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LEARNING ABOUT SEEDS UNIT

Note that you can download this unit in PDF format for easy printing. PDF files can be read with Adobe Acrobat Reader. Additional financial support for these units was provided by the Champaign Urbana Community Schools Foundation in 2001-02.

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Overview
Background Information
Unit Activities Overview
Assessment
Extension Activities
Resources
The Parts of a Plant Activity
The Parts of a Flower Activity
The Parts of a Seed Activity
Growing Seeds and Recording Observations Activity
Seed Cycle Illustrations
Making a Seed Cycle Book
Illinois Early Elementary Learning Standards in Science, Math, and English/Language Arts
Illinois Late Elementary Learning Standards in Science, Math, and English/Language Arts
National Science Education Standards

Overview

This unit contains hands-on science activities to help elementary school students (grades 1 - 4) understand the life cycle of seed producing plants. The learning standards covered during the unit depend on how the activities of the unit are implemented.

Ellen Baranowski
Kenwood Elementary School: Third Grade
1001 South Stratford Drive, Champaign, IL 61821
(217) 351-3815
UIUC/Kenwood B.O.A.S.T. Academy (K-5)
1301 W. Green Street, Urbana, IL 61801
(217) 333-2726 or 244-1984
baranows@uiuc.edu

Background information

Plant Life Cycle Factoids:

Some, but not all plants have a reproductive cycle that includes seeds.
Not all seeds need sunlight in order to start growing.
Seeds come in a variety of sizes and shapes.
The size and/or shape of a seed may or may not have any relationship to
the size and/or shape of the plant.
The size and shape of a seed is usually related to the way in which the seed is dispersed.

Unit Activities Overview:

See The Parts of a Plant worksheet
See The Parts of a Flower worksheet
See The Parts of a Seed worksheet
Growing seeds activity (See worksheet)
Note: I usually use bean seeds that I keep in the freezer until I do the activity because cold is supposed to help insure that the seeds germinate.
Making a seed book activity (See worksheet)

Assessment:

Since assessment can be done formally or informally either before, during and/or after the unit, I have just included a list of questions related to the activities.

What is a plant?
What does a plant need to grow?
What is the life cycle of a plant?
What are the parts of a plant?
What is the function of each part of a plant?
What is a flower?
What are the parts of a flower?
What is a seed?
What are the parts of a seed?
How is a seed produced?
How does a seed grow?
What does a seed need to germinate?

Extension Activities:

Compare the roots, stems and leaves of a variety of plants
Compare the flowers of a variety of plants
Make a seed collection
Try growing a variety of seeds
Try growing seeds under different conditions
After your seeds sprout, plant them.

Resources

Title	Reading Level	Comments
How a Plant Grows 1997 by Bobbie Kalman, $5.95, ISBN # 0865057281	Grade 3 and up	Covers a lot of concepts with simple photographs, illustrations and explanations.
The Life and Times of the Peanut 1997 by Charles Micucci, $5.95, ISBN # 0618033149	Grade 3 and up	A simple yet fairly complete explanation of how a peanut grows, is harvested, is used, the history of the peanut and George Washington Carver.
I am a Leaf 1998 by Jean Marzollo, $3.99, ISBN # 0590641204	Grade K and up	Very simple explanation of the function of the leaves of maple trees.
The Magic School Bus Plants Seeds A Book About How Living Things Grow 1995 by Scholastic, ISBN # 0064451070	Grade 3 and up	Focuses on pollination
How a Seed Grows 1992 by Helene J. Jordan, $4.95, ISBN # 0064451070	Grade K and up	Good illustrations and directions for simple activities which explain concepts about seed growth.
A Field of Sunflowers 1997 by Neil Johnson, $3.25, ISBN # 0590965492	Grade 2 and up	Nice photographs and simple explanation of the life cycle of a sunflower.
Berries, Nuts and Seeds 1996 by Diane L. Burns, $6.95, ISBN # 1559715731	Grade 3 and up	Unique book contains illustrations of common midwestern plants, where to find them, their seeds, what eats them and interesting facts about them.
Trees, Leaves and Bark 1995 by Diane L. Burns, 6.95, ISBN # 1559716282	Grade 3 and up	Unique book contains illustrations of common trees , where to find them, their seeds, what eats them and interesting facts about them.
It Could Still Be a Leaf 1993 by Allan Fowler, $4.95, ISBN # 051646017X	Grade K and up	Simple discussion and nice photographs of the wide variety of leaves in the plant world.
From Seed to Dandelion 2000 by Jan Kottle, $4.95, ISBN # 0516235109	Grade K and up	A very simple series of photographs showing the life cycle of a dandelion plant.
From Acorn to Oak 2000 by Jan Koottle, $4.95, ISBN # 0516235060	Grade K and up	A wonderful yet simple series of photographs showing the life cycle of an oak tree.
I am a Seed 1996 by Jean Marzollo, $3.99, ISBN # 0590265865	Grade 1 and up	Simple story with illustrations about the growth of a marigold and a pumpkin plant.
Jack's Garden 1995 by Henry Cole, $15.95, ISBN # 0688135013	Grade 1 and up	Simple story about growing a wildflower garden.
National Wildlife Federation www.nwf.org	Reference	This site contains information on plants, ecology, habitats...

