Note for teachers using this lesson plan
Before the lesson, gather real examples of plants such as leaves, a flower, a small potted plant, and pictures of different plants. The central idea is for pupils to recognise plants as living things around them. During the outdoor activity, ensure close supervision for safety. Successful learning will be observed when pupils can point to and name a plant or a plant part like a flower.
Class: Pre-School Level 1
Term: Second Term
Week: 1
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Pre-Science
Previous Lesson: Things around us
Topic: Plants
Subject Matter: Meaning of plants, Identification of plants, Examples of Plants (e.g., flower).
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify plants in their environment.
- Name simple examples of plants like a flower.
- State that plants give us food.
Affective Domain
- Show interest in observing different plants.
- Participate in outdoor activities to identify plants.
Psychomotor Domain
- Point to different parts of a plant (e.g., leaf, flower).
- Mimic actions of a growing plant.
Social Domain
- Share observations about plants with peers and the teacher.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Real plant examples: a leaf, a flower, a small potted plant
- Picture cards of various plants (tree, grass, flower)
- Charts and posters showing different plants
- MP4 Player (or tablet/computer) for video playback
Rationale for the Lesson
This lesson introduces young children to the natural world around them, helping them recognise plants as living things. Understanding plants at this age builds foundational pre-science skills and fosters an appreciation for nature and where some of their food comes from, connecting learning to their everyday experiences.Prerequisite/Previous Knowledge
Pupils can observe and identify some common objects in their environment and understand simple instructions.Lesson Content/Board Summary
Plants: Meaning, Identification and Examples
What are Plants?
- Plants are living things.
- They grow from the soil.
- They need water and sunshine to grow.
- We see plants all around us (e.g., in the school, at home).
How to Identify Plants:
- Plants have leaves.
- Plants have stems.
- Many plants have flowers.
- They are usually green.
Examples of Plants:
- Flower (e.g., hibiscus, rose)
- Tree (e.g., mango tree, palm tree)
- Grass
What Plants Give Us:
- Plants give us food to eat (e.g., fruits, vegetables).
Key Words
- Plant – a living thing that grows in the soil.
- Flower – the colourful part of a plant.
- Leaf – the green part of a plant.
- Tree – a very big plant with a strong stem.
Our Little Plant Rhyme
Tune: Twinkle, Twinkle, Little Star
Lyrics:
Little plant, growing tall,
Green leaves for one and all.
Needs the sun and water too,
Growing, growing, strong and new.
Little flower, red or blue,
Plants give food for me and you!
Actions:
- “Little plant, growing tall” – Crouch down, then slowly stand up, stretching arms upwards.
- “Green leaves for one and all” – Wiggle fingers like leaves, spread arms wide.
- “Needs the sun and water too” – Make a circle with hands above head for sun, then wiggle fingers downwards for rain.
- “Growing, growing, strong and new” – Repeat slow growth action, flexing arm muscles.
- “Little flower, red or blue” – Cup hands together like a flower bud, then open them.
- “Plants give food for me and you!” – Pat tummy.
Watch and Learn About Plants
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the concept of plants using simple language and real objects first. Show a leaf, a flower, and a small potted plant. Emphasize that plants are living things and need care. Guide pupils to touch and observe the real plants. Use the picture cards and charts to reinforce identification of different plants.
What to show or demonstrate: Hold up a real leaf and say “leaf.” Hold up a real flower and say “flower.” Point to a potted plant and say “plant.” Show pictures of a tree and grass. Demonstrate the actions for the rhyme.
How to use the rhyme/song: Sing the “Our Little Plant Rhyme” slowly, demonstrating the actions. Repeat it several times, encouraging pupils to join in with the words and actions. Use it as a fun way to reinforce plant parts and growth.
How to use the video: Introduce the video as a short clip about plants. Play the video on the MP4 player. After watching, ask simple questions like “What did you see?” or “What colour are the leaves?” Encourage pupils to point to plants they see in the video.
