Labelling Plant External Features

The Book

Plants Can’t Sit Still

Written by Rebecca Hirsh, illustrated by Mia Posada

Plants Can’t Sit Still is a fascinating and poetic exploration of the many ways plants move, grow, and respond to their environment. Through engaging text and vivid illustrations, the book challenges the common perception that plants are motionless, showcasing how they creep, climb, curl, and reach toward the sun. It helps young readers observe and understand the external features of plants and how they help them survive (AC9SFU01 – Foundation Year, Science). The book also supports learning about how plants, like other living things, have basic needs, such as water, sunshine, and room to grow (AC9S1U01 – Year 1, Science). With its dynamic storytelling and rich scientific concepts, Plants Can’t Sit Still encourages curiosity about the natural world and inspires children to observe plants in action.

View Book

Resource creator

Steven Huynh

Subject

English, Science,

Level

Foundation,

Description

In this activity, children will learn about the external parts of a plant using the carrot as a focus. After reading Plants Can’t Sit Still and discussing plant features in the illustrations, they will be introduced to and learn plant part names (like root, stem, leaf).

Learning Intentions

• We are learning to name and identify the external features of a carrot plant.

Successful Criteria

✅ I can say the name of each external feature of a carrot plant.
✅ I can hear and say the first sound of each plant part word.
✅ I can trace, cut, and paste the words to label the parts of the carrot correctly.

Curriculum Alignment

AC9EFLY10 9.0 (English Foundation): Segment sentences into individual words; orally blend and segment single-syllable spoken words; isolate, blend and manipulate phonemes in single-syllable words (phonological awareness)

• saying the sounds when given a word; for example, “can” (“c-a-n”) or “ship” (“sh-i-p”)
• saying the word when given the sounds; for example, “l-i-p” (“lip”) or “m-u-n-ch” (“munch”)
• saying the new word when the beginning phoneme/medial/end phoneme in a word is replaced with a different phoneme; for example, “run” becomes “fun”, or “fun” becomes “fan”

AC9SFU01 9.0 (Science Foundation): Observe external features of plants and animals and describe ways they can be grouped based on these features

• observing fruits and vegetables and identifying them as parts of plants such as roots, flowers, fruits or leaves
• recognising humans as animals, describing external features of humans and exploring similarities and differences compared with other animals
• using magnifying glasses or digital cameras to observe and identify external features of plants including seeds, flowers, fruits and roots, or of animals such as eyes, body covering, legs and wings
• sorting collections of model animals and explaining different grouping strategies
• recognising First Nations Australians’ use of observable features to group living things
• exploring how First Nations Australians’ observations of external features of living things are replicated in traditional dance

Materials

Plants Can’t Sit Still by Rebecca E. Hirsch
Carrot plant labelling worksheet
Pencils, scissors, glue sticks
Real carrot with leaves and flowers (optional, for demonstration)

Instruction

1. Introduction

Show the children a real carrot plant (if available) or a clear image.
Ask: “What do you notice about this plant? What parts can you see?”
Briefly introduce the idea that plants have different external parts, and today we’ll learn about them using a carrot as our example.

2. Read-Aloud: Plants Can’t Sit Still

Read the book aloud to the class.
As you read, pause occasionally to point out and discuss visible features of plants (e.g. roots, stems, leaves, flowers).
Encourage children to look closely at the pictures and describe what they see.

3. Vocabulary Focus

Introduce the target plant part words (e.g. root, stem, leaf, flower if shown).
Say each word clearly and ask children to repeat after you, focusing on the first sound in each word (e.g. “/r/ for root”).
Use call and response or games like “If it starts with /s/, what part of the plant is it?” to reinforce sounds.

4. Worksheet Activity

Hand out the carrot labelling worksheet.
Children first trace the words (teacher or EA supports where needed).
Then, they cut out the words, use their sound knowledge to match the words and external parts of the carrot.
Finally, they glue the correct words in place to label each part of the carrot plant image.

5. Sharing and Recap

If time permits, invite a few children to share their completed work or point to and name a part on a display.
Ask: “Which part of the carrot plant do we eat?” (root)
Briefly recap: “Today we learned the names of plant parts, practised saying their sounds, and labelled them on a carrot!”

Extension

Teachers can discuss which parts of the plant (carrots, in this case) are edible, and explore common dishes made using that parts. You can also use different plants provided in this worksheet for your lesson.

Downloads

ⓘ Some content may have paid versions with additional features (e.g., editability, customisation, or enhanced design…)

Paid Labelling Plant External Features (Activity sheet) ➚

Related Activities

AC9EFLY10 (English – Foundation) AC9SFU01 (Science – Foundation)