The Parts of a Plant Activity

For this activity, you will need a plant a ruler, and some markers, crayons or colored pencils magnifying glass (optional) Directions:

Carefully observe the roots, stem and leaves of the plant.

What color are the leaves and stem?
What color are the roots?
Why are the leaves and stem a different color than the roots?

Use the ruler to carefully measure the length of the stem.
Use the ruler to carefully measure the length of the roots.
Use the ruler to carefully measure the average length of the leaves.
Draw the plant and color and label the roots, stem and leaves.

The Parts of a Flower Activity

For this activity, you will need a flower some markers, crayons or colored pencils magnifying glass (optional)

Directions:

Carefully observe the flower.
What color is the flower?
What color are the stem and leaves?
Why are the leaves and stem a different color than the flower?
Draw the flower and color and label the stem, leaves, flower petals, pistil, stigma, stamen.

The Parts of a Seed Activity

For this activity, you will need a seed some markers, crayons or colored pencils magnifying glass (optional)

Directions:

Carefully observe the seed.
What color is the seed?
Carefully remove the seed coat. What color is the seed leaf?
Carefully open the seed leaf. Can you see the shoot or roots starting to grow?
Draw the seed leaf and color and label its parts.

Growing Seeds and Recording Observations Activity

Tools needed to grow seeds:

eyedropper
permanent marker (optional)
tape
water

Materials needed to grow seeds:

small ziploc bag
4 or 5 seeds
1 paper towel

Step-by-step Instructions for Growing seeds and recording observations:

Use a permanent marker to print your name on the outside of the ziploc bag.(Optional)
Fold the paper towel so that it fits in the bottom of the ziploc bag.
Put the seeds in the ziploc bag so that you can see them.
Put several drops of water in the bag. Zip the bag closed.
Tape the ziploc bag up in a place that allows you to watch the seeds grow.
On a piece of paper, record the observations you make of the seeds in the ziploc bag by Writing the date on which you made the observation, Describing what you observed, and Drawing a picture of what you observe.

Seed Cycle Illustrations

Making a Seed Cycle Book

Tools needed to make the book:

Markers, crayons or colored pencils
Pencil
Scissors
Glue
Stapler

Materials needed to make the book:

Page of Seed Cycle illustrations
3 half sheets of plain white paper

Directions for making a Seed Cycle Book:

Carefully look at the Seed Cycle illustrations. They are not in the correct sequence. Write a number in the bottom right or left hand corner of each illustration showing the correct sequence.
Color the illustrations in.
Cut the illustrations out.
Fold each half sheet of paper in half.
Staple the half sheets together to make a book.
Print your name and the title of the book on the front cover.
Print your name and the title of the book on the title page of the book.
In the outside corner of each page, write the page number.
On each page of the book, glue the illustration, label the parts of the seed and describe what is happening to the seed.
On the back cover of the book draw an illustration and write an interesting summary of the book inviting others to read the book

Illinois Early Elementary Learning Standards in Science, Math, and English/Language Arts

Illinois Learning Standards in Science, Math, English/Language Arts that apply to this unit:

Early Elementary:

