Introduction:
This lesson is an introduction to follow the life cycle of seeds plants and can be taught in the early fall or in the spring to explore natural examples of seed production which are available in most environments. Children are led to discover what seeds are and how they differ from non-seeds. They will explore the external differences and the critical similarities of seeds. In this lesson, the children will learn that a plant begins as a seed. The seed has three main parts: the seed coat (outer protective cover), the embryo (baby plant), and the stored food (the inside of the seed). After listening to “What is a seed” on cassette recorder, the children will also learn that not all seeds become plants.. The children will investigate the different parts of a seed and label their own seed models.
The unit incorporates many opportunities for children to learn through hands-on activities. Children will dissect seeds through hands-on activities. They will plant seeds to discover how seeds grow. As children progress through the unit, they will learn that seeds/plants have life cycles similar to those of other living things. Children will discover how seeds are dispersed in order to produce new plants and repeat the life cycle. Finally, the children will begin to realize the importance and usefulness of seeds.
Objectives:
The children will:
Time Allotment:
45-60 minute class period
Materials:
pre-soaked lima or kidney bean seeds (approx. 2 per student), dry lima or kidney bean seeds (1 per student), lab surface (used computer paper or newspaper), magnifiers, worksheet, crayons, peanuts and almonds (optional)
Bulletin Board Ideas:
The children will create a bulletin board about seeds. They will use seeds they are already familiar with such as pumpkin seeds, orange seeds, watermelon seeds, etc. They will take small paper plates and glue seeds to the plates seeds to the plates. With assistance, they will attach the plates to the bulletin board. The teacher will supply magazines with pictures of plants. The children will match the seeds to the plants they come from.
Advance Preparation:
Soak lima bean seeds in water for 24 hours prior to activity. Caution: After 30 hours of soaking, the seeds
begin to rot.
Copy worksheets
Divide the class into groups of 4
Procedure:
Tap Prior Knowledge:
Ask the children: What is a seed? Accept all their responses and find out what they already know and would like to know about seeds.
Auditory-Listen, What is a Seed? By National Geographic Society 1991
The children will investigate what the seed has to go through before it became a plant? They will listen to a cassette tape recording of “What is a seed?” They will discuss all of the places from the tape where seeds are found. The children will draw pictures to show what they have learned about seeds and where they are found.
Duration
45-60 minute class period
Planting Seeds-Communicating
The teacher will explain that seeds need water and warmth to germinate. Seeds vary in their need for water and warmth. When planting seeds consideration should be given to the needs of each kind of seed to ensure appropriate growing environments. People who grow plants must accept responsibility for maintaining the proper environment for seeds to grow (observing, communication).
Hands-on Activity:
Today the children are going to be botanist. Explain to them that botanists are scientists who study plants and make observations about seeds and plants. What would happen if you broke open a seed? What would it look like? Pass out lab surfaces, dry and soaked seeds (1 of each per student) and magnifiers. Instruct the students to look very closely at the seeds. How are they the same? Different? Look at color, textures & firmness. (children should observe that the soaked seeds are swollen.)
Duration:
45-60 minute class period
Communicating:
Explain to the children that seeds have different physical characteristics, but they have similar parts. Seeds have a seed coat, an embryo, and a food source. The seed coat protects the seed from total dehydration, as well as from disease and predators. The embryo is a tiny dormant plant that needs water to stimulate its growth. The stored food source provide nutrition for the embryo until it can grow green leaves and start to produce its own food. The stored food source may be a single (mono) mass called a monocot seed; or it may split into two (di) parts and called a dicot seed. Corn, oats, wheat, sunflower, and barley are monocot seeds. Beans, peas, and peanuts are dicot seeds. An interesting relationship exists between the number of petals on a plant’s flower and the type of seeds it produces. Flowers with complete sets of three petals (3, 6, 9, etc.) usually produce monoct seeds. Flowers with complete sets od four of 5 petals (4,5,8,10,12,15,etc.) usually produce dicot seeds.
Discussion:
Introduce Scientific Principle
The children will carefully peel the seed coat away from the seed. Why do botanists call this the seed coat? What is its purpose? (The seed coats protects the seed until it can begin to grow.) Instruct the children to very gently open the seed. The children will investigate with their magnifiers. What do they see inside? What part do you think will grow into a plant? (The embryo or the baby plant. It’s the finger-like piece sticking out. Some children may even be able to see the shape of future leaves.) What is the rest of the seed for? (It is stored food for the plant. The baby plant uses the stored food until it can make its own food.)
Collect dry and soaked seeds. Pass out peanuts or almonds. The children will break open the seeds and find the embryo and stored food. Let them eat their experiments when done! Collect magnifiers and lab surfaces.
Duration
45-60 minute class period
Discussion:
Explain to the children that the first phase of seed growth is called germination. Germination or sprouting involves the absorption of water, the opening o the seed coat; the production of a small root that grows downward, searching out additional water; and the production of a small stem that grows upward. (Observing, comparing)
Activity:
Pass out worksheet and have children label the seed parts. If the children need help, write the three parts on the board and let them choose where the words go. The three parts are: seed coat, embryo or baby plant, and stored food or plant food. Once the children have labeled their seeds, they can color them.
Communicating:
Explain to the children that plants and seeds have evolved to accommodate to specific environments with different conditions of air, water, and warmth. When people plant seeds they must consider the needs of seeds and plants and attempt to match environmental conditions to specific needs.Water is needed to support germination and growth, but too much water causes root rot and mildew. Warmth is needed for germination and sunlight is needed for food preparation. However, too much sun will burn the leaves of sensitive plants.
Motivation/Focus
Ask the children to tell some things they need in order to grow (proper food, water, rest, exercise). Then ask, “What do seeds need to grow?” Read the first paragraph o page 146 with the children to find out. The teacher will tell the children that they are going to pant seeds and that they must apply what they know about the needs of seeds and plants.
Duration: Hands-On Activity Materials: Procedure: After your necklace sprouts, circle the answer you think are right:In order to sprout, seeds need: Teacher Notes-Safety Lesson Assessment: Extension Activities:
45-60 minute class period
paper towel, ziploc sandwich bag, small amount of water, drop of bleach in the water, seed necklace
A REMINDER the seeds should not be soaked over 30 hours or they will rot! Remind the children not to taste the seeds. Some of the embryos will fall off no matter how gentle the students are. Have some extra soaked seeds on hand.
Upon completion of the lesson:
Have students draw what they see inside their seeds.Bring in flowers, fruits, and vegetables and look at the seeds inside.Scan in picture of seed