Reflection: Developing a Conceptual Understanding Watch It Grow-A Simple Planting Investigation-Part II - Section 2: Instruction


For this lesson, l gave the students very brief, basic information about the process of seed germination.  I did not go into great deal, but rather gave them background on the bigger steps of seed germination. 

I really struggled with designing this lesson.  I just wasn't sure how much information to give me students, what was too much, what was not enough or what was just right????  My students have proven to me that they can handle advanced vocabulary with terms like density and molecules being used in my classroom.  But I from my students' predictions of what would happen with the bean seeds, I felt that they were really lacking in background knowledge.  Would using  "big words" help them understand the concepts or would the vocabulary detract from the learning I wanted to happen?

I decided to go simple.  So far, it seems to be enough for my students. Were hypocotyl and radicle terms my kindergarteners were dying to know?  Probably not, but maybe there is a little more information that I will give them the next year during this lesson. 

  How Much Is Too Much?
  Developing a Conceptual Understanding: How Much Is Too Much?
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Watch It Grow-A Simple Planting Investigation-Part II

Unit 7: Planting
Lesson 3 of 14

Objective: Students will be able to make and record predictions about planting seeds by completing a simple investigation.

Big Idea: Where does that plant come from? Your students have witnessed the process of see germination. Now it's time to wrap it all up!

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Science, plants, plant
  60 minutes
bean spouting
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