Reflection: Intrinsic Motivation From Seed to Plant...The Life Cycle of a Plant - Section 3: Explore


Hand On Learning

We have all heard the Chinese proverb: 

“Tell me, I'll forget, Show me, I'll remember, Involve me, I'll understand”

Such a powerful saying that truly mirrors the way students learn, grow, and become independent thinkers, which couldn’t be truer for students learning in science. Hands –on learning in science is key to helping students develop higher order thinking skills. Using investigations not only increases students’ motivation, but also their understanding of the world around them. It provides students opportunity to make abstract ideas more concrete, they can see it, experience it, reflect on it, and apply it. It encourages students to ask questions related to their experiences and outcomes. They become part of the process intellectually the more they are involved at the inquiry level. Students benefit from this type of learning because it helps them make connections from the classroom to the outside, real world. It is why this rings true that students need to experience science, not just read or listen to it. Hand-on learning lends to students asking questions, reflecting on outcomes or phenomenon, and opportunity to apply it. It increases student’s learning because they are involved in concrete experiences that lead to self-discoveries and deeper understanding of science concepts.

In this lesson, From Seed to Plant...The Life Cycle of a Plant, students had a hands-on investigation to examine the inside parts of the seed to help them develop an understanding of how a seed becomes a plant.  They were actively involved in identifying the parts of the seed that contributed to growth of a seed and development of a plant. I encouraged them to be active participants by asking them questions like what parts did you see? How do those parts help the plant begin growing? What will you have to do to get the seed’s parts to grow and develop into a plant? How can you use this seed to create an investigation? What observations can be used as evidence to support how a seed begins to grow?  Questions like these guide and encourage them to be part of the learning and mentally involved.  I believe students need these kinds of learning experiences to really make sense of the ideas and world around them. By doing and experiencing science, they are more likely to retain concepts and content because they are using higher order thinking skills.

I found my students active participants in this lesson as they dissected a seed. This investigation helped them learn that there is more to a seed than just what is seen on the outside. They were involved the whole time and this kind of inquiry helped them better understand the life cycle of plants.


  Hands-On Learning in Science
  Intrinsic Motivation: Hands-On Learning in Science
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From Seed to Plant...The Life Cycle of a Plant

Unit 3: Ecosystems and Interactions
Lesson 10 of 19

Objective: SWBAT identify the parts of a seed the contribute to a plant's growth and development.

Big Idea: Students will create a diagram that illustrates the life cycle of a plant.

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3 teachers like this lesson
Science, life cycle, Plant Structures and Functions, Ecosystems, interaction
  65 minutes
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