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Seed Germination: Understanding the Process for 3rd through 5th Grade Students, Study notes of Plant Taxonomy and Evolution

University of Asia and the Pacific (UAP)Plant Taxonomy and Evolution

A lesson plan for teaching students in 3rd through 5th grades about seed germination. It includes information on the parts of a seed, the process of germination, and instructions for conducting a seed germination experiment and seed dissection activity. The document also aligns the lesson with Common Core and Next Generation Science Standards.

Typology: Study notes

2021/2022

Uploaded on 08/01/2022

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Germination |
3rd through 5th Grade
In this lesson, students will identify that seeds germinate into plants.
•A seed is made up of different parts (cotyledon, seed coat, embryo)
•Seeds sprout into baby plants
Common Core
•SL.3.1, SL.3.3, SL.3.4, SL.3.6, SL.4.1, SL.4.3, SL.4.4, SL.5.1, SL.5.3, SL.5.4
Next Generation Science Standards
•3-LS4-3, 4-LS1-1, 5-LS1-1
•One week before the Classroom Activity, students set up germination
experiment
•One day before the Garden Activity, soak seeds (preferably Lima beans)
for seed dissection
•Familiarize yourself with your Learning Garden
•Reminder: Garden Educators are always available for additional support
via email or by phone call
Germination Experiment Station:
•Seeds (any variety) - 3-5 per student or small group
•Paper towels - at least 1 per student or small group
•Zip lock plastic bags - 1 per student or small group
•Spray bottles - enough for easy sharing
•Labels or a piece of masking tape - 1 per student or small group
•Pencils
•Seed Germination Experiment worksheet - front and back - 1 per student
Seed Dissection Work Station:
•Soaked seed - at least 1 per student (preferably lima beans from the
grocery store)
•Magnifying glasses - enough for easy sharing at work station
•Paper towels - at least 1 per student
•Seed Dissection Work Station worksheet - 1 per group or work station
Germination
Germination is defined as the beginning of growth. The term is most commonly
associated with plants, describing the process of a seed sprouting into a seedling.
The term germination can also be applied to spores or buds.
When seeds are dry and hard they are dormant. For a seed to germinate the
dormancy period will need to be broken with water and warmth. When a seed is
moistened, it will absorb water, breaking the seed coat and initiating the food
supply in the cotyledon through the activation of enzymes that produces energy
for the seed to sprout.
LESSON
OUTCOMES
STANDARDS
ALIGNTMENT
MATERIALS &
PREPARATION
TEACHER
BACKGROUND
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Germination |

In this lesson, students will identify that seeds germinate into plants.

  • A seed is made up of different parts (cotyledon, seed coat, embryo)
  • Seeds sprout into baby plants

Common Core

  • SL.3.1, SL.3.3, SL.3.4, SL.3.6, SL.4.1, SL.4.3, SL.4.4, SL.5.1, SL.5.3, SL.5.

Next Generation Science Standards

  • 3-LS4-3, 4-LS1-1, 5-LS1-
  • One week before the Classroom Activity, students set up germination experiment
  • One day before the Garden Activity, soak seeds (preferably Lima beans) for seed dissection
  • Familiarize yourself with your Learning Garden
  • Reminder: Garden Educators are always available for additional support via email or by phone call

Germination Experiment Station:

  • Seeds (any variety) - 3-5 per student or small group
  • Paper towels - at least 1 per student or small group
  • Zip lock plastic bags - 1 per student or small group
  • Spray bottles - enough for easy sharing
  • Labels or a piece of masking tape - 1 per student or small group
  • Pencils
  • Seed Germination Experiment worksheet - front and back - 1 per student

Seed Dissection Work Station:

  • Soaked seed - at least 1 per student (preferably lima beans from the grocery store)
  • Magnifying glasses - enough for easy sharing at work station
  • Paper towels - at least 1 per student
  • Seed Dissection Work Station worksheet - 1 per group or work station

Germination Germination is defined as the beginning of growth. The term is most commonly associated with plants, describing the process of a seed sprouting into a seedling. The term germination can also be applied to spores or buds.

When seeds are dry and hard they are dormant. For a seed to germinate the dormancy period will need to be broken with water and warmth. When a seed is moistened, it will absorb water, breaking the seed coat and initiating the food supply in the cotyledon through the activation of enzymes that produces energy for the seed to sprout.

