More Lessons Like This...
Random Five More New
Grade:
Subject:
1-2
Science
Grade: 1-2
Subject: Science

#4585. What's in a Seed?

Science, level: 1-2
Posted Sun Apr 1 14:52:12 PDT 2012 by Michelle Davis (Michelle Davis).
Moorcroft Elementary, Wyoming, USA
Materials Required: see individual lesson plans
Activity Time: 16 day unit
Concepts Taught: parts of a plant, needs for growth, life cycle of a plant, production/distribution

"What's in a Seed?"
1st grade Plant Unit

Brief Description of Activities
I. Parts of plant
a. Look at real flowers & discuss parts
b. Compare flower to flower diagram
c. Create flower diagram and label
d. Assess knowledge of the parts of a plant
II. Identify needs for plant growth
a. KWL of plant growth (add throughout unit)
b. Make "Plant Parts" book
c. Complete flower diagram from previous lesson adding needs
d. Assess knowledge of needs for plant growth
III. Observe Plant Growth
a. Look inside a bean plant
b. Begin lima bean growth/discuss plant life cycle
c. Daily observations/growth
d. Make "A Sprouting Bean" book
e. Assess knowledge of plant life cycle
IV. Production/Distribution
a. Explore different seeds/food
b. Diagram process from seeds to the grocery store
c. Field trip to a hay farm
V. Compilation of Final Project

Please note: I have removed some of the worksheets because they were acquired from a different source. I also have several created documents that will not show in this format. If you are interested in the supplemental materals, feel free to e-mail me at davism@crook1.com. 

--------------------------------------------------
"What's in a Seed?"
Day 1

Title: Parts A -- Parts of a Real Flower

Objective:
• Students will identify parts of a plant.
• Students will work cooperatively in a group observation.

Materials:
• small live flowering plants (1 flower per 2 or 3 students)
• magnify glasses
• box
• science journal worksheet

Activities:
1. Split the children into groups of 2 or 3.
2. Have the children observe the flower using their magnify glasses and hands. Encourage the children to pull away the soil, but be careful of the plant.
3. List the parts of a plant on the board (roots, stem, leaves, flower). Have the children investigate to figure out which part of the plant matches the word.
4. Bring the children back together and identify the parts of the plant. While identifying, have the children follow along with their flower.

--------------------------------------------------

"What's in a Seed?"
Day 2

Title: Parts B -- View Flower Diagram

Objective:
• Students will identify parts of a plant.

Materials:
• flowers from day 1
• diagram of flower parts (copyrighted material)
• flower parts puzzle (copyrighted material)
• crayons
• scissors

Activities:
1. Review with the children the different parts of a plant. Have the children look at the plants from day 1 to locate the roots, stem, leaves, and flower.
2. Hand each child the worksheet about the parts of the plant. Have the children read each word and then identify the way that part of the plant looks. Also, have the children read what each part of the plant does.
3. Hand out the flower parts puzzle. Have the children color the worksheet, while reviewing the parts of the plant.
4. After coloring, the children will cut the worksheet into the identified pieces and place the pieces back into the correct order.

-------------------------------------------------- 
"What's in a Seed?"
Day 3

Title: Parts C -- Make Flower Diagram

Objective:
• Students will identify parts of a plant.
• Students will communicate knowledge to a partner.

Materials:
• Construction paper (light blue, brown, green, plus multiple other colors)

Activities:
1. Have the children verbally review the parts of the plant. If assistance is needed, encourage the children to use their puzzle pieces from day 2 to help.
2. Explain and show the flower diagram the children will be making. Explain that you will be including all parts of a plant in this diagram.
3. Walk the children through making the project using the construction paper. Have the children make the stem and leaves green, the roots light brown, the soil dark brown, and the flower petals any color.
4. After completing the project, have the children explain to a partner the different parts of a plant.

-------------------------------------------------- 
"What's in a Seed?"
Day 4

Title: Parts D -- Parts of a Flower Assessment

Objective:
• Students will identify parts of a plant.

Materials:
• Parts of a flower assessment (copyrighted material)
• Scissors
• Glue
• Unit collage worksheet

Activities:
1. Have the children review the parts of a flower with a partner.
2. Hand each child the worksheet. The children must complete this page independently.
3. Introduce the unit collage to the students. Explain that after each section they will be completing a new collage piece. Tell them to write what they remember most from their study of the parts of a plant. This could include identifying the parts, drawing a picture and labeling, explaining what each parts does, etc.

Note: If a child does poorly, review the concepts and then provide a chance to re-identify the parts of a plant.


