|Lesson Plan ID:
Seeds: How They Grow
The students will be collecting, germinating and planting seeds to show the process of plant growth. The students will be recording the information in their science journal. In addition, the students will be observing the water cycle as the plants grow in the cups.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
|SS(2) Exploring Our Nation and World: People and Places||6. Identify human-made and natural resources in the world. |
|SC(2) ||5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and flowers. |
|SC(2) ||9. Describe evaporation, condensation, and precipitation in the water cycle. |
|SC(3) ||7. Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. |
|ELA(2) ||4. Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. |
|ELA(2) ||11. Write words and sentences legibly with proper spacing in manuscript. |
|MA2013(K) ||14. Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [K-MD1] |
|MA2013(K) ||15. Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [K-MD2] |
|MA2013(1) ||15. Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1-MD1] |
|MA2013(1) ||16. Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1-MD2] |
|MA2013(2) ||14. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2-MD1] |
|MA2013(2) ||15. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2-MD2] |
|MA2013(2) ||16. Estimate lengths using units of inches, feet, centimeters, and meters. [2-MD3] |
|MA2013(2) ||17. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2-MD4] |
|ELA2013(2) ||34. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language standards 35 and 37 for specific expectations.) [SL.2.6] |
National Academy of Sciences
NS.K-4.3 LIFE SCIENCE
As a result of activities in grades K-4, all students should develop understanding of:
• The characteristics of organisms
• Life cycles of organisms
• Organisms and environments
|Primary Learning Objective(s):
The students will collect, germinate, plant and observe how seeds grow from collection to plant growth. Students will be able to label the roots, stem, leaves and flower parts of a plant. Students will write about the steps taken to grow a plant.
|Additional Learning Objective(s):
The students will be collecting seeds from their nature walk. The students will be recording their observations in their science journal and keeping a growth chart. Students will also be able to observe the water cycle and how it works inside the enclosed cup.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Old socks, seeds, paper towels, soil, clear plastic cups, water, permanent markers, plastic wrap or lid, paper, pencil, crayons
|Technology Resources Needed:
Teacher will need a computer with Internet access to get copies of book list, explicit directions for nature walk, growth worksheets, video and rubrics.
Prepare students for this unit by reading the book From Seed to Plant by Gail Gibbons, One Bean by Anne Rockwell, The Tiny Seed by Eric Carle and/or “The Bean Poem” by Lucia and James Hynes, Jr. Other resource books you may want to use can be found in the procedures, step #13.
1.)Have the students bring old socks from home or supply some so that each child has one to wear over their shoes on a nature walk.
2.)As the students are taking a nature walk around the school grounds, have them notice that the sock that they’re wearing should be collecting seeds.
3.)Sock Walk explicit directions website.
4.)Collect as many seeds as possible during the nature walk (approximately 15-20 minutes). Have some seeds in the classroom just in case there are not many collected on the students' socks. Seed collection depends mainly on the location of your school. Some schools may not have a very good outside area for a nature walk.
5.)Inside the classroom, pick the seeds from your socks. Take those seeds and others and wrap them in a water soaked paper towel. Fold over several times and place the paper towel in a plastic baggie. Allow these to sit for 2-3 days to speed up the germination process.
6.)Unwrap the seeds and show the shedding of the seed coat. The seed coat should be loose since it has been soaked for a couple of days.
7.)Prepare the clear plastic cups for planting by filling them ¾ full of soil.
8.)Place 2-3 seeds in each cup making sure that the seeds are planted where they are able to be seen through the cup. Water the seeds. Use the permanent marker to circle the outside of the cup to show the planted seed inside. Cover the cup with a lid or plastic wrap. Place the cup on a window sill or in a warm place for 1-2 days.
9.)Observe the water cycle by pointing out the condensation of water on the sides and top of the lid or plastic wrap covering. The water will drop from the sides and top of the cup back onto the plants showing evaporation, condensation, and precipitation.
10.)Students should soon be able to observe the root system forming along the sides of the cup, as well as the sprout and seed leaves beginning to grow. This worksheet to document plant growth may be useful. Plant Growth Worksheet
11.)Remove the plastic wrap, water as needed and the plant will continue to grow. Point out the formation of the true leaves and the stem of the plant. Predict what you think the plant might grow up to be.
12.)Relate the growth and development of growing plants as a basic need for food and building materials for survival.
13.)The teacher can choose books from the following website to introduce the lesson: The Reading Nook
14.)The following website provides a plant life video to be used as an extension.
(Plant Life Video
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Observe the students as they collect, germinate and plant their seeds. Use the rubric provided.
The following website is great for visual learners to see how a plant develops over time: Fast Plant Life Cycle. Have each student keep a seed diary or use a foldable booklet to draw and write about the development of their plants. Draw and write about your plant prediction and determine if the prediction made was accurate.
Review the process of how a seed becomes a plant or have a poster showing the growth process. Plants that you may have already planted earlier and have grown may be used to observe. The following website can serve as an interactive tutorial: Helping Plants Grow Well
Each area below is a direct link to general teaching strategies/classroom
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
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: