Name: Paige Allen

Class: ELED 3221

edTPA Indirect Instruction Lesson Plan
Seed Sort
_____________________________________________________________________________
Central Focus/Big Idea: Students will be able to sort seeds using student made rules and
explain why seeds are important in the plant life cycle.
Subject of this lesson: Science
Grade Level: 3rd grade
NC Essential Standard(s): 3.L.2.3- Summarize the distinct stages of the life cycle of seed plants
Next Generation Science Standard(s): 3-LS3-2- Use evidence to support the explanation that
traits can be influenced by the environment. [Clarification statement: Example of the
environment affecting a trait could include normally tall plants grow with insufficient water are
stented]
21st Century Skills:
1. Flexibility & Adaptability
Flexibility and adaptability are valued in science because evidence-based
reasoning can change previously held ideas and hypotheses. Over time, changing
technologies and expanding scientific understanding create new fields of
interdisciplinary study and new ways of doing things.
2. Initiative & Self-Direction
As the nature of science is to raise questions, science cultivates initiative and selfdirection, and encourages lifelong learning. Curiosity motivates scientific thinkers
to make careful observations and try things out as a way to seek answers to
questions and to develop solutions to identified problems.
Academic Language Demand
Language Function
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe
Summarize

Explain

Scientific Vocabulary: Sort, characteristics, physical, properties, classify, size, color,

shape, texture, weight, flexibility

Instructional Objective: Students are going to be expecting they will be learning about seeds
and different types of seeds.
Prior Knowledge (student): Students will have prior knowledge as to how there are different
types of seeds for different plants. Students will also know how to sort objects.
Content Knowledge (teacher): The teacher will have knowledge on different types of seeds and
what each seed grows to be.
Accommodations for special needs (individual and/or small group): For students that have a
harder time working with groups to concentrate, they will have the option of working alone
during this activity.
Materials and Technology requirements:
Seeds: Lima, green bean, corn, pumpkin, sunflower, cotton, sweet pea, okra, watermelon,
squash, soybean, cucumber, barley, beets, mustard greens, lettuce
Paper plates ( one per group of 3 to 4 students)
Paper
Pencil
Clear cups ( 2 cups per student)
Soil
Spray bottle with water
Clear packing tap
Sharpie marker for labeling ( name and seed: lettuce & radish)
Seed Sort Worksheet
Seeds by: Patricia Whitehouse

Total Estimated Time: 45min.

Source of lesson: North Carolina Farm Bureau Ag in the Classroom
Safety considerations: Explain to students that they must take the activity seriously. I want it to
be fun but also beneficial at the same time. Students will be given a cup with soil to prevent a
mess in the classroom that could prevent slippery floors.

Content and Strategies (Procedure)

Engage: Students will be asked to come sit on the carpet to seed the book Seeds, by Patricia
Whitehouse. As the book is being read aloud to students, I will stop at various pages and ask
students to identify the vegetables/fruits that are on the pages. After reading the page that asks
what are seeds, I will stop reading and inform the class that they will be exploring seeds today.
The students may or may not know what all the seeds are. I will explain to the students that they
will use their senses to explore the seeds.
Explore: Students will be asked to go back to their seats and to pair with two or three students
that are seated around them. Each group of students will receive a paper plate with a bag of seeds
that has at least one of each type of seed (more if the seeds are small). I will then give the
students a few minutes to investigate the seeds. After the students have explored the seeds, I will
then ask them to sort the seeds while completing the Seed Sort worksheet. They may sort any
way they want as long as they can explain the rules they used to sort the seeds. As students are
sorting their seeds I will walk around the room asking inquiring questions. Some examples are;
what do your seeds look like? How do they feel? What colors do you see? I will focus questions
that will allow students to use their senses to make observations.
Explanation: When all groups have shared, the students will then try and guess what each seed
may be and then each will be discussed as a group. I will explain each seed to the class and will
state what each seed grows to be. I will ask students questions that include: What makes seeds
grow? Why do plants need all these things to grow? Etc. I will try and get the students wondering
what all goes into how a plant grows. I will discuss with the students how these seeds will be
planted by a farmer and grown for us to eat.
Elaborate: Students will then disperse from their groups and will each receive two clear cups
(one filled with soil one empty) and a spray bottle for the table. Students will be able to choose a
lettuce seed or a radish seed (these grow the fastest). Students will then get to plant their seed in
the soil and will water their seed. Tape will be provided to tape the empty cup on top of the other
to create a greenhouse. Students will then label their seed and will be able to take their seed
home that day to observe their seed growing. Students will apply these newly learned skills to
evaluate and analyze different seeds. At the end of the lesson, I will ask follow up questions that
refer back to the start of the lesson. I will ask students, what are seeds? How are seeds useful to
use? Why do we make seeds grow? Etc.
Evaluate: Students will be assessed by the summative results of the Seed Sort worksheet that
each student will receive when studying the seeds. I will see if the students understood the
activity by the answers they provide for each question. Students will be expected to accurately
answer three of the four questions on the worksheet.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:

Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________
SEED SORT WORKSHEET
1. What do you see?

Size:

Color:

Shape:

Texture:

Weight:

2. Have any guesses as to what seeds you see?