--------------------------------------------------

"What's in a Seed?"
Day 5

Title: Needs A -- KWL of plant growth

Objective:
• Students will identify the needs for plant growth.
• Students will communicate their knowledge and questions to the class.

Materials:
• Large piece of paper
• Individual KWL charts

Activities:
1. Have the children independently write what they already know about plants growing. Then have the children independently write what they want to learn about plants growing.
2. Bring all of the children together and compile their information onto a large KWL chart for the classroom. Take times to discuss why they think certain thinks might be needed.
3. Have the children place their KWL sheet in their science folder. Post the classroom KWL sheet in a location in the classroom that is easy to locate and read.

--------------------------------------------------
"What's in a Seed?"
Day 6

Title: Needs B -- "Plant Parts"

Objective:
• Students will identify the needs for plant growth.

Materials:
• "Plant Parts" book (copyrighted material)
• Crayons
• Scissors
• Highlighter

Activities:
1. Recall the KWL chart from the previous day. Have the children identify what they already know about plant growth. Review the questions they have created. Encourage them to be listening for the answers to those questions.
2. Read a completed "Plant Parts" to the class. Emphasize the parts about the sun, clouds, rain, and air/carbon dioxide. These are all things plants need to grow.
3. Give each child a copy of the book. Have them color the pictures in the book. Assist the children in folding and cutting the specific sections of the book.
4. Once completed, have the children read their books and highlight the 3 parts needed (light, carbon dioxide, and water). Also have the look for the parts of the plants.

-------------------------------------------------

"What's in a Seed?"
Day 7

Title: Needs C -- Complete Flower Diagram

Objective:
• Students will identify the needs for plant growth.

Materials:
• Construction paper (yellow, dark blue)
• Flower diagrams from parts of a plant section
• Scissors
• Glue

Activities:
1. Have the children review their diagrams of the parts of a plant. Explain to them that they have only showed the plant, but have not added what the plant needs to grow.
2. Show the children a completed diagram. Point out the sun and rain. Help the children add these parts to their diagrams.

--------------------------------------------------

"What's in a Seed?"
Day 8

Title: Needs D -- Needs of Flower Growth Assessment

Objective:
• Students will identify the needs for plant growth.

Materials:
• Picture of a flower
• Pencil
• Crayons
• Unit collage worksheet (started in previous section)

Activities:
1. Hand each child a picture of a flower. Have them draw and label all things plants need to grow.
2. Have the children complete the next section of the collage, writing about what a plant needs to grow. Once again, the children can write all things needed, explain some of them, order draw and label a picture showing the things needed to grow.

--------------------------------------------------

"What's in a Seed?"
Day 9

Title: Growth A -- Look Inside a Seed

Objective:
• Students will observe the inside of a bean seed.

Materials:
• Lima beans (soaked overnight)
• Water
• Magnify glasses

Activities:
1. Show the children how to carefully open a lima bean. Have them carefully look through the lima bean.
2. After self exploration, help the students find the baby plant, the seed shell, and the food inside the seed.
3. Review with the children what a plant needs to grow. Then show them that the baby plant will feed off the food in the shell until it is a mature plant.

--------------------------------------------------

"What's in a Seed?"
Day 10

Title: Growth B -- Grow a Seed

Objective:
• Students will observe plant growth.

Materials:
• Personal greenhouses for each child
• Bean seeds
• Paper towels
• Bean Journal
• Observation rubrics

Activities:
1. Give each child a greenhouse. Explain to them that they are going to observe a bean plant grow. Have the children discuss what will be needed for the seed to grow (air, sun, water).
2. Have the children place a moistened paper towel in the back of the greenhouse. Next have them place 3 bean seeds in front of the paper towel so they will be able to observe it.
3. Place the greenhouses on a classroom window where the children will be able to easily observe the growth.
4. Extension: Every day, the children will make an observation in their bean journal. This will include noting any changes, make any predictions, note the stage the bean is in, and measure the bean seed and any growth. Send the bean plant home in a plastic bag with a wet paper towel at the end of this unit. Encourage the children to plant the seed in soil and to take care of it over the summer. Explain to the students that you will be comparing their observations to a rubric. Provide them each a rubric to use as they fill their rubrics.

-------------------------------------------------- 
"What's in a Seed?"
Day 11

Title: Growth C -- "A Sprouting Bean" book

Objective:
• Students will observe plant growth.
• Student will sequence a bean plants growth.

