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Elem 521 Science Unit Plans Pumpkin Life Cycle Complete Assignment
Elem 521 Science Unit Plans Pumpkin Life Cycle Complete Assignment
Prior Knowledge
Students will have seen, touched, and/or heard of a pumpkin.
Students will have seen, touched, and/or heard of seeds and plants.
Students will know that they used to be a baby, have matured into a child, and will grow to
become an adult.
Students will know that they need food and water survive.
NGSS
9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
Read Page 7.
Page 8
What do you notice the girl doing in the picture? Why do you think shes doing that? What do
you think water helps the little green Sprout (say Sprout instead of shoot interchangeable
terms too confusing otherwise with the different terms) do?
Page 9
These Sprouts (not shoots) grow into tiny Plants (not seedlings)
(Think Aloud) Hmm, I wonder why the tiny plants are reaching up towards the sun? Can I see
you all reach up towards the sun too? (Model)
Page 10
Oh so the tiny plants reach up towards the sun so that they can get energy from the sun to
make food! They are hungry plants! I wonder what else plants can get food from?
Lets listen very carefully for the three things plants need to make food. (Model listening
ears). Read only top portion of page.
Who can tell me what one of the things they heard was that plants use to make food?
Skip Pages 12 thru 15.
Page 16
Before reading ask the students to notice the picture what happened to the leaves? Lets
look back to that last page and compare the leaves (Turn to page 11 and show the tiny plant
with its tiny leaves) then go back to page 16. What happened to the leaves? Did they get
bigger? Did they grow?
Page 17
Read page.
Wow, so the pumpkin plant now has flowers. Who remembers what the flower is being
likeis the flower a baby? No it's a young adult!. So lets think about thisthe pumpkin
plant went from being a babywhat do we call a baby pumpkin plant? A seed. So it went
from being a Seed to a Sprout (like all of you children) (and then what did it grow into?) a
Flower (like me, a young adult).
Read Pages 18-19.
Page 20
Read page.
Think Aloud - Im going to think about what I just read. So the flower petals fell off point to
picture to show no more flower petals but its still a flower and now a fruit is beginning to
grow from the flower without its petals! What do you think its going to grow into? (A
pumpkin/a fruit). Lets find out!
Read Page 21.
Page 22
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Learning Center 2 - Counting Pumpkin Seeds & Exploring the Inside of a Pumpkin
Prior to beginning the activity, the center should be set up with the following:
o 1 Pumpkin (pre-cut)
o Table covered with newspaper
o Large plate (for pulp)
o 4 large circles drawn for each student at table (used to place seeds inside for counting)
o Chart Paper
o Pumpkin Observation Worksheets (see Appendix Page 7)
o Pencils
o Orange and green crayons
Procedure
1. This center has two co-teachers leading the lesson. The pumpkin will be in held by one of
the teachers. The students and the teacher will be seated at a round table. An easel with chart paper
will be next to the table for one of the teachers to write on periodically.
2. One teacher will go over classroom and safety rules with the students. The activity will get messy so
everyone needs to be careful about getting their clothes dirty and respect each others space. The
other teacher will be preparing the seeds and giving each student a bunch of seeds.
3. Explain to students that at this center we will be exploring the inside of a pumpkin. Introduce the
vocabulary word observe.
a. Can anyone raise their hand and tell me what they think the word observe means?
b. Observe means to explore something about the pumpkin using our senses (touch, see, smell).
c. Point to the written word observe and its definition on the easle.
4. The teacher will hold the pumpkin and ask the students to observe what it looks like and how it
smells.
5. Can anyone make a prediction as to what its inside of the pumpkin?
a. Explain that when we predict something, we make a guess.
b. Point to the written word predict and its definition on the easle.
6. Go around the table and ask students to make a prediction. Teacher will explain to students that she
will be writing their predictions down on the chart paper as they answer.
a. The other teacher will go around the table and ask each student, one at a time, How do you think
the pumpkin is going to feel inside? as that student feels inside the pumpkin.
b. Ask specific questions: Will it be sticky? dry? wet? cold? soft? hard? Which part of the pumpkin
do you think feels hard (the seeds)? Why part feels mushy? (the pulp). Did it feel like there were a
lot of seeds or just a couple?
7. The other teacher writes out the students predictions.
8. Once every student has gone the teacher who was writing will review the predictions she wrote
down with the students.
9. Have students wash their hands.
10. Once the students have each had a turn to observe how the pumpkin feels inside, ask them about
their predictions.
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Accommodations
Early Finishers Complete the Draw a picture of my pumpkin portion of the Pumpkin
Investigation Worksheet.
Struggling students can get further assistance from the teacher at their center. They can
also work together with a partner.
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Assessments
Teacher will check for participation during the
song.
Teacher will check for understanding during a
whole-class discussion prior to signing the song.
Students will develop the understanding that the growth life cycle of a pumpkin is sprout, vine,
flower, green pumpkin, and orange pumpkin.
Students will develop the understanding that pumpkins need sun and water to grow.
Materials:
Smart board/Projector
How Pumpkins Grow song {https://www.youtube.com/watch?v=tU-GwFHQZI8}
Orange paper plates (pumpkins)
Green construction paper (stems)
Yarn
Life cycle print outs (6 for each student)
Glue sticks
Pre-lesson assignment and/or prior knowledge:
Students will have an introductory lesson earlier in the week on the life cycle of pumpkins
and what they need to grow.
Students will also have a lesson on observing pumpkins, counting pumpkin seeds,
measuring the height/circumference, etc.
Students will have the prior knowledge of what pumpkins are and that pumpkins, like all
plants, grow in stages.
3.
4.
5.
6.
7.
8.
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Closure:
1. Have the class gather on the carpet once they have turned in their life cycle craft.
2. Call on several students and ask what they learned about pumpkins today.
3. Prompt students by asking about the various stages of the life cycle.
Lesson 3 Appendix
How Pumpkins Grow Song
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References
Miller, S.A., Church, E.B, & Poole C. (2015). Ages & Stages: How Children Develop a Sense of Time.
Scholastic Early Childhood Today. Retrieved from http://www.scholastic.com/teachers/article/ages-stageshow-children-develop-sense-time