Professional Documents
Culture Documents
Concepts Taught: parts of a plant, needs for growth, life cycle of a plant, production/distribution
“What’s in a Seed?”
I. Parts of plant
c. Daily observations/growth
IV. Production/Distribution
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“What’s in a Seed?”
Day 1
Objective:
Materials:
• magnify glasses
• box
Activities:
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.
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“What’s in a Seed?”
Day 2
Objective:
Materials:
• 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.
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“What’s in a Seed?”
Day 3
Title: Parts C – Make Flower Diagram
Objective:
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.
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“What’s in a Seed?”
Day 4
Objective:
Materials:
• Glue
Activities:
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.
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“What’s in a Seed?”
Day 5
Objective:
Materials:
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.
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“What’s in a Seed?”
Day 6
Objective:
Materials:
• 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.
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“What’s in a Seed?”
Day 7
Objective:
Materials:
• 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.
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“What’s in a Seed?”
Day 8
Objective:
Materials:
• Picture of a flower
• Pencil
• Crayons
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.
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“What’s in a Seed?”
Day 9
Objective:
• 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.
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“What’s in a Seed?”
Day 10
Objective:
Materials:
• 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.
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“What’s in a Seed?”
Day 11
Objective:
Materials:
• 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.
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“What’s in a Seed?”
Day 12
Objective:
Materials:
• Greenhouses
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.
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“What’s in a Seed?”
Day 13
Objective:
Materials:
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.
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“What’s in a Seed?”
Day 14
Objective:
Materials:
• Pencils
• Crayons
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).
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.
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“What’s in a Seed?”
Day 15
Objective:
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.
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“What’s in a Seed?”
Day 16
Materials:
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.