Materials:
• "A Sprouting Bean" book for each child (copyrighted material)
• Sequencing cards (copyrighted material)
• Pencils
• Crayons

Activities:
1. Use this book to help show the children the exact stages their bean plant will take in their greenhouse.
2. Read a completed book to the students. Discuss the different stages (seed, root, baby leaves, straight stem).
3. Work together to have the children complete their book. Have them review the different stages as a class.
4. Give each child a set of sequencing cards for a bean plant. Have them mix the cards and then place them in order. Assist children as needed.

--------------------------------------------------

"What's in a Seed?"
Day 12

Title: Growth D -- Assess Plant Life Cycle

Objective:
• Students will observe plant growth.

Materials:
• Greenhouses
• "A Sprouting Bean" book (from Day 11)
• Sequencing cards (from Day 11)
• Unit collage worksheet (started in previous section)

Activities:
1. Have the children read "A Sprouting Bean" with a partner. Have them discuss the different stages of a plants growth.
2. Next, the children will observe their beans in their greenhouse to see what stage their bean is at.
3. Have the students independently place the sequencing cards in order. Makes notes if the students placed the beans cards in order or if they still struggled. If extra practice is needed provide that time for the students.
4. Have the children complete the next square in the unit collage about plant growth. They could write the stages of growth, draw a picture of a plants life cycle, etc.

--------------------------------------------------

"What's in a Seed?"
Day 13

Title: Prod/Dist A -- Look at seeds

Objective:
• Students will develop interest in Wyoming production and distribution.
• Students will identify that different seeds produce different plants.
• Students will participate in class discussion about previous knowledge.

Materials:
• Seed to produce posters (watermelon, pumpkin, corn, wheat)

Activities:
1. Have the children discuss what happened to their bean plants in the greenhouses. This will include parts of a plant, what a plant needs to grow, and the life cycle of a plant.
2. Display 4 different seed posters to the students. Explain to them that different seeds make different plants. Have the children guess what the type of seed might be. Turn the posters over to display the different types of produce.
3. Ask the children if they have ever bought these foods at the store. Continue the discussion by asking the students where they think these foods come from. Explain that people plant seeds just like they did in their greenhouse, but at a large farm. The food made at these farms is sent to the stores for us to buy.

-------------------------------------------------- 
"What's in a Seed?"
Day 14

Title: Prod/Dist B -- Diagram seed to store

Objective:
• Students will develop interest in Wyoming production and distribution.
• Students will diagram the steps from seed to grocery store.

Materials:
• Completed seed to store diagram
• Blank seed to store diagram
• Pencils
• Crayons
• Unit collage worksheet (started in previous section)
• My Top Ten list

Activities:
1. Show the children the completed diagram. Walk through the steps from planting a seed, to growing a garden, to moving the food, to the grocery store. Have the children add extra knowledge that they have learned throughout this unit (making sure the farmer provides all plants need, etc).
2. Provide each child with a blank diagram. Help them to complete the diagram. Ensure that they add what is needed for a plant to grow at the garden section. Ask the children if there could be another step added to the diagram (eating the food at a home, etc).
3. Have the children share their diagram with a partner.
4. Have the children complete the last section of the unit collage. They could write about the seed to the store, draw a picture to represent it, etc.
5. Have the children fill out "My Top Ten List." Explain that they will need to write the most important things they learned in this unit. This could include the different parts of a plant, what plants need to grow, the life cycle of a plant, and the stages from seed to store.

--------------------------------------------------

"What's in a Seed?"
Day 15

Title: Prod/Dist C -- Field Trip

Objective:
• Students will develop interest in Wyoming production and distribution.
• Students will observe a farm in Wyoming.

Materials:
• none

Activities:
1. Take the students on a field trip to a local farm in Wyoming. Have the children watch for not only plant parts, needs for growth, and plant life cycle, but also for the different tools a farmer needs.
2. Don't forget to write a thank you note upon returning. 

--------------------------------------------------

"What's in a Seed?"
Day 16

Title: Final Project

Objective:
• Students will present knowledge in portfolio.

Materials:
• Flower diagram with labels the children created (completed)
• KWL learning charts (completed)
• Bean observations (in order), (completed)
• Unit collage (completed)
• Top ten list (completed)
• Rubric for final project

Activities:
1. Give each child a rubric for the final project. Explain that you want each one try and get everything under number 3. Also encourage the children to try and do everything under the number 4. This shows "super" work.
2. Have the children walk through the rubric and compile their work. When they are satisfied with it, bind the work into a book. Have the children decorate the front and/or back cover (see rubric). Display these books for others to see.