Grade 1 School Garden Lesson Plan - Seeds Lesson; What is a Seed ~ Massachusetts |=> In this activity students will closely observe a variety of objects: seed and non-seeds. They will conduct experiments to test their assumptions as to which are seeds by soaking the objects and then planting them and then observing the results ` For more information, Please see websites below: ` Organic Edible Schoolyards & Gardening with Children http://scribd.com/doc/239851214 ` Double your School Garden Food Production with Organic Tech http://scribd.com/doc/239851079 ` Free School Gardening Art Posters http://scribd.com/doc/239851159` ` Companion Planting Increases School Garden Food Production by 250 Percent http://scribd.com/doc/239851159 ` Healthy Foods Dramatically Improves Student Academic Success http://scribd.com/doc/239851348 ` City Chickens for your Organic School Garden http://scribd.com/doc/239850440 ` Simple Square Foot Gardening for Schools - Teacher Guide http://scribd.com/doc/239851110

1. WHAT IS A SEED!
Grade Level: Grade 1
Description
In this activity students will closely observe a variety of objects: seed and non-seeds. They will
conduct experiments to test their assumptions as to which are seeds by soaking the objects and then
planting them and then observing the results.
Guiding Question
What is a seed? How can we determine that a seed is a living organism that can germinate and grow?
Big Idea
A seed is a living thing. While it appears to be hard and dry, it is only sleeping and dormant. Given
the right conditions, the seed has the potential to grow into a whole new plant. In order for the seed to
germinate and grow into a new plant it requires water, the right temperature and oxygen.
Learning Objectives
To understand that seeds are living things that can germinate and grow when they are provided with
the right conditions.
Materials
* 20 to 25 bean seeds
* seeds of 5 or more different annuals garden plants. Choose annuals with seeds that are large enough
that students can clearly see their detail such as beans; peas; squash; watermelon; zucchini; calendula;
cosmos; marigolds; nasturtiums; purple hyacinth beans; scarlet runner beans or sunflowers. Provide
enough so that the class can work in small groups of 4 to 5 and each group will have 5 or more seeds.
* additional non-seed objects such as: beads, buttons, Cheerios or other round cereal; marbles; oak
galls; pebbles; pom poms; shells; twirled pasta; tic tacs; tree bark; etc. (enough for each group to have
5 or more non-seed objects)
* a cup or bowl for each group
* Paper and pencil
* Tape
* Paper towels
* Water
* Soil
* Plant labels
* Small pots, egg cartons or plastic six packs
* Watering can or spray bottle
Lesson supported by a Specialty Crops Grant from the Massachusetts
Department of Agricultural Resources.

2. Preparation
Prepare a cup or bowl of seed and non-seed objects for each group of students. Add 5 or more similar
seeds to each cup or bowl. Add 5 or more similar non-seed objects to each cup or bowl.
Make a poster by taping or gluing one of each seed and non-seed objects on paper or cardboard.
Leave space next to each object to chart each group’s prediction as to whether the object is a seed, not
a seed or they do not know. Also allow space to chart what happens when the object is soaked in water
and when the objects is planted.
Introducing the Lesson
Activate prior knowledge: Ask students what they know about seeds. Have any of them ever planted
seeds. What happened to the seeds once they were planted? Did a new plant grow from the seeds?
Do they think that a seed is a living thing?
Engage Student Interest: Tell them you are going to investigate several objects to determine if they
are seeds and have tyhe potential to grow.
Caution: Introduce the lesson be letting students know that they will be closely observing a number
of small objects. These objects should stay on the table. They should observe the objects only by
sight and touch. No objects should go in their mouths, ears, noses, etc.
Procedure Total Time approximately one hour and fifteen minutes
In the Classroom:
1. Divide the class into small working groups. Give each group of students a cup filled with the seed
and non-seed objects. Ask the group to look closely at each object. Then sort the objects into three
categories. Category 1 is for objects they believe to be seeds. Category 2 is for objects they believe
are not seeds. Category 3 is for objects for which they can not decide. (10 Minutes)
2. Chart the predictions of each group. Ask each group to discuss why they made the prediction that
they did for each object. (10 Minutes)
3. Ask the group how they can test their predictions. Let them know that a seed is a living things.
Under the right conditions it will grow into a new plant. Discuss what a seed needs in order to sprout
and grow. These include warm temperature, oxygen and water. Water is one of the most important
ingredients that we can provide. (10 Minutes)
Lesson supported by a Specialty Crops Grant from the Massachusetts
Department of Agricultural Resources.

3. 4. Give each group of students one of the dry (unsoaked) bean seeds and one of the soaked seeds.
Explain that both seeds came from the same plant. Ask them why these two seeds might look and
feel different from one another. Explain that one of the seeds has been soaked in a moist environment
overnight. The seed absorbed the water and a young plant has begun to grow inside. (10 minutes)
5. Create an experiment to observe what happens when each object has been soaked. Place two of
each object in a separate paper towel. Soak each paper towel to keep the object moist overnight. The
next day, compare each object to the original object on the chart. Record the results. Did any of the
objects change in size and shape? How did they change? Did they increase in size, melt, flattened or
stay the same? (10 minutes)
6. Create an experiment to observe what happens when each object is planted. Fill enough pots with
soil to plant each object. Give each object a number based on its position on the chart. Mark each pot
with the number. Plant two of each object in a pot and cover with soil to bring the soil above the item
to twice as deep as the object is round. Water well. Place the pots on a tray and locate in a warm area.
Keep the soil moist and watch for two weeks. Chart the results showing which objects sprouted into a
new plant. (15 minutes)
Wrap Up
Ask the class to make a final determination for each object as to whether it is a seed. They should
consider their original predictions and also the results of the soak test and the planting test. (10
minutes)
Assessing Student Knowledge:
Ask students to review what is a seed. Discuss what makes a seed a living thing. Ask students what
seeds need in order to germinate and sprout into a new plant?
Extensions
Plan a garden to grow a number of seeds that the students tested. If the season is warm enough, plant
the seeds that were germinated in class into the garden. Tie this to lessons on “What’s Inside a Seed.”
* MA Department of Education Standards in this lesson *
Standard 1. Recognize that animals and plants are living things that grow, reproduce, and need food,
air and water.
Books and Resources
Massachusetts Agriculture in the Classroom Newsletter on Seeds
http://aginclassroom.org/Newsletter/spring2006.html
Please Visit the Massachusetts Agriculture in the Classroom Website at www.aginclassroom.org
to tell us how you used this Seeds Garden-Based Lesson
Lesson supported by a Specialty Crops Grant from the Massachusetts
Department of Agricultural Resources.