The Beginning of a Plant Aim:
To develop students' understanding
of how environments affect the growth of living things |
Created
by Rachael Mitchell
Location: PS 44
Grade: 3rd grade
Subject: Science If
you have any questions regarding this activity, please contact
Rachael at:
wayneandrachael@aol.com |
Instructional Objective:
Students will
observe the inside of a bean seed to discover the beginning of a
plant
Students will
plant bean seeds in different environments
Vocabulary/Key
Concepts:
Environment,
observe, embryo, seed coat, stored food, cooperative groups, prediction
Procedures:
Materials:
Growing bean
plant
Bean seeds (soaked, un-soaked)
Enlarged drawing of the seed
Pots (large, small)
Ziploc bags
Paper towels
Water/water bottles
Soil
Introducing
the Lesson and Establishing Prior Connections:
- Teacher
uses a growing bean plant to introduce the lesson. To establish
the connection and to build on students' prior knowledge, in preparation
for this lesson, teacher should plant the bean seeds with the
class a week or two before so the plant can be ready for this
lesson.
- Link the
two lessons with a question/statement such as: "Remember when
we planted some bean seeds a couple weeks ago? It grew into a
beautiful plant but have you ever wondered how seeds begin to
grow? How did those turn into a plant?" (Have bean seeds to demonstrate)
- Introduce
the lesson: Today, we are going to do two things. We will observe
the inside of a seed to find out where the plant begins. Then,
we are going to plant two sets of bean seeds. We are going to
plant seeds in different environments/habitats and we are going
to observe what happens.
Presentation:
Mini lesson
- Teacher uses
a soaked bean and demonstrates how to split it lengthwise.
- With the
aid of a large chart showing the parts of the inside of the seed,
teacher identifies the different parts students may see inside
their seed and talk about the importance of these parts to the
plant.
Parts
of the seed
Embryo-baby plant
Seed coat- protects the young plant
Stored food- food for the developing plant
- Establish
the point that without these different parts of the seed, we would
not have a bean plant (that the different parts seen inside the
plant are very important for the seed to grow into a plant)
- Explain
to students that they're going to work in groups to plant their
own seeds.
- Each table
(four tables in all) will plant two sets of beans
- Students
will plants two bean seeds in a pot with soil and two on a paper
towel in a Ziploc bag. (They will continue to monitor the seeds
under the different conditions and observe and record what happens)
- Teacher
demonstrates what students are expected to do: Take the pot, put
three scoops of soil, make two small holes with the finger, drop
the seeds in, cover it up, water it (three sprays with the water
bottle)
- Demonstrate
how to fold paper towel, place in Ziploc bag, and place two seeds
on paper towel, water with three sprays from the bottle.
Activities:
Guided
Practice:
In pair groups,
students discuss this question:
We have two
seeds that we're going to plant. They're the same bean seeds but
we're going to plant them in different environments/habitats: one
in soil and one on a paper towel. What do you predict will happen
to these two seeds?
Call on two
pairs of students to share.
- Introduce
students to the observation sheet they will be complete
- Explain
to students the directions for the independent activity
- Remind students
about the rules for working in small groups. Each student in the
cooperative group is given an assigned role.
Instructions:
You are going to work in groups based on the table you
are seating at. The very first thing you are going to do when you
go back to your seats is to observe the inside of the seeds on your
table. You can talk about it quietly with your group members. Then,
on your sheet, you will draw what you see and name the three parts
(chart will be posted to aid students in the labeling).
I will give you a few minutes to do that and when I tell you to,
you are going to begin planting your seeds.
Each table will
plant two seeds in a pot with soil and two seeds in a bag. After
you're finished planting, on your record sheet, you are going to
write everything that you did (observed). Then you are going to
make a prediction. What do you think will happen to the seeds if
we put them in the dark without any light?
(Students will be reminded of these instructions after they
finish observing and drawing the seed).
Independent
Practice
- In cooperative
groups, students observe the inside of a soaked bean and discuss
what they observe.
- They will
draw what they see and label the parts as shown on the chart.
- They will
plant two different set of seeds and record their procedure
Summary/Follow-up
discussion
What did we
learn today? Call on two or three students to share
Extension
and related activities: Students will observe their seeds
over the next two weeks and record their observations
Homework:
Students will complete a journal entry on their experiences of observing,
planting and making predictions during the lesson.
Assessment/Evaluation
of Learning: Students will be assessed using a rubric based
on three dimensions:
Identification
of parts of seed
Process
involved in the planting of a seed/Ability to put together an
experiment
Predictions made
Assessment
Rubric: Observing seeds to discover the beginning of a
plant and planting bean seeds in different environments.
|
Emerging
|
Competent
|
Exemplary |
Identification
of parts of the seed |
Student
identifies one or none of the parts of the seed |
Student
correctly identifies at least two parts of the seed |
Student
correctly identifies the three parts of the seed |
Process
involved in planting a seed/Ability to put together an experiment |
Student
demonstrates little knowledge of the process involved in putting
the experiment together.
Student describes few or none of the steps involved
|
Student
demonstrates partial knowledge of the process involved in putting
the experiment together by describing some of the steps involved |
Student
demonstrates clear knowledge of the process involved in putting
the experiment together by describing most or all of the steps
involved |
Predictions
on how a change in environment will affect the growth of seeds |
Student
is unable to predict how a change in environment (lack of sunlight)
will affect the growth of seeds |
Student
reasonably predicts at least one way in which the change in
environment will affect the growth of the seeds |
Student
correctly predicts at least two or more ways in which the change
in environment will affect the growth of the seeds |
Standards
Being Addressed: NYS Standard 4: Science
Students will
understand and apply scientific concepts, principles pertaining
to the living environment
Students:
Observe how plants depend on the non-living environment
This lesson
caters to students of varying academic abilities as well as learning
styles. The cooperative learning groups, the hands-on nature of
the activities, demonstrations during the mini lesson and the corresponding
charts affords every student the opportunity to engage in the lesson
whether they are tactile, auditory or visual learners. This lesson
can also be adapted to students of different age and grade levels
particularly at the lower grades 1-3. To ensure maximum benefit
to the students, teachers should place students of varying academic
skills and abilities within the groups.
Lessons
Best Features:
The cooperative
learning groups along with the fact that the lesson provides every
student the opportunity to experience science in a fun and engaging
way regardless of learning styles and academic abilities are among
its greatest asset.
Tips
for the Teacher:
Teachers should
plan and assign students to cooperative groups prior to the lesson
based on their knowledge of their student population. Having prepared
labels of the students' names and their roles in the group placed
at their given tables will ensure a smooth transition from the mini
lesson to the group activities. It also serves to enhance performance
when students know what their roles are prior to the activity and
to give students a sense of belonging when every child has a role
in the group.
About
the Teacher
Rachael
Mitchell is a first year teacher in the NYC Public School System.
She currently teaches at the third grade level. Prior to entering
the public schools, she taught for eight years at the high school
level and two years at a parochial school at the fourth and third
grades respectively. Rachael has a passion for teaching particularly
in the area of literacy. As a teacher, she continually strives to
create plans that engage her students in fun and creative ways in
their learning.
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