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What
In this science lesson, a group of 6 students will observe seeds from five different fruits.
The lesson will begin by activating students background knowledge by talking about a pumpkin
seed. The pumpkin seed is an entry point that allows all students to share because students have
prior experience with pumpkins seeds through a mini-unit on pumpkins, and having just carved
jack-o-lanterns for Halloween. I will pass the pumpkin seed around to the students, and have
each of them say one attribute of the pumpkin seed that they observe. After students have
identified aspects of the pumpkin seed such as color, size, shape, or patterns on the seed, I will
explain that they will be looking closely at other fruit seeds to see what they notice. Before
starting the students on the main task, I will go over how to use the tools and what each fruit is.
Students will work in pairs to extract seeds from fruit halves. After students have
extracted seeds from all the fruits, and have time to examine them, I will give each student a seed
observation notebook where they can draw their seeds. During both the extraction and drawing
stage of the lesson, students will be encouraged to discuss what they are noticing with their
partner. After students are done drawing, I will bring them together for a whole group discussion
about their observations. For the closure, I will explain that one way scientists make sense of
their observations is by creating groups of similar things. I will ask students if they can think of
ways that we could group our seeds based on what they have in common. For each attribute that
the students identify, I will write up on chart paper the seeds that fall into each category. At the
end of the lesson, I will reiterate to the students that making observations and classifying are
important skills that scientists use to help us understand our world. I will push their thinking by
saying that when scientists finish experiments, they can use questions that came up to create their
next experiments. I will record students questions and wonderings about seeds, so that students
can have a starting point for future investigations of seeds. Commented [BN1]: I like this closure.
How
This lesson encourages student driven learning by allowing students to recognize
differences and similarities between seeds through their own observations and discoveries.
During the opening, students will use their prior experience with pumpkin seeds to talk about
seed characteristics. This will allow students to practice their own observational skills without
me telling them specifically what to look for. For the main task, I chose to have students extract
the seeds from the fruits as opposed to just giving students the seeds because students will gain
more information about seeds by seeing where in the fruit they are, and differences in the
number of seeds a fruit can have. Although the main focus of the lesson is for students to notice
similarities and differences among different fruit seeds, students can also practice close
observational skills by investigating if there are differences between seeds from the same fruit.
The drawing of the seeds will require students to pay close attention to details; I will support this
by encouraging to use their magnifying glasses to examine designs or patterns on the seed shell.
As students are working in their pairs, I will be circulating and asking students open-ended Commented [BN2]: Their ability to observe, and their
ability to draw in great detail may not match!
questions such as, What are you noticing about the seeds? and What strategies are you using Commented [RME3]: Thats okay, I just want to push them
a little more than just drawing a brown circle
to closely observe?. During the closing discussion students will have the opportunity to share
their discoveries with their classmates. This will help foster collective group knowledge because Commented [BN4]: Are you planning to collect this
knowledge in some way?
students can add more details to their peers observations. Students will be able to continue to Commented [RME5]: I am not because I believe that in this
lesson, students listening to one another will be enough
develop their classifying skills by designing the categories to group the seeds. Commented [BN6]: I like what you say about adding to
other students comments. Do you have a match between #
of students and # of fruits so that each child can go first
once?
Why
In science class so far, the main focus has been the 5 senses as outlined by the SDP
pumpkin patch in October, time in science class has been carved out to develop and investigate Commented [BN7]: Puns are unavoidable in science.
questions about pumpkins. This lesson draws on both of those science focuses because students
will have to use their senses to observe, and the students will have some knowledge of pumpkin
seeds that they can use as a starting point for this seed investigation. By rooting this lesson in
familiar concepts, all students will be able to access the content. Commented [BN8]: In fact, this is application of skills
developed in the other two segments.
This lesson will allow students to engage with an activity like true scientists. Observing
and classifying are two foundational science process skills that students need to develop in order
to think and act as scientists. This lesson simulates the work of real scientists because the
students are in charge of gathering the information and constructing their own understanding of
the findings.
The lesson falls under the Life Science Disciplinary Core Idea, From Molecules to
Organsisms: Structures and Processes, that is outlined by A Framework for K-12 Science
Education. Within the Framework, LS1.A: Structure and Function addresses the overarching
question, How do the structures of organisms enable lifes functions?. By the end of 2nd grade,
students should understand that plants have different parts such as roots, stems, and seeds, that
help them survive, grow and produce more plants (Framework p. 144). The next component idea,
LS1. B: Growth and Development of Organisms, also addresses the role of seeds in a plants life
cycle. students will be looking at seeds, they may begin thinking about what role a seed plays in Commented [RME9]: Changed from citing NGSS
the life cycle of a plant and begin to formulate foundational questions that address the standard.
Students will engage in the science and engineering practice of analyzing and interpreting data.
communicating their recordings to their peers, and using those observations to find and describe
patterns. The Cross Cutting Concept, Patterns, is a key component of this scientific practice.
After observing, students will look for patterns in order to place seeds into groups of similar
attributes. Students may formulate questions about why seeds are different colors or sizes. Commented [BN10]: This is actually a very interesting
question. There are several excellent childrens books about
seeds. See if Erica will allow you to borrow some from the
Goals/Objectives SWBAT use their senses (sight and touch) in order to observe PAS library to have in the room.
and describe seeds from a variety of fruits Commented [RME11]: Ok!
SWBAT classify seeds based on similarities and differences in
color, shape, or size
Classroom Arrangement The lesson will take place in a conference room so that the
and Management Issues students participating in the lesson will not be distracted by
things going on in the hallway. The conference room has a
large rectangular table that students will be seated at. I will sit
two students on one side of the table and two on the other so
that when the activity begins students can be put into partners
without anyone having to move seats. I will assign students
their seats to ensure compatible partner groups. Pencils and
colored pencils will be in the middle of the table for students to
use when they are ready. This is how these materials are
accessible to students in the classroom.
Prior to the lesson, I will put together the kits that will include
two toothpicks, two plastic spoons, and two magnifying glasses.
I will go over ways to use the three tools in the kit: magnifying
glass to be able to look more closely at seeds, spoon and
toothpick to dig/scrape seeds out of fruits before passing out
kits to the students. The kits will not be passed out until right
before the students need them to decrease distraction. I will also
pass out to each pair of students apple, orange, kiwi, yellow
pepper, and avocado. If a student is not using the tools in a safe Commented [BN16]: OK this answers my question. 5
or appropriate way, I will have them assist and discuss with fruits, to each pair.
their partner without using the tools. Because we will be
working with food, I will explain that since the fruits are being
used for science they cannot be eaten.
When students finish their seed drawings, they can try writing
some of their observations such as seed color.
Inquiry Focus
By hearing what students are noticing as they work, I will be
able to hear from all the students as opposed to the ones that
consistently volunteer to share. My hope is that if students share
with me first, when we have our closing discussion I can
prompt them to participate by saying, This student made an
interesting observation about By working in pairs, students Commented [BN31]: I appreciate all of the cuing here.
will be able to share all their observations and thinking.