This lesson focuses on the differences between living and nonliving things, as well as on the special parts that help living things, mainly plants, stay alive.

• Make observations while circulating around the room to see whether students are engaged with the discussion and the story. Make a note of student responses throughout your observation. Use the following checklist to assess each student’s understanding:

• Student can identify the parts of a plant.
• Student is able to explain how each part helps the plant.
• Student can identify the life stages of a plant from a seed to a full grown plant.

• Observe students’ performance on the Sunflower Life Cycle and Bean Seed Life Cycle worksheets.

Activity 1, Days 1-2

Begin the activity by asking students, “Where do seeds come from?” Students may or may not be able to answer this question. Allow all valid student responses. Tell students they will look at several types of seeds and try to answer this question.

Show students an apple, peach, and pumpkin. Ask them to name each of these fruits. Ask students “Do these all have seeds? Yes. Can you see their seeds?” No, the seeds are inside the fruit. Cut the fruit to show the seeds inside or have the seeds ready for display. Allow students to observe the seeds. Ask: “Are these seeds the same? How are they different? Have you ever seen these fruits growing? Did they grow on a tree or on the ground? Did you know that these fruits grow in Pennsylvania? Do you have these fruits growing in your yard, farm, or town?”

Display pictures of various stages of growth of apples, peaches, and pumpkins. Ask students to compare all the pictures and ask: “Do all of these fruit grow the same way? How do they grow differently? How do they grow the same?” Guide students to understand that these fruits are different but the life cycle is the same. Each fruit grows, flowers, and develops a fruit and a seed.

Student volunteers can help the class demonstrate how trees grow. Cut out apple shapes, flower shapes, and leaf shapes and place double sided tape on the back of the shapes, allowing students to stick them to student volunteers. Ask for four volunteers to stand and pretend to be a tree. Ask students, “If this was an apple tree, what would happen to the tree as it grew apples?” Call on other student volunteers to describe the life cycle changes of the tree as they gently place the cut-outs on the tree volunteers as you direct them. As the activity progresses, the tree volunteers will have more and more cut-outs attached. Allow other students to role play the tree with different students describing the life cycle.

Allow students time to observe the pocket seed pouch and record their observations in their student plant journal. The seeds should be changing, so direct student toward the changes they can observe. . Students may or may not identify the parts of the plant by name yet.

Activity 2, Days 3-4

Spread sunflower seeds on trays and pass them around the class for students to observe. Have students use their senses to find out about the sunflower seeds. For the first 2 minutes students should just observe. Then have students explain their observations to peers in a small group or aloud to everyone. Lead the discussion by having students answer the following questions: “What do you think these are? Do they have a name? How do you know they are sunflower seeds? Where do sunflower seeds come from? Where have you seen a seed? Have you seen seeds in nature or in food? When you think about seeds, what are some of the things you wonder about?” Show students pictures of fields of sunflowers, such as those grown in Mifflinburg Pennsylvania (see the Website in the Related Resources list). Ask again, “Where do seeds come from?” Show other pictures of fruit trees, such as apple and peach, during various seasons. Have students notice the changes to the tree that occur.

Use the book Sunflower House by Eve Bunting to introduce where seeds come from. First do a picture walk (go through the book and look at just the pictures). Ask students, “Did anyone find out any new information about plants from the pictures? What did you learn about seeds from the pictures? What do plants need to grow? What do you need to grow?” Then read the story.

Students describe what happens to a sunflower seed as it grows in a think-pair-share activity (have students think individually, share with a partner, and then share with the class). After students have had time to think about and discuss with their partner what happens to a sunflower seed, ask the group to tell how a sunflower seed grows. Record student responses and place pictures to sequence the plant cycle on a chart.

Hand out to each student the Sunflower Life Cycle Worksheet (S-K2-1-2_Sunflower Life Cycle Worksheet.docx). Allow students time to complete the worksheet; then lead a discussion to review the correct sequence for the plant’s life cycle.

Allow students to observe seeds growing in their Lesson 1 seed pockets and record their observations in their journals. Ask students how the class seed packets are like the seeds in the story. Have students talk about their plants and information recorded in their journal and share their findings. Students can share with peers or in front of whole group. Then have a group discussion about what they noticed or observed with their seeds. Ask the following questions:

• “What is happening to the seeds?”
• “How is your seed changing?”
• “What things does your seed need to continue to grow?”
• “Would your seed grow if it didn’t get some of the things it needs?”
• “Are there any changes you can make to your journal?”

Give each student the Bean Seed Life Cycle Worksheet (S-K2-1-2_Bean Seed Life Cycle Worksheet.docx). Allow students time to complete the worksheet; then lead a discussion to review the correct sequence for the bean plant’s life cycle. Compare the bean’s life cycle to the sunflower’s. Ask students if they can name other things that have a life cycle like the bean and the sunflower.

Extension:

• Students can take their plants home with them and transplant the plants into pots or in the ground. Students can discuss their observations with family members.
• Have students share what their favorite seeds were and why. Teach students the “Five Little Seeds” poem (see the Web site listed in the Related Resources section). Use the poem as a finger play and use props to help learn the poem.
• Sunflower seeds may be planted and observed.