Developmental Lesson Plan

Teacher Candidate: Madelyn Hissong Date: 4/19/2021

Group Size: 18 Allotted Time 60 minutes Grade Level 2nd

Subject or Topic: Seeds

Common Core/PA Standard(s):

Standard - 3.1.3.A2

Describe the basic needs of living things and their dependence on light, food, air, water, and
shelter.

Learning Targets/Objectives:

After learning about the basic needs of seeds, second grade students will be able to describe
the basic needs of seeds by accurately explaining seed reliance on light, food, air, water, and
shelter to germinate.

Assessment Approaches: Evidence:

1. Basic Needs T Chart 1. Observational: Students answers about
2. Learning Stations Worksheet plants and humans’ basic needs.
3. Seesaw Activity 2. Answered questions about different ways
4. Post it note exist slip question seeds disperse.
…. 4. Picture of what seeds need to grow.
Answer the questions: how to take care of a
seed, what happens if we don’t?
5. 1 basic need of a seed that is magical.

…
Assessment Scale:

4. Rubric (attached below)

Students are advanced if they score 12 points. Students are proficient if they score is 9 points
or more. Needs remediation if students have below 6 points. Students will need reteaching
about seeds basic needs.

Subject Matter/Content:
Prerequisites:
Know how to identify a seed.
Knows basic needs of humans.
Key Vocabulary:

Basic Need: Elements that living things need to live.

Germination: The growth of a seed into a plant.
Disperse: To move in different directions.

Content/Facts:
• What is a basic need?
- Elements that living things need to live.
• Seed’s basic needs
- Water, food, sunlight, shelter, and air
• How water helps seeds grow
- Water supports the transportation of nutrients, from the soil up into the seed.
- water helps seeds grow by bringing food to the seed.
• How food helps seeds grow
- Food is found in the soil and taken up by the seed’s roots. Nutrients support healthy
plant growth.
- food helps seeds grow by storing food as energy”.
• How sunlight helps seeds grow
- Sunlight provides heat which plants need to grow; each plant has a different
temperature for germination and growth.
- sunlight helps seeds grow by giving them heat”.
• How shelter helps seeds grow
- Seeds need to be planted in soil (their shelter) , with enough room to grow.
- shelter helps seeds grow by giving them room in the soil”.
• How air helps seeds grow
- Air allows seeds to breathe like humans.
- air helps seeds grow by giving them oxygen.”
• What is germination?
- the growth of a seed into a plant
• How do seeds germinate?
- When their basic needs are met
• What does disperse mean?
- To move in different directions
• How do seeds disperse?
- Humans, animals, wind, and water

Introduction/Activating/Launch Strategies:

• Begin class with a floating seed magic show.

• Pour a glass of soda in a cup.
• Toss sunflower seeds in the cup.
• Announce with your magic words “fall” and “rise” you will control the seeds motion.
 • Magic will allow you to float the sunflower seeds in the cup. (Carbonation in the soda
and timing is the reason why the sunflower seeds float).
• Explain to students that today we will learn that seeds are magical.

Development/Teaching Approaches

• Have students sit in the front of the room to listen to the read aloud of the book The
Hidden Magic of Seeds.
• Ask students to bring their pencil boxes and pass out the “Seed’s Basic Needs”
guided note sheet.
• Read till page 18, then stop.
• Ask students if they know the definition of a “basic need”.
• Write on the big easel the definition of a basic need for students to read aloud
together: elements that living things need to live.
• Have students write the definition of a basic need on their “Seed’s Basic Needs”
guided note sheet.
• Create a T chart on the big easel paper. Label the two sections “Human Needs” and
“Seed Needs”.
• Tell students to think about the basic needs for humans.
• Have students share their answers with their partners.
• Ask students to share their answers with the class.
• Write down on the easel paper human needs the class comes up with.
• Answers include water, food, sunlight, air, and shelter.
• Have students write on their “Seed’s Basic Needs” guided note sheet human needs.
• Now, ask students to think about the basic needs of seeds.
• Include prompting questions such as: Where are seeds planted? What did you learn
about seeds in the book? The answers are in the book read aloud.
• Answers include water, food, light, shelter, and air.
• Once students say water, explain: Water supports the transportation of nutrients, from
the soil up into the seed.
• Write on the easel paper and draw a picture, and have students write and draw on
their “Seed’s Basic Needs” guided note sheet, “water helps seeds grow by bringing
food to the seed”.
• Once students say food, explain: Food is found in the soil and taken up by the seed’s
roots. Nutrients support healthy plant growth.
• Write on the easel paper and draw a picture, and have students write and draw on
their “Seed’s Basic Needs” guided note sheet, “food helps seeds grow by storing food
as energy”.
• Once students say light, explain: Sunlight provides heat which plants need to grow;
each plant has a different temperature for germination and growth.
• Write on the easel paper and draw a picture, and have students write and draw on
their “Seed’s Basic Needs” guided note sheet, “sunlight helps seeds grow by giving
them heat”.
• Once students say shelter, explain: Seeds need to be planted in soil (their shelter),
with enough room to grow.
• Write on the easel paper and draw a picture, and have students write and draw on
their “Seed’s Basic Needs” guided note sheet, “shelter helps seeds grow by giving
them room in the soil”.
• Once students say air, explain: Air allows seeds to breathe like humans.
• Write on the easel paper and draw a picture, and have students write and draw on
their “Seed’s Basic Needs” guided note sheet, “air helps seeds grow by giving them
oxygen”.
• Tell students that they are going to learn a big word called germination.
• Write the definition of germination on the big easel for students to read aloud
together: the growth of a seed into a plant.
• Have students write the definition of germination on their “Seed’s Basic Needs”
guided note sheet.
• Explain to students that in order for a seed to germinate, they need their basic needs
met.
• In order for humans to grow, they need their basic needs met.
• Compare the basic needs of a human to the basic needs of a seed.
• Ask students if they can share any comparisons of basic needs between a human and
a seed.
• Continue to read aloud the book The Hidden Magic of Seeds starting on page 19 and
read until the end.
• Ask students to raise their hand if they remember one way that seeds travel.
• Ask students if they can remember what the word disperse means from the book.
• Write the definition of disperse on the big easel for students to read aloud together: to
move in different directions.
• Have students write the definition of disperse on their “Seed’s Basic Needs” guided
note sheet.
• Tell students they will practice dispersing seeds.
• Explain to students that they will be in groups of 6 and complete “How Do Seeds
Travel”.
• Explain the 3 stations: read the directions carefully and raise your hands if you have
questions.
• Station 1: You will become people and animals dispersing grass seeds. There will be
a big sheet of paper on the floor, tape, and grass seeds on the table for you to use.
• Take a piece of tape and fold it in half so the sticky side is on the outside.
• Place the tape on the bottom of your shoe.
• Step in a pile of grass seeds and make sure you have seeds stuck to the piece of tape.
• Walk down the piece of paper and watch what happens to the seeds!
• Complete the “How Do Seeds Travel” worksheet for station 1.
• Station 2: You will become wind and disperse dandelion and coconut seeds. There
will be a start and finish line on the ground, and straws and dandelion seeds on the
table for you to use.
• You will complete the “Great Seed Race” with a partner.
• You and your partner will pick up a straw and one dandelion seed or coconut seed.
• Place your seeds on the start line.
• Use the straw to blow the seed to the finish line.
• The first person to get to the finish line wins!
 • Complete the “How Do Seeds Travel” worksheet for station 2.
• Station 3: You will become water and disperse coconut seeds. There will be ice cube
trays, bottles of water, and coconut seeds for you to use.
• You will place a handful of seeds in the first cube of the ice cube tray.
• Fill up the first cube tray with water and then continue to fill up the cubes.
• Watch what happens to the seeds!
• Complete the “How Do Seeds Travel” worksheet for station 3.
• Let students start their station rotation.
• After students complete all three stations, collect their worksheets.
• Ask students to raise their hand and share the three ways seeds disperse.
• Have students get out their iPads.
• Have students log on to their Seesaw account and complete the activity “What Do
Seeds Need to Germinate”.

