Lesson Plan Title: Observing and Describing Seeds

Subject/Grade: Science/2nd grade

1.1 Integration of Learning Outcomes

Students use their senses to observe a variety of seeds.

Students draw and describe the seeds.
Students create a class observing table that they will use throughout the unit.
The class discusses ways to find out how the seeds are alike and how they are different.

1.2 Standards
3.1.2.A1: Categorize living or non-living things by external characteristics
3.1.2.A3: Identify the similarities and differences of living or non-living things
1.3 Anticipatory Set
To activate background knowledge, the teacher will hold up one of the larger seeds and ask
students, What do you think a seed is? Students will be asked to turn and talk to their peers
about what they think a seed is. After a minute or so, students will be asked to share their
ideas with the class. Their ideas will be recorded and projected for all to see. Tell students
that they are going to have the opportunity to look at 4 different seeds and describe
them.
1.4 Procedures
Once the ideas of what a seed is are written down, show students one of the plastic bags of
seeds.
Next, display the observing table. Tell the students that they will be using their senses to
observe the seeds. Help students identify the four senses that they will be using. Use the
table to explain that they will be using four sensesseeing, hearing, smelling, and touching
to observe the seeds. Also let students know that the sense of taste is not used in science
class. Remind them to please not put the seeds near or in their mouths.
Give each student a bag of seeds, a hand lens, and a copy of Observing and Describing
Seeds paper. Remind students to not take the seeds out yet. Have a student pass out
Elmers glue to each student.
Take a little time to explore the hand lens. Show them the effective way to use it. Remind
them to keep the seed still on their desks and to slowly move the hand lens back and forth
over the seed until it comes into focus.
Now go over Observing and Describing Seeds with the class. Teacher explains to the
students that she would like them to use their four senses to find out as much as they can
about the seeds. Ask them to write on this sheet what they learn about each seed. Explain
that we will observe and describe the first two seeds together.
Using the green seed, ask such questions as the following:
What can we learn about this seed by using our sense of sight?
What do your eyes tell you about this seed?
List the responses on the board. Have students record class observations on their Observing
and Describing Seeds sheet in the box under the eye symbol. If the list is long, help students
decide what to record.

Show the observing table sheet on the document camera again. Remind students to think
about using these questions when observing and describing the seeds.
Complete the rest of the green seed chart together.
Have students glue the green seed in the first seed box on their Observing and Describing
Seeds sheets. Continue with the rest of the seeds.
Read aloud those questions on the observing table that our senses can answer.
Encourage students to use these questions as a guide as they observe the other three
seeds. Explain to them that they can record a word or two instead of a whole sentence to
describe each seed. Have students complete the sheet for the remainder seeds.
Let the students know that since theyve now observed and described the seeds, they will be
planting them soon.
Collect their sheets, hand lenses, and glue.

1.5 Differentiation
Building background knowledge is very important for ESL students who may be struggling
with unfamiliar vocabulary and new concepts. Asking the students to turn and talk about
what a seed is can help the ESL students during this lesson. They can interact with and get
information from a proficient English speaker. Two other ways that differentiation is used
during this lesson are the use of visuals and providing hands-on experiences. Seeing and
touching the seeds can help the ESL student better understand them.
1.6 Closure
Review what weve done by asking students to recall what senses they used to help them
observe and describe their seeds the best way possible. Using the Observing and Describing
Seeds sheet, ask students, How are the seeds alike and how are the seeds different?
1.7 Formative/Summative Assessment of Students (P-12)
Are students making observations using one, two, three, or four senses?
Do the descriptions match the object? Is what they have written observable rather than based
on past experience?
As the teacher makes a list of student responses to the questions, she will be observing that
they understand the information from what their answers are.
1.8 Materials/Equipment
Copy of Observing and Describing Seeds for each student
Pencils
Hand lens for each student
4 seeds per student (kidney bean, pea, sunflower, pumpkin)
1 plastic bag per student
1 glue bottle per student
Observing Table sheet
Document Camera

1.9 Technology

A document camera will be used to enhance teaching and learning. The sheets of paper will
be projected for the entire class to see and follow along.

2.1 Reflection on Planning

After being in my student teaching placement for several weeks, I noticed that science and
social studies werent being taught. After bringing it up with my co-op, I learned that science
and social studies have not been touched upon for several months due to lack of time. I
mentioned to my co-op that I would gladly start science up again. She agreed that it was a
great idea and gave me the science teachers planning manual to plan. I feel that science is
important because it can be so hands-on and my group of second graders can benefit from
that. I started with Lesson 1, which was on organisms. We finished that up last week. Now,
were onto observing and describing seeds. Ive noticed that the manual is for a first grade
science program, but my co-op said thats the program the 2nd graders are doing. So, Im
sticking to it! After reading through the teachers manual, Ive altered some of the lessons
just a bit to better suit the second graders that I have. Ive made only a couple of
modifications, but for the most part, its always a good idea for the second graders that I have
to have the information re-introduced to them for extra practice. There are several students
that have a hard time sitting still and staying focused, so keeping them busy is very
important. I will have a couple of class helpers to help me pass out items. Keeping them busy
is so beneficial. Im a little worried about how theyre going to handle the seeds. Im hoping
its not a problem. Looking at them and manipulating them is really the best way to learn this
lesson!
2.2 Reflection on Instruction
If lesson was not taught, please put Not Applicable What went well? What was a challenge? What could
you have improved?