Grade Level: First Grade

Topic: Pumpkin Observations

Enduring Understandings: (What big idea(s) will students understand as a result of this
lesson?)
-Observing is an important step for any scientific process.
-Sometimes, your observations and predictions can be wrong.
Essential Questions: (What question(s) will students grapple with as they learn through this
lesson?)
-Why is it important do record data and observations?
Primary Content Objectives:
Students will know:
-The parts of a pumpkin (roots, stem, fruit, seeds).
-What the inside of a pumpkin looks like.
Students will be able to do: (skills and behaviors)
-Make initial observations based on seeing and touching.
-Record their observations.
Related state or national standards:
1.1

The student will demonstrate an understanding of scientific reasoning, logic, and the nature
of science by planning and conducting investigations in which
a) the senses are used to observe differences in physical properties;
b) observations are made from multiple positions to achieve a variety of perspectives and
are repeated to ensure accuracy;
c) objects or events are classified and arranged according to characteristics or properties;
d) simple tools are used to enhance observations;
e) length, mass, volume, and temperature are measured using nonstandard units;
f) inferences are made and conclusions are drawn about familiar objects and events;
g) a question is developed from one or more observations;
h) predictions are made based on patterns of observations;
i) observations and data are recorded, analyzed, and communicated orally and with simple
graphs, pictures, written statements, and numbers; and
j) simple investigations and experiments are conducted to answer questions.

Assessment:

Formative assessment: Students will be assessed in a whole group setting. The teacher will work
with students through a large graphic organizer on the white board. The students will be working
with individual copies. The graphic organizers will have students make initial observations about
class pumpkins.
-How tall?
-How wide?
-Color?
-Stem?
-Line/grooves?
-How many seeds in each pumpkin (predict)?
The teacher will work through these questions with the students, and call on students to give
their ideas. The teacher will record the students ideas on the large graphic organizer. As the
teacher does this, the students will copy the observations/predictions on their individual graphic
organizers.
Materials and Resources:
-Graphic organizers
-Pencils
-Various sizes of pumpkins (3-4)
-Sets of carving materials (3-4)
-Bowls (for seeds)
-Paper towels
-Large chart paper
-Sets of snap cubes
Key Vocabulary and Definitions:
-Stem: The part of the fruit that connects the plant to the ground.
-Rind: The outer shell of certain fruit (typically hard).
-Observation: The process of looking, feeling, hearing and smelling to make notes.
-Predictions: What do you think will happen?
Lesson Procedures:
1. Introduction and goal orientation:
-The teacher will meet with the whole group, and students will be sitting in pre-grouped
tables with one pumpkin on each table. The teacher needs to clarify that the pumpkin is
hands-off until they begin observing. There will be a chart paper set up on the
whiteboard for recording observations.
-The teacher will introduce the lesson by explaining the definition of observations.
Observation are when we look, or touch, hear, or smell something. For example, what
do we notice about each pumpkins color, or how big do you think this pumpkin is? We
will then record our observations together on our graphic organizers, and as a class.
-The teacher will pass out individual graphic organizers and pencils.
2. Connecting to prior knowledge and experiences:

-The teacher will explain that the class will record their observations along with the
teacher.
-Before beginning, the teacher will go through each question on the organizer with the
students. This will allow students to get thinking on what the process of making
observations looks like.
-The teacher will then say, First, we need to know what the parts of the pumpkin are.
The teacher will point to the stem and rind to ask students what they think these parts are
called (these should be recorded next to the teachers graphic organizer). Now, what do
we think might be inside our pumpkins? The students responses (even if wrong) should
be recorded (since observations are not always right).
-Before beginning the organizer, the teacher will remind students to raise their hands
when making their observations.
3. Tasks and activities: (What challenging tasks and activities will students engage in as
they construct knowledge, learn new skills or behaviors and develop understandings?)
-The teacher will begin going through each step on the graphic organizer with the
students. The teacher will call on a student to read though each question, and will then
repeat it for the class.
-After each question, the teacher will call on students to make their observations
(around 4-5 observations per question). Each table will be observing their pumpkin
through touching and looking. Each table will share their observations. All observations
will be recorded on the teacher graphic organizer, and the students will be prompted to
copy the recordings (the organizer has columns for each tables pumpkin).
*When recording the height and width, the teacher will need to support the students, by
explaining what those terms mean. The height and width will be measured in snap cubes.
The teacher will pass out snap cube bins for students to measure. The teacher should
remind students that they must be snapped together. The teacher should also circle the
room to make sure students understand the measuring.
-The teacher will explain that some observations (when the class reaches them) are
predictions (what do we think might happen?). The teacher should scaffold this, and
explain that we wont know how many seeds are in the pumpkin until they carve them.
Until then, we can make predictions about how many seeds we think are in each
pumpkin.
-After completing the organizer, the teacher will explain that the class will now explore
their observations by carving the pumpkins that they just observed.
-Before beginning the carving process, the teacher will review with guidelines for
carving.
-There will be an adult (teacher, TA, parent volunteers) at each table.
-Students must follow the directions from the adults.
-Students should not play with any of the carving tools. The teacher can review
each of the carving tools with the students.
-BE SAFE!

-The teacher and TA will pass our carving materials to the students. The organizers
should also be collected (will be redistributed later).
-Before giving the go on carving, the teacher will say, Make sure to observe the
pumpkins as you carve! After carving we will go through our observations again! As the
teacher facilitates the carving, s/he should remind students to keep observing.
-The teacher and volunteers will help each student group carve their pumpkin (offer
assistance as needed, and make sure each student is being safe).
-Once the carving is complete, the teacher will have students (and adults) begin the clean
up process (pick up any pumpkin on the floor, make sure tables are clean, etc.). The extra
cleanup can happen (with the help of the volunteers), as the teacher goes through the
observations with the students.
-The teacher will call tables to wash their hands, and to return to their seats (the teacher
should accompany the class to wash hands).
4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may include
some form of assessment or exit slip)
-Once the students are seated, the teacher will say, I am very excited to see if our
predictions match our findings! Once our pumpkin seeds are washed and cleaned, we will
count them together to find how many seeds we had in each pumpkin.
-To wrap up, the teacher will ask, After pumpkin carving, what is something that you
learned or something that surprised you?
-The students will share their responses.
Accommodations for individual differences:
-Although the graphic organizer will be done as a class, there is a place on the bottom for
students to put more ideas. This is a free-write space for students who are more fluent in their
writing. During the sharing process, the teacher can call on these students to share their other
ideas.
-The process of sharing observations is ideal for differentiation, as some students will have more
prior knowledge based observations than others, and some may share simple observations.
-Students who have better fine motor skills will be able to help other students (who might have
weaker) with the process of carving. The teacher can group tables accordingly. Some students
might also have more experience with pumpkin carving, and will be able to help students who
have not.
Behavioral and organizational strategies:
-The organizers should be prepared prior to lesson.
-Tables should be set up with pumpkins prior to lesson (all materials should be ready for
distribution).
-Safety is the main priority of the carving. The teacher must take the time to review the safety
expectations with the students. Have the students give suggestions for safety, and have teacher
expectations explicitly stated. Additionally, the teacher (and volunteers) need to supervise the
carving. If any student is breaking the expectations/being unsafe, s/he needs to lose the privilege
of carving.

-The teacher must include the students in the pumpkin clean up!

Pumpkin Observations
Pumpkin
1

Pumpkin
2

Pumpkin
3

Pumpkin
4

How tall?
How wide?
What colors?
How many lines?
How many seeds?
(prediction)

More ideas:
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