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Sensory
Objectives:
Materials Needed:
Flax Seed
Tomato Seeds
Buckets
Scoops
Shovels
Rakes
Balance Scale
Questions:
What do you think would if we put water with Flax seed?
Which seed do you thinks weighs more?
Focus: Plants that grow from seed.
Technology Resources
Video: The Magic School Bus: Gets Planted
Computer Program: Sammy’s Science House
Field Trip List
1. The Missouri Botanical Garden
314-577-9400
4344 Shaw
St. Louis Mo., 63110
Focusing Activity/Activities
Explain what you will do to gain the group's attention, i.e.: finger play, movement activity,
song, etc. Include the words and a description of any movements, etc. in your plan or
attach to the back.
If you hear my voice clap your hands. If you hear my voice tap your head.
Group Experience
Give a numerated step-by-step, detailed account of the activity/experience you will be
leading with the group. Write in complete sentences and explain your plan clearly so that
anyone picking up your plan could lead the group experience from what you have written.
1. Explain to the children how seeds from the trees are planted. Discuss how squirrels store
acorns in the ground for winter; maple seeds have wings like a helicopter and whirl to the
ground, pinecone seeds sprinkle out when tossed about.
2. Pass out paper and ask the children to draw a picture of the following story as you tell it:
"One day Gray Squirrel found an acorn. He knew he could enjoy this delicious nut next winter
when no other food around to eat. So he quickly buried it in the ground. (Ask each child to draw
an acorn, maple seed, or a pinecone. Encourage them to listen and draw each thing that
happens to the acorn, maple seed, or a pinecone.) Soon, little roots begin to appear; a stem
starts to grow; more roots sprout; a tree trunk shoots up and gets wider and wider; branches
appear and grow longer and longer; small acorns appear. They get larger and larger. Acorns
fall from the big oak tree until the ground is covered with them. One day Cray Squirrel comes
along again and what do you think he does?"
Transition
Describe how you will bring closure to your group experience and transition the children to
the next activity/activities.
Materials Needed
List all materials you will utilize. If using a song or finger play, include words and
movements. If using a Book, include the title and author.
Objective: The children will explore tools and materials needed to grow plants.
Focusing Activity/Activities
Explain what you will do to gain the group's attention, i.e.: finger play, movement activity,
song, etc. Include the words and a description of any movements, etc. in your plan or
attach to the back.
There was a man lived in the moon, in the moon, in the moon.
There was a man lived in the moon and his name was Aiken Drum.
And he played upon a ladle, ladle, ladle.
And he played upon a ladle and his name was Aiken Drum.
And his hair was made of ________, _________, _________,
And his hair was made of ______ and his name was Aiken Drum.
And his eyes nose mouth ears (additional verses)
Group Experience
Give a numerated step-by-step, detailed account of the activity/experience you will be
leading with the group. Write in complete sentences and explain your plan clearly so that
anyone picking up your plan could lead the group experience from what you have written.
1. Ask the children to pretend to be seeds so they can do "The Seeds and Flowers Dance."
First, ask the children to make their bodies small and round like tiny seeds. Tap each child on the
back and explain that you are planting them in the soil and pressing soil on top of them. Tell the
children that you have the watering can and that you will pretend to water them (walk to each
child and tickle the child's back lightly with your fingers as if you are watering them). Explain
that the seeds need to be in the light for a long time before they will sprout (count to ten very
slowly). Tell the children that after pretending to wait ten days the seeds are beginning to sprout
and that when you count to three they should poke one finger out of the soil up toward the sky (I
2 3). Continue counting and tell the children that when you reach IO the tiny sprouts will have
grown into tall plants (children slowly stand up). Walk around the room pretending to water the
plants and tell them that as you count to 1 0 the flowers will begin to bloom (children raise their
arms above their heads). Tell the children to look around the room and see all the beautiful
flowers. There are marigolds, zinnias, pansies, roses and snapdragons. What a beautiful garden
you've made.
2. Continue the role-play by telling the children that there is a gentle wind (children move
their arms slowly, swaying in the wind). Explain that the wind is blowing harder (make the
whoosh-whoosh sound of the wind with your voice). Tell the children to keep their roots (feet)
planted in the soil and move their body from side to side. Explain that sometimes the wind
carries seeds from the flowers to different parts of the garden and they will pretend that the wind
will gently scatter these seeds to different spots in the garden (count to 3 and tell the children to
gently blow (move) to another place and land gently on the ground). Tell the children that they
just danced "The Seeds and Flowers Dance."
