From Seeds to Plants
Initial Publication Date: August 25, 2009
Summary
Summary
Primary unit on plants. In this activity students use observational skills to compare and discuss the changes in plants. They will identify plant parts, where seeds come from and how they grow. They will also determine what plants need to survive.
CollapseLearning Goals
Learning Goals
This activity is designed for students to learn observation skills to compare and discuss the changes in plants. They will identify plant parts, where seeds come from and how they grow. They will also determine what plants need to survive.
This activity is designed for students to learn observation skills to compare and discuss the changes in plants. They will identify plant parts, where seeds come from and how they grow. They will also determine what plants need to survive.
Context for Use
Context for Use
Grade Level: 2nd
Class Size: whole class instruction
Time: 30 minutes daily over 6 days
Special Equipment:
Assorted fruit, various seeds of different types, art and writing paper, construction paper, clear plastic cups, magnifying glass, lunch box, card stock, straws and paper cups, magazine pictures of plants
Grade Level: 2nd
Class Size: whole class instruction
Time: 30 minutes daily over 6 days
Special Equipment:
Assorted fruit, various seeds of different types, art and writing paper, construction paper, clear plastic cups, magnifying glass, lunch box, card stock, straws and paper cups, magazine pictures of plants
Description and Teaching Materials
Description and Teaching Materials
Activities:
Day 1: What is a seed?
1. Look inside a seed. "You wear a coat to keep you from the cold. Seeds from flowering plants have seed coats to protect them."
A. Soak a lima bean in water over night. Use a hand lens to examine the outside of the seed. Try to peel off the seed covering. Split the seed in halves. Look for the parts showing the chart. Draw the lima bean. Write the names of the parts of the seed.
B. Have children complete a chart of a seed, noting the seed coat, root, leaves, food storage, and embryo.
Day 2: Seeds come in all shapes and sizes.
2. Most plants come from seeds. Display seeds that come from all kinds of plants: acorns, poppies, carrots, lettuce, rice, watermelon, nuts, etc.
A. Measure the bulk of different kinds of seeds. Do an estimating activity allowing the children to guess which seeds will fill more of a small cup. (Sunflower, watermelon and marigold seeds are great for this project because they are easy to handle).
B. Some seeds grow from other plant parts (tubers). Onions make parts that turn unto bulbs and new plants. The bulbs are the part we eat. Show the children some of the foods that we eat that are bulbs. (potato, onions etc.)
C. Show the children a lunch box and a peanut. Ask them what the two things have in common. Explain that the shell of the peanut is the box and the inside is the lunch.
D. Create seed collages.
E. Roast pumpkinseeds.
Day 3: How do seeds travel?
3. The wind, animals (bury and or deposit seeds by their droppings) are just some of the ways seeds travel. There are several great picture books on this subject. "The Tiny Seed" by Eric Carle is one.
Extenders: A. Write: "'Splash! You're a coconut that has just fallen from a palm tree into the ocean. Write what happens to you."
B. Have the children take off their shoes and then go on a hike around the school or park. When you get back to class, have the children examine their socks to see what kind of seeds are stuck to the socks.
Day 4: What do seeds need to grow?
4. Lead a discussion by starting with "What do children need to grow?" Then, ask the students what they think plants might need.
A. Sprout a seed in a jar/clear plastic cup with wet paper towels. A bean seed works great for this. You can also try alfalfa sprouts, or popcorn.
B. Put some of the seeds in a windowsill to sprout. Put others in a dark corner. Discuss with the children, which of the seeds they think will grow the best. Check and show the children periodically.
C. Have the children estimate how long it will take the seeds to germinate. Chart the growth of the seedlings after they sprout. Plant them in the soil when they become too large for the jar. I have potted them in the past, and made houseplants out of them.
D. Write: "You find an odd-looking seed and plant it. Your seed grows into _____________." Write an ending to the story.
E. Create task cards for the children to manipulate showing the stages of a seed's growth. Children can also make their own cards to keep.
Day 5. Discuss the job of the root system.
A. Pass around enough straws and paper cups for each child.
B. Tell the children they are the plants and the straws are the roots. This is a great explanation for the next experiment.
C. Bring in celery or a carnation and show the children the power of the roots.
D. Add colored water to a glass with the celery/carnation in it, and watch for the next few days as the celery/carnation changes colors. You might pre-start one to show what will happen.
E. Create a word search or word puzzle using plant parts words OR allow the children to create the puzzle and exchange with a neighbor.
F. Let the children pantomime plant growth.
Day 6. Create several activities using all the plant and seed words that they have learned.
