For this lesson, students will need their germinated seeds from Part I of this lesson. If you have not taught Part I, click here to learn more about it and a seed that has not been germinated.
Yesterday, we talked about the our bean seed predictions and compared them to what really happened to our beans. Today, we are going to look at our bean seed a little closer.
I gather the class to discuss the outcome of our seed germination investigation. Each group has their bag with the germinated bean seeds in front of them and their recording and prediction sheets. I say to the students, I want you to think about our seeds and what they looked when we first started our investigation. You drew a picture of what you thought the seeds would look like when our investigation completed. How did you do? Was your prediction accurate or close? How was your prediction different that what really happened? (I give the students time to share)
Now, I want you to take a close look at your bean seed. What are somethings you notice about it. Are there any features you can identify? How does the seed look different than when we originally planted it? See video. Again, I give the class time to share what they observed
An amazing thing happened to our seed and now we have a bean plant that is starting to grow. We are going to learn more about what happened. Let's gather by my big chair for a story.
Now it is time to give the students information about what has happened with their seeds. I have a great book called Bean by Creative Teaching Press. It is an inexpensive, beginning science reader that gives excellent information and the illustrations match what the students just observed.
You could substitute any other book that gives basic information about the seed germination process. Keep whatever you choose simple. They don't need lots of detailed information at this point, just enough to help them develop a basic understanding of the germination process. If you do not have a book available, here is a YouTube video that has some basic information about seed germination:
After I reading the book to the students, I invite them to go back to their seats and look again at the sprouted bean seeds. This time, I ask them to point to some different structures that were discussed in the book:
Where is bean seed' skin?
Where is the root?
Where is the seed leaves?
After the students identify these parts, we set the seeds aside to begin our independent practice section of the lesson.
I distribute the sequencing sheet to the students and I say to them, Now, you are going to show me your understanding of what happened when a bean seed sprouts. I want you to take the pictures and put them in order so it shows the germination steps of the bean seed. You will cut them out and order them. Raise your hand so I can check your work before you glue it down.
The students begin working and I circulate around the room to observe their work. I ask them why they put their pictures in the order they did. Why did you put this one here? What is different about these two pictures? etc. I want them to be able to justify their summary of the germination process.
Once students have completed and glued their sequence steps down, we prepare to close the lesson.
We have all these little bean plants, so now what? I want to make some suggestions for what you might do to wrap up this lesson and also to address what you do with the bean plants.
Here are some options:
I use the bean plants in an upcoming lesson (What do plants need?). We take the seedlings and we plant them in cups of soil to prepare for this lesson that will take place in a few days.
You can have the students plant the seedlings and then move them to your math center. Bean seeds sprouts are a great way for students to practice measuring.
You can send them home with the students in small plastic bags so the students can tell their families about the germination process.