising activities. Notes understanding of plant types and their characteristics through questioning.
Self and Peer Assessment:
Through group reflection, encourage students to recognise their own contributions.
Differentiation:
- Support with visual aids and vocabulary cards for less confident learners.
- Provide writing or drawing based worksheet for students who can record ideas independently.
- Challenge more able learners to describe plant features in more detail or compare plants.

Extension Ideas (If time allows or for homework)

Create a mini "Garden Diary" page where students draw their favourite plant and write (or dictate) a simple sentence about it.
Encourage students to bring in photos or examples of plants from home or local parks for discussion in the next class.

Teacher’s Notes

Maintain a lively, encouraging atmosphere to build speaking confidence.
Use questioning to deepen understanding rather than just listing ideas.
Reinforce vocabulary associated with plants and their growth conditions to build science literacy.
Emphasise environmental responsibility and care to embed PSHE outcomes authentically.

This lesson plan is designed to be interactive, visual, and discussion-led, ensuring Entry Level 3 learners develop foundational scientific knowledge and communication skills that align with the National Curriculum for England.

Teaching Instructions