What to watch for: Observe if pupils can point to plants when asked, and if they try to repeat words like “plant” or “flower.” Ensure all pupils are engaged during the outdoor activity and are supervised for safety.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Outdoor Observation, Repetition.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and sings a short “Good Morning” song. The teacher then asks pupils to look around the classroom and name some things they see.
Pupils’ Activity: Pupils respond to greetings, sing along, and name objects they see.
Learning Point: Pupils are settled and ready to learn, activating observation skills.
Step 2: Introducing Plants (Meaning)
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher holds up a real leaf and a real flower, saying, “Look what I have! This is a leaf, and this is a flower. They come from a plant! Plants are living things that grow from the soil.” The teacher explains that plants need water and sun.
Pupils’ Activity: Pupils observe the leaf and flower, touch them gently, and listen to the teacher.
Learning Point: Pupils begin to understand that plants are living things and have parts like leaves and flowers.
Step 3: Identifying Plants (Real Objects)
Time: 5 minutes
Teaching Skill: Guided Observation/Naming
Teacher’s Activity: The teacher takes the pupils to a safe area in the school compound where there are plants (e.g., a flower bed, a small tree). The teacher points to a plant and says, “This is a plant!” and encourages pupils to point and say “plant.” The teacher also points to leaves and flowers on the plants, guiding pupils to touch and name them.
Pupils’ Activity: Pupils walk with the teacher, point to plants, touch leaves and flowers, and try to repeat “plant,” “leaf,” “flower.”
Learning Point: Pupils identify real plants and their parts in their immediate environment.
Step 4: Identifying Plants (Pictures/Charts)
Time: 4 minutes
Teaching Skill: Visual Reinforcement
Teacher’s Activity: Back in the classroom, the teacher displays charts and posters with pictures of different plants (e.g., a tree, grass, various flowers). The teacher points to each picture and asks, “What is this?” or “Is this a plant?” and names them clearly.
Pupils’ Activity: Pupils look at the pictures, point to the plants, and try to say the names as the teacher says them.
Learning Point: Pupils reinforce plant identification using visual aids.
Step 5: Rhyme Reinforcement
Time: 3 minutes
Teaching Skill: Song/Movement
Teacher’s Activity: The teacher leads the pupils in singing the “Our Little Plant Rhyme” with actions. The teacher repeats the rhyme two to three times, encouraging full participation.
Pupils’ Activity: Pupils sing along and perform the actions, reinforcing the concept of plants and their growth.
Learning Point: Pupils actively engage with the lesson content through song and movement.
Step 6: Video and Discussion
Time: 3 minutes
Teaching Skill: Multimedia Engagement
Teacher’s Activity: The teacher plays the short educational video about plants on the MP4 player. After the video, the teacher asks simple questions like, “What did the plants need to grow?” or “What did you see in the video?”
Pupils’ Activity: Pupils watch the video and respond to the teacher’s simple questions by pointing or making sounds.
Learning Point: Pupils observe plants in a different format and recall simple facts.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Point to a plant in the classroom.” (e.g., a potted plant or a picture)
- “What is this?” (holding up a real leaf or flower)
- “Can you say ‘plant’?”
- “What do plants give us?” (prompt for “food”)
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 3 minutes
Teaching Skill: Summary/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that plants are all around us and give us food. The teacher leads a clean-up activity and sings a “Goodbye” song.
Pupils’ Activity: Pupils participate in cleaning up and sing the “Goodbye” song.
Learning Point: Pupils consolidate learning and transition to the next activity.
Lesson Keywords
- Plant – a living thing that grows in the soil.
- Flower – the colourful part of a plant.
- Leaf – the green part of a plant.
- Tree – a very big plant with a strong stem.
- Food – what we eat to grow strong.
Differentiation
- Support: For pupils who need extra help, provide more one-on-one repetition of names, use hand-over-hand to guide pointing, and focus on identifying just one or two plant examples. Use larger, more distinct pictures.
- Extension: For pupils who grasp the concept quickly, encourage them to identify more plant parts (e.g., stem, roots from a picture) or name another type of food that comes from plants.
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