• Tell students if they need help thinking about what seeds need to germinate, to look at
their “Seed’s Basic Needs” guided notes we completed at the beginning of class.

Closure/Summarizing Strategies:

• Bring students back to the whole group and ask students to think why seeds are
magical.
• Have students write on a post it note one basic need of a seed and why seeds are
magical as an exist slip.
• Have students stick their post it note on the big easel.
• Have students tell their partner why they think seeds are magical.
• Congratulations! You are all experts on seeds!
• Tomorrow we will learn about how worms help the soil where seeds are planted and
grown!

Accommodations/Differentiation:

To accommodate students with autism who have trouble with hand eye coordination and
sensory (texture) items provide support with tape, walking, pouring water in stations, and
allow students to draw a picture of the Seesaw activity Seed Need’s diagram. For students who
have trouble with fine motor skills, provide a filled out “Seed’s Basic Needs” guided note
sheet, and allow students to draw pictures on the notes.

Materials/Resources:

Materials In Class

• Cup
• Soda
• Sunflower Seeds
• The Hidden Magic of Seeds
• Big Easel
 • Easel Paper
• Marker
• 18 “Seed’s Basic Needs” guided notes
• 1 “Seed’s Basic Needs” teacher answers guided notes
• 18 Pencil boxes
• 18 “How Do Seeds Travel Learning Stations” worksheets
• 3 Big long sheets of paper
• Masking tape
• Grass seeds
• 18 straws
• Dandelion seeds
• 6 ice cube trays
• 6 bottles of water
• Coconut seeds
• 18 iPads
• Seesaw accounts
• Seesaw rubric

• 18 post it notes

Resources Used:

• Seed Magic Trick: http://www.mrmagician.co.uk/floating-seeds.html

• Shuttlesworth, D. E., & Hamberger, J. (1976). The Hidden Magic of Seeds. Emmaus,
PA: Rodale Press.
• Seed Needs Information: https://biggreen.org/wp-content/uploads/2018/06/3-5-Plant-
Needs.pdf
• “How Do Seeds Travel Learning Stations”: Teachers Pay Teachers
• Seesaw Activity https://app.seesaw.me/#/activities/class/class.d7f3629d-c7a7-481e-
8cdb-691e7eecb76b

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
Seed’s Basic Needs Guided Notes: Students
Seed’s Basic Needs: Teacher writes on Easel
Stations:
“How Do Seeds Travel” Worksheet:
Seesaw Activity:

SeeSaw Rubric:

Seesaw Advanced Proficient Basic Below Basic

Activity 4 points 3 points 2 points 1 point
Rubric

Diagram of The student The student only The student only The student
Seed’s Needs included all 5 basic included 3-4 basic included 1-2 basic didn’t create a
needs of a seed. needs of a seed. needs if a seed. diagram of a
seed’s needs.

Answer to: The student fully The student The student did The student
How do you described how to partially described not answer the didn’t answer
take care of a take care of a how to take care of question with the question.
seed? seed, explaining all a seed, and a few correct
of seed’s basic of seed’s basic information.
needs. needs.

Answer to: The student fully The student The student did The student
What described what partially described not answer the did not answer
happens if we happens to seeds what happens to question with the question.
don’t give it when their basic seeds when their correct
these things? needs are not basic needs are information.
met. not met.