Lessons Five Seven

I. General Information:
Grade Level: 2
Discipline: Science
Unit Topic: Plants
Time Frame: 3 days, 30 minutes/day
Text: How Do Seeds Sprout? article
Other Materials: highlighters, Frayer Model worksheet, text set,
Internet, dictionaries, post-it notes, sandwich bags, paper towels,
water, pinto beans, sunflower seeds, popcorn seeds, science
journals, germination cards
II. Essential Understanding/Questions:
What is germination?
III. Standards/Indicators
RI1: Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key ideas in a
text.
RI3: Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text.
L4.e: Use glossaries and beginning dictionaries, both print and
digital, to determine or clarify the meaning of words and phrases.

W2: Write informative/explanatory texts in which they introduce

a topic, use facts and definitions to develop points, and provide a
concluding statement or section.
3.C.1.a: Investigate and describe that seeds change and grow
into plants.
3.C.1.c: Given pictures of stages in the life cycle of a plant or an
animal, determine the sequence of the stages in the life cycle.

IV. Lesson Objectives

Students will develop their scientific vocabulary.
Students will be able to answer questions, using text-evidence.
Students will investigate the process of germination.
V. Evaluation/Assessment:
*Science activity from:
My Sci. (n.d.). How does a seed become a plant? Retreived from:
http://ediblegardenproject.com/wp-content/uploads/2015/10/HowDoes-a-Seed-Become-Plant.pdf

Frayer Model
Science Journal Observation
Germination Sequencing

VI. Procedures:
Day One
Introduction
o Review the parts of a seed from lesson four. Explain to
students that over the next few days, they will learn how
those parts of a seed help it to grow.
o Hand out the article, How Do Seeds Sprout? or have
students view it using an iPad.

Teaching/Activities
o Have students read through the article independently,
using highlighters to mark any words they are unsure of.
As students work, the teacher will circulate through the
room noting words that students have marked.
o The students will complete a jigsaw activity to define the
unknown words:
Place students in groups of 3 4 based on the words
they highlighted.
Students will complete a Frayer Model worksheet
about one vocabualry word. They will use other
books from the text set, dictionaries and the Internet
to further explore the word. Students will have to
define the word, use it in a sentence and draw a
picture. Possible words include: barren, germination,
emerge, nutrients, photosynthesis and dormant.
After the activity, students will meet with one person
from each of the other groups to share their
information.
All students will add the vocabulary words to their
science journals.
Closure
o We will have a discussion about what we learned today.

Day Two
Introduction
*Science activity from:
My Sci. (n.d.). How does a seed become a plant? Retreived from:
http://ediblegardenproject.com/wp-content/uploads/2015/10/HowDoes-a-Seed-Become-Plant.pdf

o Remind students that they are going to be learning about

germination.
o Review the vocabulary words studied during day one.

Teaching/Activities
o Reread How Do Seeds Sprout? with the students.
o Discuss the following questions:
How do seeds sprout?
What is germination?
What three things to plants need to survive?
o Using their pencils, students will underline the textevidence to support their answers.

Closure
o Students will write down one thing that stuck from
todays reading/discussion on a post it note.

Day Three
Introduction
o Begin by asking students how seeds become plants and
what plants need to grow.

Teaching/Activities
o Remind studnets that before seeds can grow, they must
germinate, or get started.
o Tell students that they will be creating germination bags so
that they can observe the process.
o Demonstrate how to create the bag:
Fold a paper towel so it fits across the bottom and up
two-thirds of a plastic sandwich bag.
Place it in the bag, run a row of staples across the
bag one inch from the bottom, adding just enough
water to moisten the towel.
Add the seeds: three pinto bean seeds, three
sunflower seeds and three popcorn seeds.
o Have students create their own bags.
o Using their science journals, students will draw a picture of
their bag and write about what they observe. They will
also include a prediction about what will happen, and
which seed they think will sprout first.

*Science activity from:

My Sci. (n.d.). How does a seed become a plant? Retreived from:
http://ediblegardenproject.com/wp-content/uploads/2015/10/HowDoes-a-Seed-Become-Plant.pdf

o Students will observe their bags every 2 3 days and write

aand illustrate an observation in their journal. They will
also measure their bean sprouts as they begin to grow.
o Hang the bags on the door where they can get sunlight.

Closure
o Students can share their journal entries.
o Students will also complete an exit ticket where they cut
and paste the stages of germination in order.

*Science activity from:

My Sci. (n.d.). How does a seed become a plant? Retreived from:
http://ediblegardenproject.com/wp-content/uploads/2015/10/HowDoes-a-Seed-Become-Plant.pdf