KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Amy Laudeman & Amanda Wilson Date: 11/9

Cooperating Teacher:
Group Size: 20

Coop. Initials

Allotted Time: 60 minutes

Subject or Topic: Plants

Grade Level: 2nd grade

Section

STANDARD:

3.1.11.A.5
Identify and describe plant parts and their functions
I. Performance Objectives
A. The second grade students will identify the three main parts of a seed by observing
a lima bean and recording results.
B. The second grade students will compare and contrast different types of seeds
observing six types of seeds documenting their results.
II. Instructional Materials
Investigation Journal
Magnifying Glasses
Lima Beans
Corn Seeds
Sunflower Seeds
Pumpkin Seeds
Kidney Seeds
Rulers
The Tiny Seed by Eric Carle
Pine Cones (for experiment and observations)
Bowls
Cups
III. Subject Matter/Content
A. Prerequisite skills
1. Basic understanding of the concept of a seed and where it comes from.
2. How to measure using a 12 inch ruler.
B. Key Vocabulary
a. Seed- where the baby plant starts
b. Seed Coat- protective outer layer
c. Embryo- baby plant

d. Food Storage- where the food is stored

C. Big Idea
1. What are the three main parts of a seed?
2. How are seeds alike and different?
1.
2.

a.
b.
c.
d.
e.
f.

D. Additional content
Classifying objects by size, shape, color, and texture.
Measuring objects using a 12 inch ruler.

IV. Implementation
A. Introduction
1. Teacher will read the book Tiny Seed by Eric Carle to get the students
thinking about the concepts of plants
2. Teacher will ask students comprehension questions to check active
listening
In the beginning of the story, where did the seeds come from?
How does the seed travel?
Where did the wind carry the seed to?
Who picks the flower?
What did the tiny seed grow into?
Who came to see the giant flower?
3.
Teacher will ask the question: Who thinks they can predict what we are going to
be investigating today?
B. Development
1. Parts of a Seed
a. Teacher will hand out guided notes and introduce the parts of a
seed through a PowerPoint. (See attached)
b. Students will complete the guided notes during the PowerPoint.
(See investigation journal)
c. Teacher will introduce the students to their investigation journals,
by showing the students a booklet and explain that it will be used
to record different information throughout our plants unit. Also, it
is how they will be graded. (This will be used for formative
assessment.)
d. Teacher will distribute a dry lima bean seed to each student.
e. Students will observe the dry seed noting the texture and color.
(They will record observations in investigation journals.)
f. Students will then measure the dry seed using a 12 inch ruler
(record their results in their investigation journal)
g. Teacher will distribute a wet lima bean (which was soaked in water
over night) to each student.
h. Students will be given time to observe the wet lima bean using a
magnifying glass.

i. Students will compare the wet seed with the dry see they
previously observed.
j. Teacher will discuss the comparison by creating a list of the
similarities and differences on the board.
k. Students will examine the seed coat and find the spot where the
seed was attached to the pod.
l. Teacher will explain that there is a small hole in the seed that
allows water into the seed.
m. Students will remove the seed coat from the wet seed, and examine
the coat by itself.
n. Students will fill in this part on worksheet ( in investigation
journal)
o. Students will then spilt the seed in half and have time to examine
the inside of the seed.
p. Teacher will direct students to identify the embryo (little seed).
q. Students will fill in this part on worksheet ( in investigation
journal)
r. Teacher will point out the reaming part of the seed the food storage
area.
s. Students will fill in this part on worksheet ( in investigation
journal)
2. Pine Cone Inquiry/Experiment
a. Teacher will direct students to separate into pairs with their
neighbor across from them.
b. Teacher will have one student distribute a pine cone to each group.
c. Teacher will have another student distribute the inquiry sheet to
each group. (See investigation journal)
d. Teacher will prepare a bowl of water and distribute them to each
partner group.
e. Students will begin to fill out their inquiry sheet (predicting what
will happen & guessing where the seeds are located)
f. Teacher will ask some students to volunteer to share their
predictions.
g. Teacher will direct students to place the pine cone in the water, and
remind them to keep a close eye on the pine cone.
h. Students will be given the chance to explore different pine cones
while they wait for changes to happen.
i. Teacher will direct students to continue their inquiry sheet
(predicting why a pine cone may do this, and drawing before/after
pictures)
j. Teacher will have some students share why they believed the pine
cone closed.
k. Teacher will begin to explain the science behind it, by taking a dry
pine cone and twisting it back and forth releasing some seeds.
l. Teacher will explain that the seeds of a pine cone are on the inside.

m.Students will be able to go up to the seeds and observe what they

see.
n. Teacher will continue to explain: The water causes the scales to
enlarge and turn inward (point out scales). This happens so the
pine cone can protect its seeds on the inside during bad weather.
o. Teacher will collect all inquiry sheets at the end of the lesson. (they
will be used for formative assessment)
3. Examining Seeds
a. Teacher will say: Lets try and think of a list of many different
kinds of seeds.
b. Teacher will ask: Can anyone tell me if these seeds would be alike
or different? (shape, size, color, texture)
c. Teacher will show PowerPoint slides four different types of seeds
and explain what each one is. (See attached)
d. Teacher will distribute cups with a variety of seeds in them ( corn,
kidney, pumpkin, and sunflower)
e. Teacher will read instructions from investigation journals. (see
investigation journal)
f. Students will then sort the seeds from their cup into 6 different
categories and record how many of each they have.
g. Teacher will then ask the students to observe their seeds closely
looking for the difference in colors, shapes, and sizes.
h. Students will record their observations in a chart.
i. Teacher will lead a discussion about the different types of seeds
and what the students observed.
C. Closure
1. Review the different parts of a seed by having students point to
different parts as you say them.
2. Give students a hint on what they will be learning about tomorrow
by saying I would like everyone to think about what we use seeds
for.
D. Accommodations/Differentiation
1. In order to accommodate Sam who has a hearing impairment the
teacher will use a FM system to project there voice. Also, the
teacher will repeat the directions multiple times while standing
close to Sam so he can process what is being asked of him.

E. Assessment/Evaluation Plan
Formative:
1. Teacher will collect investigation journals at the end of the lesson
and use them as an assessment tool to check for understandings.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan:

B. Personal Reflection
1. How can this lesson be improved?
2. Can the students explain the different parts of a seed?
3. Did the majority of students seem to struggle with any particular
task?

VI. Resources:
Carle, E ( 1991). The Tiny Seed. New York: Simon & Schuster Books for Young
Readers.
Hillen, J., & Wiebe, A. (1990). Primarily plants (Teacher. ed.). Fresno, CA: AIMS
Activities Integrating Mathematics and Science
http://mommaowlslab.blogspot.com/2013/02/the-pine-cone-experiment.html#more