A handful of soil

The following play-based activities offer students the opportunity to discover and investigate soil and plant life. Students find out what plants need in order to grow and stay healthy. Students practise life skills, independent and collective play skills, and boost language development, as they explore the learning stations. Young learners typically learn best through hands-on play experiences.

Before introducing some of these activities to your students, read them a book about soil, plant life or the environment. Have a short discussion about what they will be exploring in the learning stations.

Suggestions

• The Lorax by Seuss
• The Tiny Seed by Eric Carle
• Oh Say Can You Seed? by Bonnie Worth
• How Do Apples Grow? by Betsy Maestro

Suggestions

• On a wall near the bin, tape laminated images of the other items in the bin. When students find an item, they can use a dry-erase marker to tick off the image on the
• Have the students put filler in the pails or other containers, and then “plant” the plastic flowers or add insects or rocks to the “soil.”
• Try to incorporate filler and other items that will have students use all five senses and prompt discussion on:
  • Touch: The feel of the materials
  • Sight: The different colours of the materials
  • Hearing: The sound of the materials being mixed together
  • Smell: The smell of the materials (if you opt to include add lavender/herb pouches)
  • Taste: Not practical for this particular activity!

Questions for students

1. What did you find?
2. What does that feel like?
3. How many different things do you see in the bin?
4. Do you know the name of this insect?

Playdough centre

This activity can be offered during free play. It encourages students to apply their number and counting skills. It’s also a creative time and a great opportunity to introduce or review plant vocabulary, such as petal, leaf and stem.

Materials

• Modelling clay in different colours
• Plastic numbers or number stamps
• Textured blocks or other objects to make imprints (optional)
• Printed images of different flowers (optional)

Instructions

1. Tell your students they will be making flowers out of the modelling clay.
2. Ask the students to take a small piece of modelling clay in one colour and roll it into a ball with their hands. This will be the centre of the flower.
3. Have the students use both hands to roll another piece of modelling clay—in a second colour—along the surface of the table to create the flower’s stem.
4. Tell the students to put the ball on top of the stem, and press down lightly on the ball to stick the two pieces together.
5. Ask the students to choose a plastic number or a number stamp and press it down gently onto the ball. This number represents how many petals their flower needs.
6. Have the learners take some modelling clay in a third colour and make petals in the number they stamped onto the flower’s centre.
7. Students can roll more modelling clay in another different colour into a ball and then stamp a number into it. This new number represents how many leaves the stem could have.
8. Repeat as many times as possible during the allotted playtime.

Suggestions

• Encourage students to play with different shapes and textures when they are making their petals.
• Have printed images of different flowers available so that students can see a variety of possibilities for their petals.

Questions for students

1. Do all flowers have the same number of petals? Or leaves?
2. How many different flowers did you make? Are they different sizes?
3. Are your stems all the same length?
4. What colour are the petals?
5. Can you count the number of petals?

Bingo marker flower stencils

Seed sorting and patterning

Potting and planting simulation

Students use their knowledge of numbers and counting in this activity. Learners can pretend they are potting real plants, so they are aware of the planting process.

Materials

• Clay or plastic flowerpots
• Filler (soil, dried beans, or corn)
• Gardening tools (shovel, watering can)
• Pompoms
• Plastic or felt flowers and/or plants

Instructions

1. Write a number from 1 to 15 on each of the pots. This number will indicate the number of pompom “seeds” that will go into each pot.
2. Have each student fill a pot with the filler, using the shovel. This calls on their motor skills, as they try to avoid spilling anything.
3. In each pot, ask students to put the number of “seeds” that corresponds to the number written on that pot.
4. Students can continue this simulation using other tools that may be available, for example, with a watering can they can pretend to water the seeds. They can then add the plastic or felt flowers and plants to demonstrate plant growth.

Suggestion

This activity can be used to assess each student’s knowledge of counting and numbers. 

Questions for students

1. How many seeds did you plant?
2. What steps did you follow to plant your seeds?
3. What does a plant need to grow?

Pouch-cap flowers counting box

Geometric shapes garden

In this activity, which is part of the geometry unit, children learn about two-dimensional shapes. Encourage them to use pattern blocks to explore and create their own flower and plant garden, using the manipulatives that are available: there are many possibilities!

Materials

• Classroom set of two-dimensional pattern blocks

Instructions

1. Put out the bin of pattern blocks for your students to play with.
2. As they explore the blocks, the students are likely to arrange them according to shape, size and colour.
3. Encourage the students to use their imagination and to create flowers and plants using blocks of different shapes (e.g., a flower can have a square as its centre and petals made from triangles).
4. To reiterate the names of the geometrical shapes, ask students to point to the names of the ones they have used.

Suggestions

• Guide students with instructions or questions if they are having trouble creating flowers out of the pattern blocks.
• Any type of blocks (e.g., Lego or wood blocks) can be used for this activity. Students are creative and will still imagine they are making flowers.

