Learning Activity Plan for PreK-Grade 2

Age: 4s-5s
Grade Level: Kindergarten
Subject / Content area: Science
Unit of Study: Flowers and Plants
Lesson Plan 2
Name of Lesson

What are the parts and function of a seed?

Content area(s)/developmental
domain(s) addressed
Brief description of the lesson

Speaking
Language
Students will explore seeds through dissecting.

This lesson is:

Rationale

A continuation from a prior activity

Students have learn what a seed is. They have understood that seeds grow into plant.

Timeframe

10 min of a recap what seeds are

35 min for activity

Objective(s) of the activity

Students will dissect a see and identity the parts and its function.

Connections to standards

New York State Standards for Science: Kindergarten

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing, creative process.
1.4.1. Students ask 'why' questions in attempts to seek greater understanding concerning objects and events
they have observed and heard about. 43
Suggested Titles for New York Science State Standard 1.4.1.
1.4.2. Students question the explanations they hear from others and read about, seeking clarification and
comparing them with their own observations and understandings. 24
Suggested Titles for New York Science State Standard 1.4.2.

Learning Activity Plan for PreK-Grade 2

1.4.3. Students develop relationships among observations to construct descriptions of objects and events
and to form their own tentative explanations of what they have observed. 53
Suggested Titles for New York Science State Standard 1.4.3.
Language Objectives

Resources/materials needed:
(Include any worksheets or sources
of evidence for childrens learning
you will use during the activity)

Technology inclusion (if

applicable)
Procedures (step by step)

My focus is identifying seeds function through these vocabulary words.

Seed coat (to protect the seed)
An embryo (the baby plant that is still inside the seed)
A radical (the muscle of the embryo that pushes the baby plant out of the seed when it's ready)
Cotyledon (food storage for the seed)
Dicot (the seed under the seed coat)

Magnifying glasses for each student

A dry pinto bean for each student
A soaked pinto bean for each student
Paper plate for each student
Drawing paper
Black pens
Crayons
Chart paper and markers

None
Soak the pinto beans in warm water for 24 hours.
1. We will begin the class by having a discussion of what seeds are. Students will them go to their
tables.
2. Ill distribute a dry pinto bean and magnifying glass to each student. Ill ask them if they have ever
seen it and if they know what it is.
3. I will tell the students they will discover the job of a seed. We will dissect, or open up, the seeds and
look inside. Ask the students to open their seeds (without using their teeth) and describe what they
see inside.
4. After a few minutes, ask if anyone has opened their seed. Probably no one has been able. Ask the

Learning Activity Plan for PreK-Grade 2

Method of assessing childrens

understanding of
lesson/activity/objective(s)
(Be sure to include any tools,
rubrics/checklists and/or
worksheets you will use for
assessment(s)
Plans for differentiated
instruction/instructional
modifications

Follow up/Extension activities

students what they wear when it is cold outside (a coat). Tell the students that a seed has a coat
covering it until it is ready to grow. The seed will need water and the soil must be warm enough for
it to grow.
5. I will then distribute the soaked pinto beans to each student. I will ask them to compare them to the
dry one. Inform the students that these pinto beans have been soaked in warm water to imitate the
warm soil. Ill ask students to try to open these seeds and observe what is inside using their
magnifying glasses. Most will see a new plant growing.
6. Students will gather back in the meeting rug to discuss what they saw inside the seed.
7. I will have a premade drawn seed. I will label the parts of the seed for the students with lines
extending from the three parts: seed coat (the outer area), food (inside the bean) and the new plant.
Pre-assessment
Assessment of Student Learning
Assessment of Childrens
Have a discussion about what a
The next day for morning work I
Language Learning
seed is.
would have a sheet where the
None
students would label the seed. A
word bank would be provided.
Supporting children with
identified delays or disabilities
Students who need the extra help
will receive one on one help in
small groups
None

Supporting English Language Learners

Pictures will be provided with the vocabulary words