A. Try a spelling bee, crossword or word puzzles. There are several software programs that will easily do this.
B. Create a Seed WordBook by folding several pieces of writing paper in half and stapling it.
C. Have the children make a mini dictionary for their terms and illustrate each item.
D. Write several seed words on the chalkboard. Have the children use these words to create silly stories.
E. Combine all the stories to write a class book. Choose several children to illustrate the cover and back page.
Activities:
Day 1: What is a seed?
1. Look inside a seed. "You wear a coat to keep you from the cold. Seeds from flowering plants have seed coats to protect them."
A. Soak a lima bean in water over night. Use a hand lens to examine the outside of the seed. Try to peel off the seed covering. Split the seed in halves. Look for the parts showing the chart. Draw the lima bean. Write the names of the parts of the seed.
B. Have children complete a chart of a seed, noting the seed coat, root, leaves, food storage, and embryo.
Day 2: Seeds come in all shapes and sizes.
2. Most plants come from seeds. Display seeds that come from all kinds of plants: acorns, poppies, carrots, lettuce, rice, watermelon, nuts, etc.
A. Measure the bulk of different kinds of seeds. Do an estimating activity allowing the children to guess which seeds will fill more of a small cup. (Sunflower, watermelon and marigold seeds are great for this project because they are easy to handle).
B. Some seeds grow from other plant parts (tubers). Onions make parts that turn unto bulbs and new plants. The bulbs are the part we eat. Show the children some of the foods that we eat that are bulbs. (potato, onions etc.)
C. Show the children a lunch box and a peanut. Ask them what the two things have in common. Explain that the shell of the peanut is the box and the inside is the lunch.
D. Create seed collages.
E. Roast pumpkinseeds.
Day 3: How do seeds travel?
3. The wind, animals (bury and or deposit seeds by their droppings) are just some of the ways seeds travel. There are several great picture books on this subject. "The Tiny Seed" by Eric Carle is one.
Extenders: A. Write: "'Splash! You're a coconut that has just fallen from a palm tree into the ocean. Write what happens to you."
B. Have the children take off their shoes and then go on a hike around the school or park. When you get back to class, have the children examine their socks to see what kind of seeds are stuck to the socks.
Day 4: What do seeds need to grow?
4. Lead a discussion by starting with "What do children need to grow?" Then, ask the students what they think plants might need.
A. Sprout a seed in a jar/clear plastic cup with wet paper towels. A bean seed works great for this. You can also try alfalfa sprouts, or popcorn.
B. Put some of the seeds in a windowsill to sprout. Put others in a dark corner. Discuss with the children, which of the seeds they think will grow the best. Check and show the children periodically.
C. Have the children estimate how long it will take the seeds to germinate. Chart the growth of the seedlings after they sprout. Plant them in the soil when they become too large for the jar. I have potted them in the past, and made houseplants out of them.
D. Write: "You find an odd-looking seed and plant it. Your seed grows into _____________." Write an ending to the story.
E. Create task cards for the children to manipulate showing the stages of a seed's growth. Children can also make their own cards to keep.
Day 5. Discuss the job of the root system.
A. Pass around enough straws and paper cups for each child.
B. Tell the children they are the plants and the straws are the roots. This is a great explanation for the next experiment.
C. Bring in celery or a carnation and show the children the power of the roots.
D. Add colored water to a glass with the celery/carnation in it, and watch for the next few days as the celery/carnation changes colors. You might pre-start one to show what will happen.
E. Create a word search or word puzzle using plant parts words OR allow the children to create the puzzle and exchange with a neighbor.
F. Let the children pantomime plant growth.
Day 6. Create several activities using all the plant and seed words that they have learned.
A. Try a spelling bee, crossword or word puzzles. There are several software programs that will easily do this.
B. Create a Seed WordBook by folding several pieces of writing paper in half and stapling it.
C. Have the children make a mini dictionary for their terms and illustrate each item.
D. Write several seed words on the chalkboard. Have the children use these words to create silly stories.
E. Combine all the stories to write a class book. Choose several children to illustrate the cover and back page.
Teaching Notes and Tips
Teaching Notes and Tips
This unit may take more than 6 days, there are a lot of ways to incorperate extending activities. Allow for extra activities depending upon time and students involved.
This unit may take more than 6 days, there are a lot of ways to incorperate extending activities. Allow for extra activities depending upon time and students involved.
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Assessment
Assessment
Students will have completed a chart of a seed, noting the seed coat, root, leaves, food storage, and embryo. Students will have written notes in their science journals through out this unit that the teacher will collect and/or have a written test at the end of the unit.
Students will have completed a chart of a seed, noting the seed coat, root, leaves, food storage, and embryo. Students will have written notes in their science journals through out this unit that the teacher will collect and/or have a written test at the end of the unit.
Standards
2nd Grade Life Science 2.4.1.1.1, 2.4.2.1.1, and 2.4.3.1.1