Elizabeth Fauber
Plant Growth
Topic:
Science
Unit:
Plants
Grade:
First grade
# of class sessions:
3 class sessions with an additional 5 minutes per day to water plants for 15
days as well as 10 minutes to journal on day 5 and day 10.
Sources:
Hands-on Science; by Sarah Martin
I. Concept to be developed:
Plant needs and growth
II. List of Objectives:

By the end of the lesson, students will be able to identify parts of a plant seed to 100%
accuracy.

By the end of the lesson, students will be able to describe the effects of water and
sunlight on plants growth to 100% accuracy.
III. List of materials needed:

Lima beans

Newspaper

Cups, paper or foam

Potting soil

Water

Paper towels
IV. Attached are worksheets and lab book
V. The learning cycle
A. Introduction:

Read A Tiny Seed by Eric Carle to the students in reading area.

While reading, ask students to predict what will happen next to the seed

Why did the big seed burn in the sky?
o Answer: it got too much sun light

Why did the seed drowned in the ocean?
o Answer: it got too much water

Why is the seed worried about the big flower growing next to it?
o Answers: The big plant is taking all the sun light

Where did the seed come from?
o Answer: a flower pod

Use the Elmo to show students the lima bean diagram and point out where the
embryo, food, and seed coat are. Explain that the food feeds the baby plant. When
the seed is watered, the seed coated will soften and allow the embryo to grow. While
the embryo is growing, it will eat the food inside the seed until it can produce its’ own
food. What do plants need to grow?
B. Exploration:

Separate the student into pairs

Give each pair a dry lima bean and a lima bean that has soaked overnight to explore

Instruct students to look for the embryo, food and seed coat

Give each pair three cups, newspaper, and potting soil

Instruct students to use their finger to create a pit in the soil for their seed

Place several seeds in each cup and ask students to gently cover their seeds

Have students use watering can to help each other water their plants

Instruct the students to write their names on their cups and label one cup water, one
sunlight, and the last one sunlight and water.

Instruct the students to place their “water” plant in the designated place where there is
not sunlight, and the other two plants need placed in the sun.

Set a scheduled time to water the plants each day (those labeled “sunlight” will not
get watered)
C. Concept Development:
Give each student the lima bean work sheet to complete. They will then receive a lab
book to keep notes on how their plants are developing. Students will observe their plants at 5
days, 10 days and 15 days growth.
D. Application Phase
After journaling their observations on the 15th day, the teacher will discuss with the
students the progress of growth in their plants. Ask the students for their conclusions on
what a plant needs. Can they have just water or sunlight? Students should answer no. Have
the students discuss how they came to this conclusion. What elements would a garden need
to grow? Answer: Water and sunlight. What work has to be done in a garden to keep it
growing? Answer: Weeds need pulled to allow sunlight to reach the plants.
E. Problem Finding
Ask students if they have any questions about the process of growing plants. Allow them
to expand their thinking beyond just flowers. Encourage ideas such as trees and grass and
how their needs are similar to a flower. Discuss where their seeds come from.
VI. Evaluation:
Informal: Pose questions discussed previously in the introduction and the application
phases. Check for any misconceptions and allow students to clarify for each other first or step in
and clarify it for all. Watch for any students that are not participating in the discussion. These
students may not understand and may need follow up with teacher.
Formal: Students will complete the lima bean worksheet to 100% accuracy. After the
discussion on the 15th day, student will write a minimum of five sentences describing the effects
of sunlight and water on plant growth with a conclusion as to whether plants need sunlight and
water.
VII. Lesson Accommodation: Students will need to be redirected when they are getting off
task. Some students may have a difficult time writing their thoughts. Ask these students to first
tell you what they observed with their plants. Then tell them to write exactly what they told you.
This will sometimes help their thought process. Others may need to access their journal writings
to write the conclusion paper. This is another organizational tool to help their thought process.
When journaling, some students may have a difficult time thinking what to write. First instruct
them to discuss it with their partner. If they are still struggling, ask them questions like: do you
see the plant coming out of the soil? Is the plant getting bigger? It the plant green? What else
do you see that is different?