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From Seed to Plant














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LESSON SIX: From Seed to Plant (An Educators Reference Desk Plan).
















Goals and Objectives: Students will be able to identify plant parts, where seeds come from and how they grow.

Introduction: Read From Seed to Plant, by Gail Gibbons.

 

Content Standards Addressed:

 Science

A INQ.20  Make observations and ask questions about objects, organisms and the environment.

A INQ.21  Read, write, listen and speak about observations of the natural world.

A INQ.22  Seek information in books, magazines and pictures.

A INQ.23  Present information in words and drawings.

Language Arts

1A.Students use appropriate strategies before, during and after reading in order to construct meaning.

1B.Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1C.Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1D.Students communicate with others to create interpretations of written, oral and visual texts.

1D.Build sight word vocabulary.

 

Materials: 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, seed labeling worksheet.

 

Procedure:

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.

1.  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 makes 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.

Assessment: The students will be able to correctly identify all seed parts on a worksheet.   
















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Unit developed by Joanne Boulais