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This lesson provided by:
Author:Cheryl Murray
System: Pell City
School: Coosa Valley Elementary School
Lesson Plan ID: 11464

Seeds and Germination


This lesson will be introduced to the students as a part of a unit of study about plants. The students will learn to accurately diagram the parts of a seed and will predict what conditions are needed for germination.

Content Standard(s):
SC(1) 4. Describe survival traits of living things, including color, shape, size, texture, and covering.
TC2(K-2) 1. Identify basic parts of various technology systems.
TC2(K-2) 2. Identify applications and operations of various technology systems.
TC2(K-2) 3. Demonstrate correct posture and finger placement while using a technology system.
TC2(K-2) 4. Identify safe use of technology systems and applications.
TC2(K-2) 7. Use digital tools to access and retrieve information.
SC2015(2) 5. Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.
Local/National Standards:

Co-authored by Cheryl Murray and Andrea Sumners

Primary Learning Objective(s):

Students will list five ways in which plants are used. Students will state that plants come from seeds and label the 3 parts of a seed. Students will define the term "germination." Students will state the two things a seed needs for germination.

Additional Learning Objective(s):

Students will prepare a bean seed for germination using material provided by the teacher. Students will use the Internet to learn information about seeds and germination.

Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

Three bean seeds per student, three clear plastic cups per student, paper towels, water bottle, name labels, soil, science journal

Technology Resources Needed:

Computer with Internet Access


This lesson will require 10 minutes each day for seven days. It will also require 30 minutes of discussion from the science book prior to the activity. The purpose of this lesson is to help students understand the importance of sunlight, water, warmth, and soil for the proper germination of seeds. Seeds need an adequate amount of sunlight, water, warmth, and soil to become healthy reproducing plants.

1.)a. In cooperative learning groups students will brainstorm ideas on how plants are used.
b. Teacher will list all the different ideas that the class generated.
c. Students will record their five favorite ideas in their science journals.

2.)Teacher will provide softened seeds which can be cut in half to observe the seed coat, stored food, and embryo.

3.)Define germination as "starting to grow."

4.)Have the students predict in their science journals what they think a seed would need to start growing. (germination)
Create interest by viewing Tracy's Tree video and discussing where Tracy's tree grew.

5.)a. Teacher will direct students in germinating their three bean seeds.
Seed #1: provide with water and warmth
Seed #2: provide with sunlight, water, and warmth
Seed #3: provide with soil, water, warmth, and sunlight.
b. Experiment will continue for seven days.

6.)The students will make daily journal entries about the observations they made throughout the seven-day experiment or use the Student chart found at the site below to record the changes.
(Student Plant Growth Sheet)
This site has a printable student activity sheet to record plant changes during germination.

7.)During the seven days of observation allow time for students to explore websites about plants and seed germination.
(The Great Plant Escape)
This website will help students explore more facts about seed germination.

(Plants in Motion)
This website will allow students to view movies of plants growing.

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Assessment Strategies:

1. Teacher will check students' journals for: a) Five ways plants are used in our life, b)Labeled diagram of plant seed, c)Definition of germination, and d) Predictions of what seed needs for germination.
2. Teacher observation of preparation of bean seed for germination.
3. Teacher will check students' journals daily for entries about the observations they made throughout the seven-day experiment.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
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