Seeds We Eat

Materials/Equipment: The Tiny Seed by

Eric Carle, manila construction paper that
is pre-folded into a graphic organizer flip
chart, lima beans, sunflower seeds, lima
beans, photos of how a plant grows from a
seed, a pumpkin, a sunflower, and a lima
bean plant, glue, markers, crayons, pencils,
and a pod.

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic

Visual/Spatial
Interpersonal
Intrapersonal

Curriculum Integration
Science
Art
Language Arts

TEKS Achieved: 112.11(b): (9B), (10B), (10D)

Blooms Taxonomy:

Knowledge/Remember
Comprehension/Understand
Application
Analysis
Create

Classroom Strategies:

Cooperative Groups
Hands-On
Independent Activities

Submitted by: Christine Gatlin

Grade Level: Kindergarten

Subject/Topic: Science

Rationale: Students will observe the life cycle of a plant, as well as, examine and identify seeds people can eat
and where these seeds are produced (pumpkin seeds/inside a pumpkin, sunflower seeds/middle of sunflower,
and lima beans/inside a pod from a lima bean plant).

Objectives:

TSW observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, and
flower.
TSW examine evidence that living organisms have basic needs such as air, water, nutrients,
sunlight, and space for plants.
TSW identify parts of plants such as the seed, roots, stem, and leaves.

Lesson Plan:

Introduction (Anticipatory Set/Motivation): Read aloud the picture book The Tiny Seed by Eric
Carle.
Process: (Plan how you will teach the lesson and follow the lesson plan cycle: Information Giving, Modeling, Check
for Understanding, Guided Practice, Independent Practice, Closure/Culminating Activity)

Information Giving: Show the class a bag of seeds and say Raise your hand if you know what
these are. After a student says that they are seeds, ask the students to raise their hand if they
remember what a seed is and where seeds come from. On the overhead, show the picture of how a
plant grows from a seed and while youre explaining the life cycle make sure to point to the picture
to show which step you are discussing. Explain to them that seeds are part of a plant and are used
to grow new plants. Seeds have a baby plant inside of them (known as an embryo). When seeds are
placed in the right environment (soil, water, and sunlight) the seed coat (protects the seed) splits
open and a tiny root bursts out. The baby plant is now considered a seedling, which will continue to
grow into an adult plant with roots, a stem, and leaves. Adult plants often have flowers or pods,
which produce seeds that will eventually spread (animals and wind) and the cycle begins again.

After summarizing the life cycle of a plant, explain that we will now examine three different seeds.
Hold the bag up again and ask if anyone recognizes any of these seeds. Do you know the name of any
of these seeds? These are pumpkin seeds, lima beans, and sunflower seeds. Do you think we can eat
these seeds? There are certain seeds we can eat and they actually taste really good! We are first
going to look at the pumpkin seed. Raise your hand if you know where pumpkin seeds come from.
They grow inside of a pumpkin, if you have ever carved a pumpkin you probably had to scoop out all
that gooey stuff and the seeds. Show the students the picture of a pumpkin and its seed. Then
show them the sunflower seed. These come from sunflowers and are found in the middle part of the
flower in a cluster. Show the students the picture of the sunflower and its seed. The last seed is a
lima bean and it comes from a pod on a lima bean plant. Show them a pod, the lima bean plant, and it
is seed.