Subject	Learning Goals	Learning Standards and Benchmarks	Application to this Lesson
Science	State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems	A. Know and apply the concepts, principles and processes of scientific inquiry. • 11.A.1a. Describe an observed event. • 11.A.1c. Collect data for investigations using measuring instruments and technologies. • 11.A. 1d. Record and store data using available technologies. • 11.A.1e. Arrange data into logical patterns and describe the patterns. • 11.A.1f. Compare observations of individual and group results B. Know and apply the concepts, principles, and processes of technological design. • 11.B.1c. Build the device using the tools and materials provided. • 11.B.1d. Test the device and record the results using given instruments, techniques, and measurement tools. •11.B 1e. Report the design of the device, the test process and the results in solving a given problem.	• As part of the basic unit, each participant will use the processes of scientific inquiry to learn: 1. how seeds grow and 2. what is necessary for seeds to grow • As part of the basic unit, each participant will observe, collect data about and report on the seed cycle. • As part of the extension activities each participant will apply the concepts they have learned about seeds to design, test, and measure seed growth under a variety of conditions.
Science	State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical, and earth/space sciences.	A Know and apply concepts that explain how living things function, adapt and change. • 12.A.1a. Identify and describe the component parts of living things and their major functions. B. Know and apply concepts that describe how living things interact with each other and with their environment. • 12.B.1a. Describe and compare characteristics of living things in relationship to their environments. • 12.B.1b. Describe how living things depend on one another for survival.	• As part of the basic unit, each participant will identify, and describe the parts of seed producing plants, flowers and seeds and explain their functions. • As part of the basic unit and extension activities, each participant will list some similarities and differences in plants, flowers and seeds. • As part of the basic unit and extension activities , each participant will list the ways in which plants interact with each other, and other living and non-living things in their environment.
Science	State Goal 13: Understand the relationships among science, technology, and society in historical and contemporary contexts.	A. Know and apply the accepted practices of science. • 13.A.1a. Use basic safety practices. • 13.A.1b. Explain why similar results are expected when procedures are done the same way. • 13.A.1c. Explain how knowledge can be gained be careful observation. B. Know and apply concepts that describe the interaction between science, technology and society. • 13.B.1d Identify and describe ways that science and technology affect people's everyday lives (e.g. agriculture, sanitation, communication, occupations.) • 13.B.1e. Demonstrate ways to reduce, reuse and recycle materials.	• As part of the basic unit, each participant will practice established safety procedures for scientific activities. • As part of the basic unit, each participant will describe how the seed cycle activity s/he did relates to the seed cycle of plants in general. • As part of the basic unit, each participant will list what s/he learned from careful observation. • As part of the basic unit, each participant will list the ways science and technology have affected seed producing plants and the natural environment. • As part of the basic unit and extension activities, each participant will reduce, reuse and recycle materials needed to perform the activities of the unit.
Math	State Goal 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.	A. Measure and compare quantities using appropriate units, instruments and methods. 7.A.1a. Measure length, volume, and weight/mass using rulers, scales and other appropriate measuring instruments in the customary and metric systems. B. Estimate measurements and determine acceptable levels of accuracy. • 7.B.1b. Compare estimated measures to actual measures taken with appropriate measuring instruments.	• As part of the basic unit, each participant will estimate, measure and compare the length of the parts of plants.
Math	State Goal 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.	B. Formulate questions, design data collection methods, gather and analyze data and communicate findings. • 10.B.1b. Collect, organize and describe data using pictures, tallies, tables, charts or bar graphs. • 10.B. 1c. Analyze data, draw conclusions and communicate the results.	• As part of the basic unit, each participant will collect, organize, report, and draw conclusions based on observations of seed growth.
English/ Language Arts	State Goal 1: Read with understanding and fluency.	A. Apply word analysis and vocabulary skills to comprehend selections. • 1.A.1a. Apply word analysis skills to recognize new words. • 1.A.1b. Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials. B. Apply reading strategies to improve understanding and fluency. • 1.B.1a. Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge. •1.B.1b. Identify genres of fiction, nonfiction, poetry and electronic literary forms. • 1.B.1c. Continuously check and clarify for understanding •1.B.1d. Read age-appropriate material aloud with fluency and accuracy. C. Comprehend a broad range of reading materials. • 1.C.1a. Use information to form questions and verify predictions. • 1.C.1b. Identify important themes and topics. • 1.C.1d. Summarize content of reading material using text organization.	• As part of the basic unit, each participant will demonstrate the use of appropriate word analysis and vocabulary skills while reading one or more books on plants, seeds and flowers. • As part of the basic unit, each participant will apply reading strategies while reading one or more books on plants, seeds and flowers. • As part of the basic unit, each participant will demonstrate comprehension strategies while reading one or more books on plants, seeds and flowers.
English/ Language Arts	State Goal 3: Write to communicate for a variety of ideas.	A. Use correct grammar, spelling, punctuation, capitalization and structure. • 3.A.1 Construct complete sentences which demonstrate subject/verb agreement, appropriate capitalization and punctuation; correct spelling appropriate, high-frequency words; and appropriate use of the eight parts of speech. B. Compose well-organized and coherent writing for specific purposes and audiences. • 3.B. 1b. Demonstrate focus, organization, elaboration and integration in written composition (e.g. short stories, letters, essays, reports) C. Communicate ideas in writing to accomplish a variety of purposes. •3.C.1a. Write for a variety of purposes including description, information, explanation, persuasion, and narration. •3.C.1b. Create media compositions or productions which convey meaning visually for a variety of purposes.	• As part of the basic unit, each participant will use correct grammar, spelling, punctuation, capitalization and structure to complete worksheets, make written observations and create a short book on the seed cycle
English/ Language Arts	State Goal 4: Listen and speak effectively in a variety of situations.	A. Listen effectively in formal and informal situations. • 4.A.1a. Listen attentively by facing the speaker, making eye contact and paraphrasing what is said. •4.A.1b. Ask questions and respond to questions from the teacher and from group members to improve comprehension. • 4. A. 1c. Follow oral instructions accurately. B. Speak effectively using language appropriate to the situation and audience. • 4. B. 1b. Participate in discussions around a common topic.	• As part of the basic unit, each participant will respond to questions and paraphrase information presented in informal and formal settings. • As part of the basic unit, each participant will participate in informal and formal discussions.

Illinois Late Elementary Learning Standards in Science, Math, and English/Language Arts