SWBAT compare and determine how seeds are structured to support a plants growth.

Students have planted before, but have mainly done so to understand simple plant structures or life cycles. For this lesson students look at the seeds and make determinations on how their structure supports life.

10 minutes

To prepare for the lesson students need to be placed into groups and prepare for the experiment. I start by creating groups of two and three. I do this randomly by having them count off by nine. I then given each group a place in the room to work. As each group moves, I prepare to hand out materials. Each group will need a dish with a lid, a coffee filter, and their set of seeds.

I start by asking the kids to put the coffee filter into their dish. I then explain that I am going to walk around and spray the filter with bleach water. Before I do, I ask the class to explain why I might use bleach water on the coffee filter. Students eventually realize that the bleach water makes it to so germs or mold do not take over our seeds.

15 minutes

Once the dishes are ready, I hand out the seeds. I explain that this is their initial observation. As group they need to write notes on size, color, shape, and other distinctions they notice on each of the seeds. The seeds I hand out are: sunflowers, lima beans, bush beans, popping corn, and peas. With each seed, students need to write all of the observations into their notes.

10 minutes

The rest of the observations will need to take place over several days. Students will draw pictures and write notes each time they open their dish to observe their seeds. I have students divide a page in their journal into fourths. In each box will be a different days observations. I try to do this when transitioning into a new science lesson or when there is at least fifteen minutes to complete an observation and take notes.