Lesson Plan

Name: Meaghan Smith

Grade Level: Kindergarten-1st Grade
Content Area: Science
Lesson Title: Pumpkin Fun!
TEKS:
112.11. Science, Kindergarten
(b) Knowledge and skills.
(2) Scientific investigation and reasoning. The student develops abilities to ask questions
and seek answers in classroom and outdoor investigations. The student is expected to:
(A) ask questions about organisms, objects, and events observed in the natural world;
(B) plan and conduct simple descriptive investigations such as ways objects move;
(C) collect data and make observations using simple equipment such as hand lenses,
primary balances, and non-standard measurement tools;
(D) record and organize data and observations using pictures, numbers, and words; and
(E) communicate observations with others about simple descriptive investigations.
Objectives: The students will complete a Pumpkin Investigation while collecting and
recording data. They will successfully complete the Pumpkin Investigation worksheet and
share their findings with the class.
Preparation (for the teacher): Teacher will split the class into groups of 4 and pass out one
small pumpkin to each group. The teacher will also pass out one "Pumpkin Investigation"
worksheet to each student. The teacher will have a medium sized tub of water ready for
students to use with assistance as well as a knife and spoon.
Preparation (for the student): The students will need a pencil, paper plate, spoon,
Pumpkin Investigation worksheet, Unifix cubes, sandwich baggies, and a pumpkin to
share with their group.
Modifications: Students may help one another as needed and may have extra time to
finish the worksheet if necessary.
Instructions for students:

1) Students will be split into groups of 4 and asked to brainstorm some ideas on what
might be inside of a pumpkin as well as pumpkin characteristics. After brainstorming
about the pumpkin, students will create a bubble map about pumpkins.
2) Next, the students will be given a Pumpkin Investigation worksheet along with a
pumpkin and asked to complete all sections except the seed counting section and the
section on whether or not the pumpkin will float.
3) When students have completed all sections other than the seed counting and floating
prediction, the teacher will come around and allow the students to place their pumpkin in
the tub of water to see if their prediction is correct.
4) After the pumpkin has been tested on if it can float or not, the teacher will cut the top
off of the pumpkin and allow students to use spoons to clean it out. Students will very
carefully put the seeds into a sandwich bag, and the pulp onto a paper plate for compost.
When all the seeds are separated, students may count them and finish filling out the
Pumpkin Investigation worksheet.
5) When all students are finished filling out their Pumpkin Investigations worksheet, the
class will take turns comparing their pumpkin findings.
Materials/Resources Needed: Small pumpkin, Pumpkin Investigation worksheet, pencil,
medium sized tub of water, Unifix cubes, knife (teacher use only), spoons, paper plates,
sandwich baggies
Questions to Provoke Critical Thinking:
Do you think a pumpkin can float? Why or Why not?
Who can tell me what is inside of a pumpkin?
Does the size of the pumpkin change the size of the pumpkin seeds?
Does a bigger pumpkin hold more pumpkin seeds?
Ways Students Can Represent Learning: The students will represent their learning by
participating in a class discussion after finishing their investigation.
Ways Students Can Reflect on Learning: Students can reflect on their learning by
comparing their predictions before the investigation with their findings from after they
investigated.

Assessment Strategies (ways to document that objectives were met):

Teacher will observe students during the investigations and check their Pumpkin
Investigation worksheet when they have finished. Teacher will also observe the class
during the discussion and assess their comprehension on the investigation.
Connections/Bridges/Extensions:
This activity will help bridge the connection between math and science.
Follow-up Analysis/Reflection (How did participants respond? What worked? What
would you change?):
Teacher will ask students for feedback on the activity and will check to see that the
objectives were met successfully.

Works Cited:
19 TAC Chapter 112, Subchapter A. (n.d.). Retrieved October 2, 2015, from
http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html
Pumpkin Mini-Unit. (n.d.). Retrieved October 2, 2015, from
https://www.teacherspayteachers.com/Product/Pumpkin-Mini-UnitFREEBIE-394303