Transition
Describe how you will bring closure to your group experience and transition the children to
the next activity/activities.
Plant a seed (Child’s Name) and you will see, you will see, you will see, you will see.
Plant a seed (Child’s Name) and you will see
What a beautiful world it can be.
Materials Needed
List all materials you will utilize. If using a song or finger play, include words and
movements. If using a Book, include the title and author.
Watering can.
Focus: Plants that grow from seed.
Focusing Activity/Activities
Explain what you will do to gain the group's attention, i.e.: finger play, movement activity,
song, etc. Include the words and a description of any movements, etc. in your plan or
attach to the back.
How does a plant begin? Ask students for thoughts and predictions. How does a seed turn into a
plant? Tell them that scientists make predictions and study things to find answers to their
questions. Today you are going to be a scientist.
Group Experience
Give a numerated step-by-step, detailed account of the activity/experience you will be leading with
the group. Write in complete sentences and explain your plan clearly so that anyone picking up
your plan could lead the group experience from what you have written.
Give each student a seed, lima bean, that has been soaked in water so it is easier to open. Show
them how to open the seeds carefully. (They fall apart, so you must be gentle!) Ask students to
see if they can find out how a seed turns into a plant. After looking on their own, have them help
friends find out why. Have them talk about it with their groups as they look. Make sure every
child sees a baby plant.
Transition
Describe how you will bring closure to your group experience and transition the children to the next
activity/activities.
Come back to the carpet and have students discuss their conclusions. Show the illustration of
the parts of a seed including the baby plant, seed coat, and plant food.
Materials Needed
List all materials you will utilize. If using a song or finger play, include words and
movements. If using a Book, include the title and author.
Focusing Activity/Activities
Explain what you will do to gain the group's attention, i.e.: finger play, movement activity, song,
etc. Include the words and a description of any movements, etc. in your plan or attach to the back.
Group Experience
Give a numerated step-by-step, detailed account of the activity/experience you will be
leading with the group. Write in complete sentences and explain your plan clearly so that
anyone picking up your plan could lead the group experience from what you have written.
1. Place the vegetables on a low table in the middle of the circle for the children to examine.
Involve the children in discussing the name of each vegetable and if they have eaten it.
Encourage them to
describeeach vegetable. Is it smooth? Rough? Bumpy? The children can categorize the
vegetables according to size, color, shape, and texture.
2. Place the vegetable seed packets on the table with the vegetables. Encourage the
children to match the seed packets with the vegetables. Ask the children to predict what the
seeds in each packet look like. The children can feel the seeds through the packets as they
think about the seed's size and shape. As the children make their predictions, help them record
their ideas on chart paper or the chalkboard.
3. While the children watch, open each packet of seeds and encourage the children to talk
about the seeds. Place each seed packet on a paper plate and tape the packet wrapper onto
the plate by the seeds. Involve the children in examining the different seeds with a magnifying
glass, comparing and
contrastingthe seed's color, size, shape. Encourage the children to talk about the size of the
seeds and the size of the vegetables produced.
Transition
Describe how you will bring closure to your group experience and transition the children to
the next activity/activities.
Subject:
Science
Objectives:
Materials Needed:
Objective:
Materials Needed:
Drawing paper and something to put paper on so you can draw and write outside
Pencils, crayons, or colored markers
Clear contact paper
Optional: may want to have seat cushions or something to put on the ground to sit on if
children go out on wet or muddy days to examine and draw/write about their trees.
Bag or box to keep their materials in.
Outdoor
Objectives:
A. The children will explore different places to find seeds.
B. The children will search for Acorns, Maple Seeds, and Pine combs.
Materials Needed:
1. Have the children look for different things that have seeds while walking in the
neighborhood.
Questions:
1. What do you think cause that tree to have no leaves?
2. Why do you think that tree trunk is leaning to one side?
Focus: Plants that grow from seed.
Activity: Wildflowers Pictures Collages
Creative art
Objectives:
A. The children will explore different plants that grow from seeds.
Materials Needed:
Paper
Glue
Scissors
Pictures of wildflowers
1. Let the children pick out what wildflowers Pictures for there collage.
2. Let the children cut out the pictures and glue the pictures on piece of
paper.
