The Sprouting Seed TITLE: The Sprouting SeedCONTENT AREA: Life Science GRADE LEVEL: 3-4 MATERIALS NEEDED: ¼ liter container with lid, seven bean seeds, seven corn seeds,seven sunflower seeds, seven pea seeds, four, sprouting seed sheets, one sprouting seed placemat, one coffee filter, water (per group or student)KEY CONCEPTS: Change, Property, SeedEALR'S and GLE'S (Make the connections clear and specific) Grade Level: Grade 4EALR: 1. SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.Component: 1.3. Changes: Understand how interactions within and among systems cause changes in matter and energy.Grade Level Expectation: 1.3.8. Understand that living things need constant energy and matter. Learning Goals: (What do you expect students to learn and be able to do from this lesson.) They should gain an understanding of the first processes of seed growth. They will improve investigation and observation skills. PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization) - Introduction/Preassessment (Do some activity to see what your students know.) Refer back to seed finding lesson, talk about the activity in that it is the next phase of a seed’s life cycle. Introduce the types of seeds and ask the class what they think they will need to grow these seeds.- Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.) Explain that they are to get into groups and ask the supply person collect materials needed. Ask the students to sort the seeds by type and reintroducethe term property and discuss the different sizes, shapes and colors the seeds comein. Tell the students that seeds are living plants in a resting or dormant stage. Askwhat they think would happen if they just watered the seeds instead of planting them, would they grow how could they find out? Distribute The Sprouting Seed worksheet asking each person in each group to draw a different seed taking note of it’s properties. Introduce the minisprouters and demonstrate assembly (place coffee filter in container, put six seeds of each for a total of 24 on filter, the remaining seed of each will be glued on the Seed Sprouting Place Mat) have each group set up their own minisprouter, have the getter get weak bleach water whichthey will use to cover the seeds, allowing the seeds to soak while each group makesa place mat for the container. Once placemats are complete it is time to drain the seeds by placing the lid on most of the way and pouring the bleach water out making sure not to leave puddles as this may cause mold to form. - Closure They will then rinse and observe their seeds everyday for a week and take note of any changes they observe on their student sheet. They will observe if some changed more than others, what changes occurred, make inferences about what may occur in five more days? Lesson adapted from FOSS Structures of Life Science KitAccomodation Plan: Note how the following are accommodated in lesson (race/ethnicity, language, gender, class) Each must include reference to Trentacosta text. o race/ ethnicity- The students will be encouraged to think of other cultures and different way people use and represent life processeso language- The teacher will ideally be bilingual, but will have accommodation for ELL students, including visual and hands on activities. The teacher will demonstrate and have students work in small groups or partners.o gender- The teacher will use gender neutral language when giving instruction, while assisting, and during discussion.o class- The teacher will not use words like poor to describe anything within the classroom. Students of low SES will be treated equally as the instructors have done their work to heal past hurt and biases.POST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs) TEACHER REFLECTION (What went well, what would you do
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