Laura J. Namnoum
Lesson Plan 1: Dissect a Lima Bean
Objective: Students will be able to locate and describe the three main parts of the lima bean seed.
Essential Question: Why are the three observed parts of a flowering plant's seed necessary for the seeds growth?
Materials: 2 soaked lima beans per child (soak the seeds overnight in water)
Procedure:
1. Begin an inquiry discussion by asking students what they think makes a seed grow. Have students think about how seeds work.
2. Pass out 2 seeds to each child and ask them to make observations to the seeds. Have them draw a picture of what it looks like.
3. Encourage students to investigate their seed by using a toothpick.
4. Encourage observations by handing out hand held magnifying glasses. Encourage students to observe the size, shape, number of parts, and texture. Students should make observations appropriately by drawing what they see.
5. Once all observations have been made, ask students to hypothesize what they think each part they observed might do to help the seed grow into a plant. Ask students how they might test hypotheses
6. Instruct students to hypothesize the needs of the seed in order to germinate. Ask students how they might test their hypotheses. Would the same needs be true for all seeds?
Lesson Plan 2: Garden in a Jar: Stages of Flowering Plants
Objective: Students will be able to observe and describe various stages of a flowering plant's life cycle. They will compare and contrast the growing process for small, medium, and large seeds.
Essential Question: Why is water necessary for germination? Why do small seeds start germinating quickly but are unable to grow for a long amount of time?
Materials: Large glass jar with straight sides, blotting paper, scissors, glue, clean sand, various seeds of various sizes (be sure to include sunflowers)
Procedure Day 1.
1. Promote an inquiry discussion by holding up a variety of seeds. Ask the students if they think seeds can grow without soil. Ask them what they think would happen if they are held securely and given a water source. Ask them what they think seeds will do to begin growing. Have students hypothesize which seed they think will begin growing first. Begin making a garden in a jar.
2. Cut a strip of blotting paper to fit securely inside the walls of the jar.
3. Drip small spots of glue to attach a variety of seeds to one side of the blotting paper. Arrange the seeds in a pattern with the smallest seeds in a row at the top of the paper, medium seeds in a row in the middle of the paper, and large seeds in a row at the bottom of the paper. Allow enough room for the seeds to grow. Let the glue dry.
4. Gently place the paper into the jar with the seed covered side facing the outside glass. Make sure the paper expands in the jar so that the seeds are securely pressed against the glass.
5. Pour clean dry sand into the jar to hold the blotting paper and seeds in place.
6. Pour water into the jar so that the sand is damp and there is a little visible water at the bottom of the jar.
7. Place the jar in sunlight.
Procedure: Day 3-14
1. Wait for the first sign of growth. You should notice that the inside of the jar will start to get condensation on it. Make observations about any patterns from the condensation. You might find that there is a circle of clear glass around each of the bigger seeds. This is because they are collecting the water and absorbing it.
2. The seeds will begin to swell until a white tip from their roots comes out. The small seeds will begin to germinate faster than the large ones, but they do not grow for very long. This is because they have a small food stores. Big seeds take longer to germinate but are able to grow for a longer amount of time because they have a larger food stores.
3. Make observations about the green shoots that come out of the top. Students should notice that the plants produce two starter leaves that look different from the leaves that continue to be produced. Compare and contrast the growth of the different sized seeds.
Procedure: Day 14
1. Ask students what stages they think happen next to a flowering plant. Create an inquiry based conversation about how plants continue to grow. Have students think about where seeds come from. Read the chapter
Life Cycle of a Sunflower
from the book
The Facts about Flowering Plants
by Rebecca Hunter to learn how the final stages of plants life cycle.