Date: Grade:​ 2 Teacher:

Rationale & Big Idea:

Big Idea: ​Living things have life cycles adapted to their environment.

Seeds are the essence of life, living at all time, and bridging between generations in the circle of life;
continuation of life beyond the lifespan of one plant.

Seeds have nutritional value as well as supporting the growth of further plants that sustain their
surroundings

Plants are living things that interact with their environment.

Lesson/Learning Outcome(s):
Students will observe and compare the life cycle of two different types of seeds.

Each type of plant in the garden is unique, but the differences in early plant growth are most apparent
when comparing the growth of a monocot and a dicot. In this activity students study the seeds of both
types of plant and compare the early growth of corn, a monocot, with a bean, a dicot. (If a sprout will
grow one or two or more leaves in their first growth)

Resources:
file:///C:/Users/654970680/Downloads/Patterns-Through-the-Seasons.pdf

Time Student Activity Class Organization

Preparation: Soak all seeds in water overnight

prior to this activity.

Day 1 a) Ask students to make predictions about Individual tasks

20-30 min might be inside seeds that makes it possible
for them to grow into full size plants.

b) Divide the students into pairs. Distribute Pairs

one pre-soaked bean seed to each student.

c) Have pairs of students help each other to Pairs

carefully remove the seed coat of the bean
and carefully split the seed in half lengthwise.

d) Help students identify the seed parts inside Small or whole class group(s)
the bean.
 e) Have students make labelled scientific Individual task
diagrams of the interior of their bean seeds.
(You may choose to dissect a corn seed for
comparison, but corn seeds won’t split open
easily.)

Cut off for grade two attention span.

Day 2 f) Distribute a few corn and bean seeds, a Zip Individual or pair or small groups
15-20 min Lock bag, and a paper towel to each student
pair.

g) Have students follow these steps to set up Individual/pair or small groups

a seed observation bag: • fold the paper towel
so it fits inside the bag • moisten the paper
towel • put the paper towel inside the bag so
that it is lying flat • put the seeds inside the
bag, on top of the paper towel

Day 4, 6, h) Keep the bags in a warm location and

etc observe the seeds daily. In particular, notice
10-15 min how the corn and bean seeds sprout
differently. Record and discuss observations.

Materials Adaptations Extensions

• Bean seeds (lima, pinto,
etc.)
• Corn seeds (sweet corn,
popcorn or other, NOT
microwaveable popcorn)
• Small Zip Lock bag for each
pair of students
• Paper towels
• Magnifying loops (optional)
Select different seeds that will • Plant bean and corn seeds
grow quickly.
Select seeds intended to be
sprouted and make a class
salad.
Use time lapse video or
camera to track progress
directly into the garden and
compare how these two
plants grow differently. In
addition to differences in
early growth habits, another
difference between monocots
and dicots can be observed
in the way veins are arranged
in the leaves.
• Collect and compare more
types of seeds. Sort them
according to different
classifications, including:
size, texture, colouring, etc.
• Have groups of students
“adopt” a plant in the garden,
observing the growth of their
chosen plant in the garden
starting from the day the
seeds were planted.
Compare the growth habits of
each type of plant. Which
kind of plant germinated the
fastest? Which plant grew
fastest? Tallest? Bushiest?
What are some of the
different features of each kind
of plant?