Flora is the totality of plants, which are in a certain region. Children’s familiarization with plants takes place from the level of early education, continuing in the primary grades. In the article, the author presents the dynamics of studying plant contents, indicating the units of competence, contents and activities recommended by the curriculum. At the same time, the difficult theoretical problems faced by teachers in teaching these contents are indicated, identified through a questionnaire. Methodological solutions for effective teaching-learning-evaluation of contents about flora are proposed.