Modeling: After learning about seeds and the ones we can eat, explain that we are now
going to create a Seeds We Eat graphic organizer flip chart. Using the overhead, show
them a blank graphic organizer flip chart and a completed graphic organizer. Explain that
the first thing they will do is title their flip chart by writing Seeds we eat on the front,
which you can point to on the completed flip chart. Next, you will open the flip chart and at
the top (on each flap) you will write the names of each seed. At this time, write on
whiteboard the names of each seed (Sunflower seed, lima bean, and sunflower seed) and
below each name hang the picture of the plant that seed comes from. Make sure to explain
that they need to write the names of the seeds before gluing the seeds down because it
will be hard to write on the flap in the seed is glued on. After you write the 3 names, you
will then take your three seeds and glue (NOT EAT) each seed to the front of their flip
chart, there should be one seed on each flap. Make sure to explain and model how to
properly glue the seed on the blank flip chart, explaining that it only takes a few dots of
glue to make it stay. After you have the seeds glued, you will then open up the flip chart
and at the bottom, below the seeds name, you will then draw a picture of the plant that
seed comes from. So if you glued down a sunflower seed, you will draw a picture of a
sunflower. Remind them that they can refer back to the board if they need help
remembering what each plant looks like and how to spell the name of each seed.
Check for Understanding: During the information giving and modeling ask the questions
listed above, which will check that the students know what a seed is, where it comes from,
and the purpose of a seed. While examining the three seeds, check that they know what
types of seeds these are, the plants they come from, and the fact we can eat these seeds
and several others. After the students return to their desks and receive their materials,
ask them to hold the sunflower seed up, then the lima bean, and lastly the pumpkin seed.
During this time, make sure each student is holding up the correct seed so they dont make
a mistake on the flip chart. After they identify the seed, hold up each plant picture and
have the students hold up the seed that goes with that plant. During this time, check that
each student is holding up the right seed. The teacher can also check for understanding

while the students are making their flip chart by checking that each student is labeling
the seed correctly and drawing the correct plant that seed comes from.
Guided Practice: After explaining how to create their Seeds We Eat graphic organizer
flip chart, have the students come up by colors to get their own graphic organizer flip
book and their seeds. After the students collect their supplies have them return to their
desk. Have them title their graphic organizer Seeds We Eat. Then have the students
identify which seed is which by holding them up when you say their name. After reviewing
which seed is which, have them choose one of the three seeds. Then, guide the class
through the first flap of the flip chart, so you and the students are both completing the
first flap. At this time, place your blank flip chart on the overhead and ask them to raise
their hands if they remember the first thing they are supposed to do. When a student
says write the title, the teacher will write the title and tell the students to do the same
on their flip chart. Call on students to guide you through each step (writing name of seed,
gluing seed, and drawing a picture of the plant the seed comes from) until the first flap is
completed.
Independent Practice: Have the students independently finish creating the rest of their
Seeds We Eat graphic organizer flip chart. At this time, walk around and make sure that
the students are completing their chart correctly.
Enrichment/Extension: A great extension for this lesson would be to grow seeds in your
classroom. You can plant a few seeds in large pots and have students take care of them in
groups or as part of their classroom jobs. You could also have each student plant seeds in
Styrofoam cups or sandwich bags. You have to decide for your classroom which method will
work best with your students.
Accommodations:
1.

2.

(for a child with special needs) I will glue down the seeds for the students beforehand. The student can also find
pictures of each plant on the internet, which they can cut out and glue on their graphic organizer flip chart instead
of having to draw them on their own.
(for a student that is an ELL) I will provide the students with pictures of each plant and their seed with the names
of each plant and seed clearly written out, so they have a clear visual of the plant, seeds, and their names. Also
provide a sample of a completed graphic organizer flip chart, so they clearly understand the instructions and what
is expected from them.

Assessment/Evaluation (Students):

As the students are working on their graphic organizer flip chart, walk
around and make sure each child is labeling and identifying their graphic organizer correctly. After they have finished their
graphic organizer flip chart, have them show you their flip chart so you can make sure they did it correctly. When you have
approved their flip chart, you can have them share it with the class if they would like!

Assessment/Evaluation (Self):

I will pay attention to if the students seem to understand where seeds come
from and how they turn into plants and also grow on plants. Check for understanding by making sure they are correctly
labeling their chart and identifying each plant and seed when reviewing over the pictures. I will observe childrens
enthusiasm during the lesson to make sure they are engaged and learning. I will also check and see if it is a good idea to have
them glue the seeds on the flip book or if I should next time do this beforehand with a glue gun so they stay on the chart.