Lesson 2: What effect does seasonal change have on seeds?

Class: year 1 Lesson number: 1 Date: Time: Prior learning and Rationale: Students now have a deeper understanding of what causes the seasons and the different weather we experience. The previous lesson introduced the idea that we can see seasonal change as changes in nature, this lesson looks at the impact the seasons have on seeds and their growth. KLA: Science Links to other KLAs: English Objective: For the students to: a) Identify what a seed does in each of the seasons and explain why in terms of the weather of the season. b) Carry out an experiment, record observations and draw conclusions. Outcomes and Indicators: Science: ES S1.6: Identifies and describes ways in which people and other living things depend upon the Earth and its environments. Observes, asks questions and records what happens to seeds when they are deprived of a requirement, e.g. water, air, warmth to determine why they do or dont grow in certain seasons. INV S1.7: Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations. Observes, asks questions and records what happens to seeds when they are deprived of a requirement, e.g. water, air, warmth. ST1-4WS: Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know. Students set up an experiment, predict which seeds will grow, record observations, analyse results and share findings with the class. English: TS1.1: Communicates with an increasing range of people for a variety of purposes on both familiar and introduces topics in spontaneous and structured classroom activities. Follows a short procedure and is able to set up the experiment. Resources and Equipment: Classroom i. Selection of seeds or images of seeds in different seasons shown on Organisation: IWB or printed On the floor, ii. Blank document on IWB / whiteboard with marker / large paper and as a group marker to record In table groups iii. Jars - 2 per group (12) (or 6 groups) iv. Seeds for planting v. Marker to label jar - 1 per group (6) vi. Paper towel - 2 per group (12) vii. Steel wool - 2 pieces viii. Access to a fridge ix. Printed copies of mixed up planting instructions - 6x control (Apendix A) and 2x each condition (appendix B, C, D) x. Science books - students own xi. Writing pencil - 1 each, use class set or students own xii. Book: The Tiny Seed by Eric Carle or YouTube clip to play on IWB (eg http://www.youtube.com/watch?v=VSFNr777V0A)

Lesson Development: Show the students a range of seeds (real or images if none available). Find out what they know about seeds and planting in regards to the seasons or weather conditions - pose questions: what are these? What do we do with them? What will they be? How/when/what do they need to change/grow?. Points to guide the discussion: seeds are the potential for a plant; different seeds grow into different types of plants, the same seeds grow into the same type of plants; big seeds do not necessarily mean big plants; most need to be in the soil to be protected, get nutrients and water in order to grow. Record student thoughts and discussion points. Explain the task: we are going to grow seeds under different conditions: 1. without water, 2. without oxygen, 3. without warmth. Each table group will also plant a control with all three present. Model planting or talk through what students are expected to do. Hand out mixed up planting instructions (Apendix A), working in their table group, students must read the instructions and put them in order, once checked by teacher, hand them a second set of instructions. Students collect the resources and follow the instructions to set up the experiments. Students record their predictions, the steps for the control, and their initial observation in their science journals. Students will be given time every 2 days to record observations of any changes. The class will then compare results once the seeds have sprouted after approximately 1-2 weeks. Read The Tiny Seed by Eric Carle (or watch on YouTube if book unavailable) Discuss each season and what the seed is doing in response to the weather e.g. winter is too cold to grow, so it lays dormant. Follow-up discussion once seeds have grown: Talking specifically about sprout seeds eg. grass, been, mustard, lentil, lettuce. Compare group results, looking at what grew. Discuss what the seeds need to sprout (note this is slightly different to what plants need to grow), seeds need water, warmth and oxygen to sprout (not actual sunlight they are underground). Ask: what season do you think they will grow best in and record answers. Talk about a feature of each season ie winter is cold, there is no warmth; Autumn is too wet and the ground is not warm enough; Summer is too hot. With this knowledge, what season do they think each jar represents? Do you want to change your prediction? Students create an image or write a sentence of what the seed is doing in each season for the class season wall. Support: Extend: Students work together to set up experiment, Encourage students to think critically to have images available to go with the text, or understand which season corresponds to the jar sentences they can cut and stick in the correct where the plants grew. Students can work in order rather than writing, or allow them to smaller groups or have groups set up each of illustrate for their books. the conditions. Assessment of Student Learning: Observe during group discussion to gauge understanding based on contribution. Was the experiment set up and the directions followed correctly? Check method of recording results and look for consistency between results recorded and conclusion drawn. Work samples, can they explain what is on their card created for seasons wall and is it relevant to the season. Key Scientific Knowledge: Seeds contain the nutrients needed for the plant to begin growing and are the potential for a plant. Seeds are scattered from the plant and will grow when the conditions are right, they can lay dormant until then. There are many types of seeds with varying methods of dispersal. When a seed begins to grow, it is called germination. (Howell, Rogers & Henderson, 2001). Seeds need oxygen, water and warmth to sprout; all three must be present before the seed begins growing. (World Book, 2012).