Unit 4:  Living Organisms

Activity 2:  Growing Seeds (GLEs:  1, 2, 3, 4, 5, 14, 40, 47, 49)

CC:  Students will observe a dry red bean (or other bean) and record their observations in a data table in their lab journals. The table should be divided into two columns labeled Dry Seed and Soaked Seed. They should pay attention to the smell, color, size, texture, and hardness of the bean and record their observations in labeled rows on their table. The students should trace and then label details about the seed at the bottom of their observation page.

Kidspiration Template - " Observation of a Bean"

Microsoft Excel template - "Observation of a Dry Bean"

CC:  The teacher will define a dicot as a plant that has two seed leaves, or cotyledons. The cotyledons are leaves within the seed that contain stored food and which will be the first leaves that the seedling will use to carry on photosynthesis. The students should carefully draw the internal structures and be aided in labeling the structures as cotyledon, seed scar, embryo, and seed coat. The teacher should explain the function of each part of the seed and the student should illustrate, label, and explain the function of the seed parts in his/her journal.

United Streaming video

http://unitedstreaming.com

How Plants Grow (19:00)

Magic School Bus Gets Planted, The (26:25)

Magic School Bus Goes to Seed, The (29:27)

The Great Plant Escape website for plants

http://www.urbanext.uiuc.edu/gpe/

Enchanted Learning has plant diagrams for labeling with answer keys.

http://www.enchantedlearning.com

CC:  Ask students to think of questions that could be answered about what seeds need to sprout and to list them. (All the students should agree that seeds need water to germinate since the seed soaked up water in the last activity, and they should name additional factors that will influence germination.) The teacher will use their ideas to guide them to design questions that could be tested in class. Students may think of the following questions. Does the amount of light provided affect germination? Do different temperatures affect germination? Does the amount of water affect germination? How does soil affect germination? Have groups choose one of these questions, and design a full inquiry that will answer their question. Allow students to form study groups based on their interests. The students will decide upon their hypothesis, list variables, controls, materials, data logs, and written procedures. The students will compare the results of each investigation and draw conclusions. They will report the results of their investigations to the class. All students will record the conclusions of each experiment in their journals. Following teacher approval of investigation design, allow students to conduct their experiments with guidance.

Inspiration and Kidspiration have templates for writing their science experiments. 

PowerPoint Template for reporting results to class - "Seed Sprout Observation"

CC:  Students will plant seeds and observe their plants as they sprout and mature. Students should keep an observation notebook, measure the changes in height, illustrate the plant structures observed, and graph the growth of their plants over time.

Enchanted Learning has an observation sheet for plants.  Students can also make their charts and graphs in Microsoft Excel.