Questions for students

1. Can you make a flower using only squares and triangles?
2. Can you make a flower using blocks that are all the same shape?
3. Can you add a stem and leaves to your flower?

The life cycle of a flower

This quick and easy craft will show students the life cycle of a growing plant! Students use the templates provided to colour, cut out and assemble a paper flower that has a petal representing each stage of plant growth. 

Materials

1. Printed colouring pages (see Appendix C)
2. Pencil crayons and/or colouring pencils
3. Glue
4. Scissors

Instructions

1. Print out the colouring pages for each student.
2. Have the students colour in all the elements on the printed pages.
3. Ask the students to cut around the outside of the flower.
4. Instruct the students to fold the petals of the flower down towards the centre, along the lines of the pentagon, and then glue the base of the pentagon to the top of the stem.
   • They can glue all elements down onto another piece of paper (optional).
5. Have the students play with opening and closing the flaps; explain or review the life cycle of the flower out loud with the students.

Suggestion

This activity can be offered towards the end of the science unit, to help the students consolidate their knowledge of plant growth.

Drama activity: The life cycle of a plant

This short activity allows teachers to introduce the concept of a life cycle to their students. It also gives younger learners the chance to move their bodies, as they imitate a seed developing into a full-grown plant.

Materials

• Sequence cards (see Appendix D for template)
  • Seed
  • Seedling
  • Small plant
• Adult plant
• Drama props (optional)
  • Plastic watering can
  • Yellow ball or flashlight, to imitate the sun

Instructions

1. In a class discussion, ask your students if they know what a life cycle is. The takeaway: the students should know that a life cycle is the natural sequence of events for all living things, including plants and animals.
2. To give context, explain that they will be learning specifically about the life cycle of a plant, for example:
   • Just as babies grow up to be adults, plants start off as tiny seeds and, over time, they grow up and then make new plants that will start the cycle all over again.
3. Show the students the sequence cards and ask them:
   • What do you see in these pictures?
     • Seed: explain that inside every seed is a tiny baby plant called an embryo. The embryo is safe inside the seed. You can compare an embryo in a seed to a chick in an egg. When the embryo has everything it needs, starts to grow and gets bigger: the seed sprouts/germinates.
     • What does it need to sprout? It needs water, warmth (sun) and soil for its roots to grow into. After it sprouts, tiny leaves appear and they push out of the soil towards the sun.
     • Seedling: explain that a seedling is like baby plant. The seedling has a root, a stem and one or two leaves. It needs the right amount of water, nutrients (food) from the soil and sunshine to grow and be healthy.
     • Small plant: introduce the specific parts of the plant that are now visible, including the stem, many leaves and roots.
     • Adult plant: ask the students if they notice any differences between the small plant and the adult plant (fruit and flower); explain that this is the last stage in the plant’s life cycle. The plant is all grown up. It will make seeds of its own, with tiny plants inside them.
   • If we were telling the story of a plant’s life cycle, how would we put these cards in the right order?
4. Tell the students that, now they have learned about the life cycle of a plant, it’s their turn to use their bodies and imaginations to become plants themselves.
   • Narrative:
     • We’re going to pretend that we’re growing our own garden! You are going to plant your own seeds in your own space, so spread out around the room to give all the seeds some space to grow.
     • Let’s begin by pretending to dig a hole in the ground, where we can plant our seeds. Next you need to cover your seeds with some soil, and pack it down lightly.
     • Now that we have planted our seeds, use your bodies to show me what a tiny seed looks like: crouch down into a small ball. I’m going to walk around and water all of the seeds (hold the watering can above the students’ heads), and shine some sunlight on them, too (hold the yellow ball over or shine the flashlight on the students).
     • Now that the tiny plants (embryos) inside the seeds have everything they need to sprout, they are going to slowly start growing. The seeds will open and a tiny root will dig into the soil. Make sure your feet are planted to the ground, since roots don’t move. I’m going to give you a little bit more water and sunlight.
     • When I clap my hands, your leaves will push out of the soil. Show me your leaves by touching your elbows to your torsos and slowly wiggling your wrists. I will come around with water and sunlight one more time. *Clap!* Move your hands up above your heads, towards the sun. The leaves are out of the soil now!
     • Now when I clap my hands, you are going to become adult plants! *Clap!* Stand up as tall as you can. Use your hands to make flowers/ and reach to the ceiling to try and touch the sun. Make sure your roots are still firmly planted in the ground!
     • Now the wind is about to pick up your seeds and blow them away. Pretend you’re a tiny seed being blown by the wind, and fall to the ground, slowly and gently.
     • At this point the cycle will restart!

Seed germination in a jar

Students have fun with this activity, examining and observing the growth of a seed in a jar!

The experiment allows children to see what takes place underground, as a seed begins to grow into a plant.

Before the activity: Ask students to bring in clear jars. Students may work in groups if the number of jars is limited.

