Lesson Plan Elaborate: Bean Seed Germination

60
Title Ready Get Set Grow- Bean seed germination Duration of lesson Class Size 20
minutes
1/2
Topic and Focus Seed Germination Year Level
Learning Focus: The students will :
Make hypothesis, plan and investigate the conditions needed for seeds to germinate.
Investigate the conditions needed for the plant growth.
Observe and record the germination of bean seeds.

Key elements of standards to

Level VELS Strands Domains Dimensions
which lesson is focused

Physical, Personal & Students will work in small groups,

Social Learning plan their work and select their
Interpersonal
Working in Teams equipment.
Development
Students will complete a report of
their investigations.

Students will observe and describe

Discipline Based Science
Science knowledge and understanding the stages in growth of a plant.
Learning

Level 2
Students will make short oral
presentations to the whole class on
Communication Presenting their experiments and observations

Interdisciplinary
Learning

Students begin to demonstrate

Thinking Processes Creativity creativity in their thinking in a range
of contexts.
Assessment Strategies:
Formative: Identifying some variables that can be investigated.
Summative Assessment: Make and record observations.
Summative Assessment: Set up experiments, record observations and derive results from their observations.

Students Background Knowledge:

Students have the knowledge of the basic needs of plants i.e. soil, water and air.
Students have explored various parts of the plants and are familiar with the function of the plants.
Students are familiar with group tasks and know the roles of the writer, presenter etc.

Resources and Materials

Transparent disposable glass x10,paper towel, bean seeds, water, soil, labels, group responsibility cards, work sheets, butcher paper x4 ( for
group activity) textas

Teacher Focus:
Student’s active engagement in the activities.
Time management

Objectives: students will

Identify the conditions that may affect the germination of seed.
Identify the conditions that may affect the growth of plants.
Observe and record the germination and early growth stages of a bean plant.
Discuss and develop questions to investigate the conditions for the growth of a plant.
Stage of lesson Student Action /Tasks
What will students be doing?
Explain how the students are
expected to work.
Stage 1
Introduction Students will listen to the story.
Students will respond to the
question asked and take active part
in discussion.
Time Differentiated Learning
What changes to learning, instruction
or teacher focus may be needed to
cater for individual differences?
10
min. Read the story with intonation and
expression to develop and maintain
their interest.
Invite the quiet students by asking
some questions
Teacher Action
What will you do during this time? What
prompting questions may you need to prepare?
How will you monitor student progress and needs?
Reading
Read the story “Jack and the Bean stalk.”
Discuss with students, have they or someone ever
planted a plant. “How can we grow plants? Do we
need only seeds to grow a plant if not then what
are the other possible options?”
Brainstorming
Brainstorm things needed for the germination of
seeds
Brainstorm the conditions for the growth of the
plant after it start germination.
Talk about hypothesis that these are all hypothesis
and we need to prove it.
Discuss with students how can we investigate and
prove our hypothesis.
What type of experiment can we set up?
List down students responses on the board.
Stage 2 Body of
lesson Students will take part in
discussion and answer the
questions asked.
Students in groups will discuss and
draw /write down the various
experiments they need to set up to
prove their hypothesis.
Students will share their findings.
Students will collect the material
and set up the assigned
experiments.
Lead students to the fact of setting up different
experiments and controlled experiments.
Eg. To determine light is needed for the seed
Make groups of four students. germination the same kind of seeds are placed in
Group randomly by giving them light and without light in a dark place (under a
names (root ,stem, leaves, flower, and cardboard box/ cupboard) to compare the results.
seeds all seeds on this side and so on) Group Activity:
Similarly lead into discussion of ways to set
To ensure everyone takes part in experiments to investigate the need of soil, water
group activity assign them numbers 1 and seeds and air.
to 4 Ask students to make a list of different type of
All 1 will be the writers experiments we can do to carry out our
All2s will be the resource mangers investigations.
All 3s will be the presenters Feedback from groups to be listed on board.
All 4s will be the discussion leaders. Discuss best way to plant seeds so we could see
Ask students to write the things they them growing as if it is in soil we can’t see them.
need for the experiments they have Discuss the positioning of the seed. Does it make a
suggested. difference the way we place them?
Divide students in pairs by numbering method
30 1and 2
min. Assign each of the eight experiments to the pairs.
( 2 pairs will set up the controlled experiment i.e.
with all the things)
Give explicit instructions about labeling and setting
up their experiments.
Ask students to collect the material and set up
their seed germination experiment and complete
the given worksheet.
Note:
In literacy lesson students will be asked to write a
narrative with plants in the setting or problem, ask
students “Think you got some magical seeds /plant
in your garden” write what happened next?”
Stage 3: 10
Conclusion Students will discuss what they min. Assign pairs to write the dates and Discuss with students what they have learned
How will you have learned today. take turns to take photos/recording today?
draw the findings Students will make predictions observations. Ask students which seeds will germinate?
of the lesson about things needed for the Discuss if the conditions for the seed germination
together so that growth of plant is similar or and growth of the plant are the same or not?
the students can different. Could we find out through the set up experiments?
evaluate what They will select the method for What is the best method of recording our
they have learnt? recording the observation. observations? How many days will it take to grow?
(taking pictures or noting down in plant books?
Every day or after 2 day?
How many days will it take to grow?

Stage 5: Closure 1 Send students out for washing hands

Do you need to Students to clear up the class for min. Clear up the tables and pack up for the next
prepare the the next activity. activity.
students for the
next task?

Reflection on Student Learning: What did you observe about student learning? What did you do to make each student feed good about themselves as a
valued learner?

Comments on Future Lesson Directions: Are there areas you need to go over or move beyond?

Reflection on Lesson: How was the timing or the flow of the lesson? What other observations did you make? What were the positive points of your lesson?
Follow-up: Were there other areas you feel you could concentrate on in the future for your own learning? Are there any issues (content, questions etc) you
need to follow up with students?

Other Notes:
some misconceptions
Sunlight is helpful but not critical
Plants obtain their energy directly from sun.
Soil provides a support structure and food for plants.
Plants need things provided by people ( water, nutrients, light)

Refernces:

Campbell, J. C. (2005). Plants In Action stage2 Life and Living. Canberra: Australian Academy Of Science.

Talsma, V. (2008, August 08). Common Misconceptions About Plants. Retrieved October 04, 2010, from Children's Ideas in Science:
http://homepage.mac.com/vtalsma/misconcept.html