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- Observe the different parts LS1.A: Structure and
#1 - Seed Anatomy
#2 - Plant Anatomy
Preparations
#3 - What Seeds Need
#4 - What Plants Need
Preparations
#5 - How Seeds Survive & Grow
pre-assessment
drawing & labeling a seed
drawing & labeling a plant
(1) paper
(2) markers
partner talk / KW(L) / "what do
you know about seeds?"
partner talk / "what do you need to
plants with different variables (i.e.
grow?" (as a human) / create
no soil, no light, no water, etc.)
class list
(1) chart paper
(2) markers
bergwerff quiz --> students come
up with questions & answers to
"quiz the teacher"
formative (for)
"seed hunt" --> students will
explore with wet seeds to discover materials to create their own
the anatomy of a seed
"plant hunt" --> students will
explore different plants that we
bring in
(1) seeds that are pre-soaked in
water
(2) various types of plants
(succulents, flowers, grassy
plants, etc.
planting seeds with different
variables (i.e. too much water, in
the cold, in the dark, too much
salt, etc.)
(1) raddish seeds & bulb plant
(2) plastic bags, water, salt,
staples, paper towels OR pots,
soil, and water
teacher take apart --> students
will have large diagrams of the
teachers and manipulate the body
parts to determine what happens
if we don't have all of our parts
formative (as)
build your own seed --> students
3D seed --> students will be given
will create their own imaginary
seed (for an imaginary plant/food)
seeds
incorporating all parts of a seed
3D plant --> students will be given will create their own imaginary
materials to create their own
plants
(1) materials to create the seeds
(2) materials to create the plant
(pipe cleaners: greens, browns,
reds, pinks, yellows)
look at the "magic seeds" (pre-
experimented seeds) / make a
class list of things a seed needs to needs of a seed
grow
look at the "magic plants" (pre-
experimented plants) / make a
class list of things a plant needs to needs of a plant
grow
(1) pre-grown raddish seeds
(2) pre-planted bulbs
^^^ both of these need to be
planted ahead of time in order to
control the variables
with a group, students will create a
rubric incorporating their ideas
about what is absolutely important
to know about seeds / teachers
will provide sentence frames for
students who need extra writing
assistance
summative (of)
build your own plant --> students
plant (for an imaginary
flower/food) incorporating all parts
of a plant
the materials that are used for the
formative assessment will also be
used for this activity
create & present drama about the
create & present drama about the
paper can be used here to write
scripts, but if the students are able
to create/memorize their lines
then no extra materials are
needed
students create a book about
seeds meeting the standards that
we have created with them in their
rubric
merged lessons objectives
of a seed
- Identify internal and
external parts of a seed
- Create their own seed
using the properties of
seeds
anatomy
- Observe the different parts
of a plant
- Identify internal and
external parts of a plant
- Create their own plant
using the properties of
plants
- Identify what a seed needs LS1.D: Information
to grow
- Plant seeds using the
variables they come up with
- Create a drama with a
group about the needs of a
seed
variables for growth
- Make a class list of things Designs can be conveyed
they need to survive and
grow
- Identify what a plant needs representations are useful
to grow
- Create a drama with a
group about the needs of a other people. (K-2-ETS1-2)
plant
- Ask and answer questions
about seeds
- Create a rubric with a
small group that
incorporates what seeds
need to grow and survive
- Create a book about
seeds and how they grow
- Describe how the different
parts of a seed help it grow
survival & growth
standards
Function All organisms
have external parts. [...]
Plants also have different
parts (roots, stems, leaves,
flowers, fruits) that help
them survive and grow. (1-
LS1-1)
LS3.B: Variation of Traits
Individuals of the same
kind of plant or animal are
recognizable as similar but
can also vary in many ways.
(1-LS3-1)
Processing Animals have
body parts that capture and
convey different kinds of
information needed for
growth and survival.
Animals respond to these
inputs with behaviors that
help them survive. Plants
also respond to some
external inputs. (1-LS1-1)
ETS1.B: Developing
Possible Solutions
through sketches, drawings,
or physical models. These
in communicating ideas for
a problem’s solutions to
Plants depend on water and
light to grow. (2-LS2-1)
LS1.A: Structure and
Function All organisms
have external parts. [...]
Plants also have different
parts (roots, stems, leaves,
flowers, fruits) that help
them survive and grow. (1-
LS1-1)
LS1.D: Information
Processing Animals have
body parts that capture and
convey different kinds of
information needed for
growth and survival.
Animals respond to these
inputs with behaviors that
help them survive. Plants
also respond to some
external inputs. (1-LS1-1)

#6 - How Plants Survive & Grow
Preparations
bergwerff quiz --> students come
up with questions & answers to
"quiz the teacher"
(1) question sheet (with three
spaces for students to write
questions)
(2) sentance frames
teacher take apart --> students
will have large diagrams of the
teachers and manipulate the body
parts to determine what happens
if we don't have all of our parts
(1) giant cut out of the teachers
(2) removable body parts that go
over the parts of the teacher
(3) 1 recording sheet for students
to write down their observations
parts (roots, stems, leaves,
flowers, fruits) that help
them survive and grow. (1-
LS1-1)
LS1.D: Information
survival & growth - Ask and answer questions Processing Animals have
about plants body parts that capture and
- Create a rubric with a convey different kinds of
with a group, students will create a small group that information needed for
rubric incorporating their ideas incorporates what growth and survival.
students create a book about Animals respond to these
about what is absolutely important plants need to grow and
plants meeting the standards that inputs with behaviors that
to know about plants / teachers survive
we have created with them in their help them survive. Plants
will provide sentence frames for - Create a book
rubric
students who need extra writing about plants and how they also respond to some
assistance grow external inputs. (1-LS1-1)
- Describe how the different
parts of a plant help it grow
(1) paper for the insides of books
(1) chart paper
(2) paper for the cover
(2) sentence frame template to fill
(3) sentence frames
in
(4) coloring utensils
(5) formal rubric paper