What would a Plant Passport look like?

By LINE ADMIN

The Basic Idea

Children go outside and find as many different types of plant and tree as they can. They then choose one in particular which they write and draw about in detail. Discussion during and after may include talking about whether they know any names of plants, differences and similarities between ones they have spotted, which ones are trees and which ones are flowers, whether some have been planted by people, why they grow where they do, and any favourites and why.

Children have an identification sheet which they are to go outside and fill in, discovering the names of different plants and whether they are wild or planted.

They then pick their favourite plant or tree and fill in their plant passport! This may contain information such as its name, where it grows, why it likes to grow there, is it wild or planted, the shape of its leaf, the texture of its bark, etc.

Back in the classroom this could then lead to children creating their own plant identification sheets or flow charts.

How to take it even further or make it more challenging

The original discussion, identification sheet and passport can be adjusted depending on a child’s ability. For instance year 1 children may discuss and write more about what plant looks like and whether they were planted while year 2s may develop this further by discussing and writing about why the plants grow where they do.

Once the children gain an understanding of different kinds of plants they can then move on to learning about what a plant needs to survive and how plants may differ in other places and environments.