While sitting at the meeting place rug, students are asked to recall what they know about the parts of a pumpkin and the functions of those parts. I say, "Remember when we learned about the parts of the pumpkin? Turn to your shoulder partner and tell your partner about two parts that you learned about." We refer to the anchor chart that we created in lesson two of this unit to help us remember what we learned.
After discussing the parts, I focus the students' attention on the seed by asking, "What is the most important thing about the pumpkin seed?". I choose a few students to respond to this question by pulling a few names from my turn taking sticks.
I will record the student responses on chart paper.
Then I will ask, "Did you know that the seed itself also has its own parts?". We will discuss the fact that the seed has an important role in that planting a seed can create a new pumpkin plant to grow pumpkins.
Students will be asked to go back to their seats to begin our investigation.
I will have a whole pumpkin seed ready and an opened seed to show the students under the document camera. I use the document camera so that I can zoom in and the students can see the seed up close. We will talk about the outside and inside of the seed and name the parts.
As we name the parts, students will draw and label the parts in their science journals. I will model this for the students on the board. I do this because some students needs explicit instruction on how to draw the parts. I remind them to make their drawings nice and big and to use the whole page in their books.
Modeling for students with special needs and students who are English language learners is a nice way to meet their needs in that they are seeing and hearing what the parts are.
Students will create a model of a seed using construction paper. The parts are not cut for the students so they will needs to cut out the parts. The paper seed model will open up so that students can include the outside and inside parts. After completing the model, students will label each part with the correct word. I refer them back to the picture that I drew on the board earlier in the lesson.
While students are creating their paper models of a seed, I will walk around the room and check for understanding by asking clarifying questions.
"What is the purpose of the seed coat?"
"Why does a seed need food? Where/How does it get this food?"
"Where is the tiny plant and root?"
The paper model solidifies the concept of the parts of the seed. The seed "coat" is really like a coat in that is goes around the rest of the seed to keep it warm, just like a coat would go around a person to keep them warm. This helps ELL students to make the connection.
After the students finish their seed project, I ask them to meet me back on the meeting place rug so that we can check our questions chart from lesson one.
I read the questions that are on the questions anchor chart and ask, "Are there any questions on our chart that we now have answers to?"
If we are able to answer any questions, I add those to the chart.
I close this lesson by asking students to think about whether or not all kinds of seeds have the same parts as a pumpkin seed.