Materials

• Large clear jars (e.g., Mason jars)
• Paper towel
• Seeds (pea and bean tend to grow quickly)
• Water
• Magnifying glasses (optional)

Instructions

1. Dampen sections of the paper towel with water and wring out any excess moisture.
2. Have the students fill the jars with the paper towel; their little hands will be able to push it down to the bottom.
3. Ask the students to carefully push a few seeds down into the paper towel, placing them closer to the edges of the jar so that they can be seen, and making sure they are firmly held in place.
4. Ask the students to put their name on a label and tape it to the outside of the jar.
5. Put the jars by the window and observe! The students can use magnifying glasses when roots and sprouts have developed.
6. Let the students know what they can expect to see after a few days (depending on the type of seed).
   • Roots are likely to pop out at the bottom of the seeds.
   • A sprouting stem should appear from the top of the seeds once root hairs have extended downwards.

Mini greenhouses

Transplanting seedlings

Keep the seedlings in the container until they have grown at least six leaves.

Materials

• Yogurt containers, paper cups, empty cans or other containers of similar size
• Potting soil
• Spoons

Instructions

1. Give each student a container and ask them to fill it between 1/4 and 1/3 full with soil.
2. Show the students how to gently loosen the soil around their tomato seedlings, using a spoon, and then lift them out of the container.
3. Have the students put each seedling into a new container. Ask them to add more soil around the seedling’s roots and stem, until the two bottom leaves are covered with soil.
   • Note: Tomato plants will grow new roots on the stem. Transplanting this way will protect the seedlings as they are transported home, especially if the stems are flimsy.
4. Have the students water the transplanted seedlings. Make sure they don’t add too much water—if the tomato plant sits in water it will drown or its roots will rot.
5. Your students can either take their tomato plants home, or keep them at school to observe longer.
6. Explain to the students that they need to “harden off” the seedlings before transplanting them to a garden bed or a patio container outside. They must expose them slowly to the sun, wind and rain for longer and longer periods of time, starting with 1 hour on the first day. For more information on how to harden off seedlings, see Appendix F.

Vermicomposting

Tie-dye coffee filter flowers

Tie-dyeing coffee filters to create their own flowers makes for an amazing experience for students. It’s a great activity for the beginning of spring, once flowers start to bloom outside, and gives students the perfect gift for Mother’s Day!

Materials

• Large and small coffee filters
• Washable markers
• Spray bottle
• Water
• Green pipe cleaners

Instructions

1. Hand each of the students 1 large and 1 or 2 small coffee filters.
2. Have students colour the filters, using the washable markers, and then draw a design or patterns on them. Remind students that their design will change once it’s sprayed, so they don’t need to make it too detailed.
3. Fill the spray bottle with water while the students are hard at work.
4. Once the colouring is finished, have the students label their filters in some way and then put them on a drying rack or newspaper.
5. Using the spray bottle, dampen the filters (3 to 4 sprays should be enough); watch as the colours bleed, blend together and then spread out along the paper. Let everything dry completely for the rest of the day.
6. Once the filters are dry, hand out each student’s artwork, along with a pipe cleaner.
7. Have the students stack their smaller filters on top of each other and put them on top of the larger one.
8. Ask the students to fold all of the filters in half, and then in half again.
9. Have the students fold the top portion of the filter package backwards onto itself, then flip the entire bundle over and repeat on the other side, the filters should look like a zigzag as they open. Some students may need some help with this part.
10. Get the students to wrap one end of the pipe cleaner tightly around the folded point of the filters, and then cinch it tightly so that they are all held in place.
11. As students gently separate the layered pieces from each other, the flower’s petals will spread out.

Word building with flowers

Instructions

1. Have your students make paper flowers that are big enough to write words (Grade 1) or letters (JK and SK) on. Flowers can be made using the Bingo Marker activity or using the template in the Appendix B.
2. Depending on the level of the students, ask them to write a letter on each of the flowers or a word related to flowers or plants. They can choose a word that describes the plants or flowers, or an action word such as plant.
3. Once the students have added the letters or words have them put their flowers (face up) in “the garden”: either a circle on the floor, or a container of filler.
4. Ask the students to, in turn, “pick flowers from the garden,” to make a word with the letters, or pick words to make a sentence. As needed, you can prompt the students to find specific words or letters.
5. After each student has had a turn, instruct them to put the flowers back in the garden.

Suggestions

Kindergarten/Quebec preschool

• Ask the students to find a certain letter of the alphabet and, once they find it, to sound out the letter and name one or two words that start with that letter.
• Alternatively ask the students to match up the flowers with lowercase letters to the flowers with uppercase letters. Or have students find a lowercase letter and then turn the flower over and write the uppercase letter on the back.

Grade 1 / Quebec cycle 1

• Pass the flowers with words on them to each student so every student has their own word. In turn, and ask them to tell a short story that includes the words they see.
• As new words are introduced throughout the year, students can make more flower words to add to the garden (consider putting them on a wall to create a flower wall).