LESSON

OUTCOMES

STANDARDS

ALIGNTMENT

MATERIALS &

PREPARATION

TEACHER

BACKGROUND

Germination |

Temperatures must fall between a specific range for seeds to germinate. Most seeds grown in the Learning Garden germinate between 60° and 90° Fahrenheit (15° and 32° Celsius), but each seed has a unique temperature range for germination.

Sunlight supports the germination process as it provides warmth to the soil. Although uncommon, some seeds do even need direct contact with sunlight to germinate. Sunlight warms the soil to help initiate germination and once leaves have sprouted, and it is also the primary energy source for plant growth through the process of photosynthesis.

All flowering plants are classified as either a monocot (one cotyledon), or a dicot (two cotyledons). In a monocot, one cotyledon, or one seed leaf, will emerge from the germinating seed. In a dicot, two cotyledons, or two seed leaves, will emerge from the germinating seed. There are other differences between a monocot and a dicot, most notably the leaf structure. In a monocot, the leaf veins are paralleled, like a blade of grass. In a dicot, the leaf veins are netted like an oak leaf.

Use the chart below to help familiarize yourself with monocot and dicot examples.

Monocot Examples: Dicot Examples: Garlic Onion Tomato Beans Corn Wheat Pepper Peas Rice Grasses Carrot Cauliflower

When seeds sprout in the soil, the radicle, or embryonic root, will be the first to emerge from the seed coat. The developing stem, described as the epicotyl, will emerge next and will grow towards the surface of the soil, eventually pushing its way through. The developing stem will bring the cotyledon along, which appears as the first two sprouting leaves, which looks different than the true leaves of the plant that grow once the stem and roots are established.

Spend time discussing the following introductory question:

  • What does a seed need to sprout?
  • Review the definition of a hypothesis.

Make a list of student responses on the board and group or categorize responses together, discuss and strike any responses that are not needed to germinate a seed.

TEACHER

BACKGROUND

CONTINUED

INTRODUCTION

Germination |

  1. Use complete sentences and give clear directions about how the teacher will engage with the students.
  2. Let your students know that today they will be working in work station groups to dissect and explore the inside of a seed. Ask for a student volunteer to review the definition of germination.
  3. Introduce the supplies at each work station.
  4. Break students up into work station groups. Be sure to bring enough supplies for each work station.
  5. Give your students 10 minutes to complete the seed dissection activity and as groups finish, have them complete the seed dissection diagram.
  6. Gather your students back together and review the parts of a seed and the function of each plant part.

NOTE: As the teacher, be aware of poisonous plants and other hazards in and around your Learning Garden and review those concerns with your students. Review any additional rules of the Learning Garden. Ask students about known bee/wasp sting allergies before going into the Learning Garden.

Have students share out key parts of the day’s activities and review the Key Understandings for this lesson.

  • Ask students why seeds are so important. What part do they play in plant survival?
  • Ask students to think about the location of seeds for different plants in the Learning Garden.

Students should clean-up the Learning Garden as needed.

ACTIVITY

CONTINUED

CONCLUSION

Germination |

Define germination.

Germination is…

Create a hypothesis. When my seed germinates, it will look like this:

(use drawings and words to describe your hypothesis)

Name: Date:

Seed Germination Experiment

Please collect the following supplies:

  • 3-5 Seeds
  • 1 Paper Towel
  • 1 Plastic Bag
  • 1 spray bottle (you may need to share)
  • 1 label or piece of masking tape and a marker

Please follow these steps when setting up your germination experiment:

1. Label the plastic bag with your name, the date, and the seed name

2. Fold a paper towel, make sure it will fit in your plastic bag

3. Spray or dampen your paper towel with water

4. Place 3 – 5 seeds in the folds of your paper towel

5. Carefully insert your paper towel (with seeds) into your plastic bag, seal, and label

STOP HERE. You will complete the rest of the lesson in one week.

Germination |

Cotyledon Seed Coat Embryo

Provides food for the baby

plant, or seedling

Protects the seed from

insects, disease, and damage

This will germinate into a

baby plant, or seedling

Name: Date:

Seed Germination Work Station

Make sure your work station has the following supplies:

  • Soaked seeds, 1 per student
  • Magnifying glasses for sharing
  • Paper towels

Complete the following steps to successfully dissect your seed:

1. Select a soaked seed and run your finger nail along the rounded edge

2. Carefully split open your seed into two separate sections

3. Remove the skin surrounding your seed

4. Place the three different seed parts on a paper towel

5. Review the following diagram and identify the seed parts on your seed

Parts of a Seed:

Label the parts of the seed with your work station group.