Questions:
1. Why do you think this flower is called this ?
2. What do you think this flower looks like?
Focus: Plants that grow from seed.
Activity: Building a flowerbed.
Blocks
Objectives:
A. The children will explore tools and materials needed to grow plant.
Materials Needed:
Shovels
4" x 8” x 2” Bricks
Mortar
Trowels
2. Have the children outline the hole with one layer of bricks.
Questions:
6. Title: I Wonder Why Trees Have Leaves and Other Questions about Plants
Author: Andrew Charman
Copyright: August 2003
Publisher: Houghton Mifflin Company
Concepts Objectives
1. There are many plants that grow 1. The children will explore different
seeds.
4. Seeds can be found in many places. 4. The children will explore different
Cooking
Objectives:
A. The children will explore different plants that grow from seed.
Materials Needed:
Plastic silverware
Paper plates
2 Pineapple rings
Lettuce leaf
Cottage cheese
Food coloring
Celery stick
Creative art
Objectives:
The children will explore different plants that grow from seed.
Materials Needed:
Note cards
Fresh flowers
Hammer
Questions:
4. Wet the cotton wool in both cups and put in a well lighted place.
5. Cover the cups with clear plastic wrap to prevent the seeds from drying out.
6. Let the children observe their cups every day. (Within four or five days, the seeds should
begin to grow. Answer to question one.)
7. Observe the seeds growing for a few more days. (Answer to question two)
Questions:
1. Which seeds begin to grow first - the seeds with or without salt?
2. What difference do you see?
Science
Objectives:
The children will explore different plants that grow from seed.
The Children will explore how a plant grows.
Materials Needed:
For each student:
Carrot with top still attached
Carrot journal (8-10pages; shaped like a carrot)
Planting bag
Small dish
Pebbles
Small bottle of water
Teacher needs a knife to cut top off of carrots.
Describe the Activity:
1. Discuss what the word 'observation' means with your students, especially
in the context of science experiments.
2. 2. Pass out carrot journals and
complete carrot. Have students put their name on the cover and draw the
carrot on the first page of the journal.
3. Cut off the top of each carrot
(students can eat the bottom part as a healthy snack).
4. Have students
draw the top of their carrot on the second page of the journal.
5. Pass out planting bags. Have students put pebbles in the bottom of the dish.
Place carrot tops on top and pour enough water to cover the bottom of the
carrot.
6. Have students draw the carrot in the dish on the third page of their journal.
7. Put dishes in sunlight.
8. Each day, observe the carrots and draw their growth in journals (after 3-5 days, carrot tops
will sprout.
9. Share journals and again discuss the importance of observation.
Questions:
1. What do you think would happen if forgot to put the pebbles in?
Focus: Plants that grow from seed.
Activity, Flower Soap Balls:
Cooking
Objectives:
The children will explore different plants that grow from seed.
Materials Needed:
Pink roses
Rose water
Rose oil
Questions:
Objectives:
A. The children will explore different plants that grow from seed.
B. Students recognize signs of autumn such as fallen acorns and leaves turning colors.
Materials Needed:
• Crayons - Regular
• Paint Brushes
• Tempera (black)
• construction paper (white)
• paper towels
• plastic dinnerware
• recycled newspaper
• water containers
Questions:
Science
Objectives:
A. The children will explore tools and materials needed to grow plants.
B. The children will understand that seeds need water and sunlight to sprout.
Materials Needed:
Book on seeds
Paper towels
Scotch tape
1. Read book.
2. The students will discuss story to check understanding.
3. The students will place a wet paper towel in ziplock bag and place four seeds on the paper
towel, seal the bag, and tape it in the window.
4. The children will speculate about what will happen to the seeds then draw their predictions on
a piece of paper.
5. Children will observe the seeds over the next week to watch the seeds sprout.
Questions
1. How does a plant grow?
2. What do you think the seeds will look like on Monday?
Books:
Kuchalla, Susan. Now I Know All About Seeds.
Creative Art
Objectives:
The children will explore different plants that grow from seed.
Flat sponge
Cookie cutter
Bowl of water
Fabric paint
T-shirts
Questions:
Science
Objectives:
A. The children will explore different plants that grow from seed.
B. Students make a leaf impression and experiment with color mixing to match natural leaf
coloration.
Materials Needed:
• Model Magic® (white)
• Scissors
• Washable Watercolors
• Watercolor Brushes
• Leaves
• paper towels
• recycled newspaper
• ribbon
• ruler
• water containers
• yarn
Questions:
What color do you think red and blue make?
What color is that you made?
Focus: Plants that grow from seed.
Activity Title: Veggie Cutouts
Fine motor/manipulative
Objectives:
A. The children will explore different plants that grow from seed.
B. The children will cut out different vegetables for our word wall.
Materials Needed:
Scissors
Pictures of vegetables.
Questions:
Gross motor
Objectives:
A. The children will explore different plants that grow from seed.
Materials Needed:
1. Line the tree stumps in a straight or curvy pattern and have children
Questions:
What would happen if you only stepped on every other tree stump?
Group Game
Objectives:
Materials Needed:
Been bags
Pictures of fruit
Describe the Activity:
4. When it’s the his/her turn they will toss their beanbag on the picture of
Math
Objectives:
B. Students will make a variety of crayon rubbings with natural materials, then arrange them
Materials Needed:
• Multicultural Crayons
• Scissors
• Manila paper
• ruler
1. Measure and cut at least eight 6-inch (15 cm) squares of Manila paper. Peel the paper
wrappers from Multicultural Crayons.
2. Find several different textures of tree bark. Make crayon rubbings with various colors. Try
different pressures and combinations of colors.
3. Select at least six of the squares. Arrange them in an original repetitive pattern. Cut shapes
from the other two squares to make more intricate patterns. Use positive and negative shapes
(shapes remaining when a positive shape is cut out and removed). Experiment to find the design
that is most interesting.
4. Glue finished designs to a larger piece of paper for display, or create a class mural.
Questions:
1. Tell me about the pattern your making.
2. What dose your picture reminds you of?
Focus: Plants that grow from seed.
Activity, Ten Brown Seeds
Music / movement
Objectives:
A. The children will explore different plants that grow from seed.
B. The children will participate in acting the song out.
Materials Needed:
Title: Ten Brown Seeds (page 1)
Ten brown seeds lay straight in a row. Said, 'Now it is time for us to grow.'
Up, up the first one shoots;
Up, up from its little seed roots.
Up, up the second one is seen;
Up, up in its little coat of green.
Up, up, up the third one's head;
Comes, up, up from its little earth bead.
Up, up, up the fourth one goes;
Up, up, up we can see its little nose;
Up, up, up the fifth one pops;
Up through the soil and then it stops.
(page 2)
Up, up, up the sixth we see;
up it comes and it looks at me.
Up, up, up the seventh one peeps;
up, up, up through the soil it leaps.
Up, up, up the eighth one we spy;
Up, up, up to stretch to the sky.
Up, up, up the ninth one springs;
Up, up, up and everything sings.
up, up, up the tenth grows fast;
Up, up, up and it is the last.
Up, up, up - the seeds everyone
Become ten plants to smile at the sun.
Outdoor Activity
Objectives:
Materials Needed:
Shovels
Clay
Topsoil
Rake
Questions:
Focusing Activity/Activities
Explain what you will do to gain the group's attention, i.e.: finger play, movement
activity, song, etc. Include the words and a description of any movements, etc. in
your plan or attach to the back.
Group Experience
Give a numerated step-by-step, detailed account of the activity/experience you will be leading with
the group. Write in complete sentences and explain your plan clearly so that anyone picking up
your plan could lead the group experience from what you have written.
1. Going to read a chapter from a book about people who study plant.
Transition
Describe how you will bring closure to your group experience and transition the
children to the next activity/activities.
Materials Needed
List all materials you will utilize. If using a song or finger play, include words and
movements. If using a Book, include the title and author.
The book Scientists Who Study Plants by: Mel Higginson
And a tape/cd with animal sounds on it.
GROUP TIME FORM
Focusing Activity/Activities
Explain what you will do to gain the group's attention, i.e.: finger play, movement
activity, song, etc. Include the words and a description of any movements, etc. in
your plan or attach to the back.
If you hear the seeds rattling raise your foot in the air.
If you hear the seeds rattling raise your arm in the air.
Group Experience
Give a numerated step-by-step, detailed account of the activity/experience you will
be leading with the group. Write in complete sentences and explain your plan
clearly so that anyone picking up your plan could lead the group experience from
what you have written.
Materials Needed
List all materials you will utilize. If using a song or finger play, include words and
movements. If using a Book, include the title and author.
Seeds by: Terry J. Jennings