KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Alison Waldron

Date: 3/10/14

Cooperating Teacher:

Coop. Initials:

Group Size: 30

Allotted Time: 60 minutes

Subject or Topic: Science - Organisms

Grade Level: 3rd Grade

Section: EEU 205

STANDARD(S):
S3.A.2.1.2: Make predictions based on observations.
S3.B.1.1.3: Describe the basic needs of plants (and animals) and their dependence on
light, food, air, water, and shelter.
S3.B.2.1.1: Identify adaptations of plants (and animals) that have helped them to survive.
S3.B.2.1.2: Identify and describe plant (and animal) characteristics that are necessary for
survival.
I. Performance Objectives (Learning Outcomes):
A. Students will be able to dissect a seed/bean
B. Students will be able to work in groups to figure out the prediction sheet
answers
C. Students will be able to analyze the parts of the bean by filling out the guided
notes
D. Students will be able to create and label the parts of the bean
II.

Instructional Materials
A. 30 Large beans (kidney, pinto or lima beans)
Soak for 12-24 hours before lesson
B. Handful of another bean listed above for another example
C. 15-30 Magnifying glasses (optional)
D. 30 Recording sheets
E. 30 exit slips

F. 30 guided note sheets

G. Doc Cam for guided notes
III.

Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

A. Pre-requisites:
Fine motor skills
Group skills
Basic plant knowledge/vocabulary
1. plants
2. cycle
3. beans
B. Key Vocabulary/Content:
Bean (lima, kidney, pinto): the seed of the plant that needs food and
water to become a product that animals and humans eat and use
Prediction: educated guess on what is going to happen during the
inquiry
Dissection: Take apart an object piece-by-piece and observing their
differences
Plant Cycle: the series of changes occurring in an animal or plant
between one development stage and the identical stage in the next
generation
C. Big Idea:
Plant growth from seeds
Anatomy of the seed/bean
D. Content:
Seed/bean anatomy
What seeds/beans need to grow

IV.

Implementation
A. Introduction
Place materials on tables before lesson
Introduce the topic of seeds/beans
This week we will be learning all about plants and their cycle.
Today we are going to learn about seeds and beans!
Ask questions:
1. What do you already know about seeds?
2. Are beans and seeds the same?
a. Why or why not?
Show Sid the Seed YouTube video
1. https://www.youtube.com/watch?v=uUmSnvJfzEg
After the video:
1. What happened to Sid?
2. What did Sid need to grow?

3. What are some things you need to grow?

Divide all the children into groups of three or four
Have them look at all the materials for about a minute
B. Development
Please take out your take out your Bead Seed Dissection paper and
answer the first question then start to dissect your bean
1. What do you think the inside of the seed will look like?
a. Illustrate/write your prediction on your paper.
Tell children to pick up a soaked bean and examine it before
dissecting.
Warn the children that there is a troublesome layer on the outside of
the bean that they will have to take off first before opening the bean
1. If anyone has trouble opening the bean, let me know and I
will help
Students will rub the soaked bean between your fingers. The seed
coat should right rub off.
Students will split the seed in two. (There is a slit going down the
middle of your seed where it should come apart with a little
pressure.)
Observe the inside. (Use an optional magnifying glass).
1. Bigger the lima beans, the easier it is to see the different parts
of the inside of the bean
After you observed the inside, describe and/or draw what you see
on your prediction sheet.
1. On Bead Seed Dissection prediction sheet
Ask: Were your predictions correct?
When you are finished observing and dissection your bean, fill in
the second question on your inquiry sheet.
Walk around the classroom and observe their progress
Ask questions:
1. What other beans do you think look like this?
2. What beans do you like to eat?
Finish up drawing and observing your bean and take out your
guided notes sheet
Bring up the guided notes on the projector and explain the different
parts of the bean.
1. Seed coat: The protective covering that surrounds the seed
2. Embryo: The baby plant
3. Cotyledon: The material and food that feeds the baby plant
4. Plant Cycle: the series of changes occurring in a plant with
help from their food sources: water, sunlight and soil.
Take out the navy/haricot beans
1. Here is another example of beans that we eat.

2. Does anyone recognize these?

3. They are navy/haricot beans. They are used for baked bean
dishes and even pies!
4. Ask: Do you think these look the same inside as the lima
bean?
a. Why or why not?
Now take out the sheet that says Exit Slip and fill that out
1. Try to fill it out with out the help from your notes.
C. Closure
Exit Slip - Assessment
1. Why do you think the seed coat is important?
2. Now you know about the beans when they have been soaked,
what do you notice with the dry beans?
a. Have them compare and contrast
i. What are the same about them?
ii. What are different?
Wrap up:
1. Now that you know the parts of the seed or bean, lets read the
book From Seed to Sunflower
2. Read book
a. Ask questions:
i. Page 8: Raise your hand if you have eaten a
sunflower seed before?
ii. Page 15: What do you think will happen next?
iii. Ask two or three children
iv. Page 18: How many seeds do you think a
sunflower produces?
v. End of the book: What do you think will
happen to the sunflower seeds after they fall on
the ground?
Tomorrow will we be learning about the plant cycle and what
happens to the seed to make the plant!

D. Accommodations/Differentiation
Mental Retardation/Intellectual Disability:
Specific Learning Disability:
Emotional Disturbance:
Orthopedic Impairment/Physical Impairment:
Visual Impairment:
Autism:

E. Assessment/Evaluation Plan
1. Formative
a. Students will give the prediction/inquiry sheet to the teacher.
b. Exit slip at the end of class
2. Summative
a. Students will keep a Science Journal and reflect on the day. This will be
handed in when completed.
b. Unit test
V.

Reflective Response
A. Report of Students Performance in Terms of Stated Objectives
Reflection on the students performance after lesson is taught
Remediation for failing students to meet acceptable level
B. Personal Reflection
Questions written before lesson
Answer to pre-made questions below
1. Were the students able to correctly label the seed?
2. Were the students able to participate in the inquiry?
3. Did they understand the anatomy of the seed/bean?
4. Did they understand the key terms/vocabulary?

VI.

Resources
A. Sid The Seed by Daniel R. Pagan video on YouTube
https://www.youtube.com/watch?v=uUmSnvJfzEg
B. Ideas and inquiry sheet:
http://buggyandbuddy.com/dissect-a-bean-seed-science-invitationsaturday/
Book: Seeing What Plants Do by Joan Elma Rahn
C. Picture on Guided Notes:
http://www.marxfoods.com/giant-peruvian-lima-beans-xl.jpg
D. Picture on Exit Slip:
http://llenguatgesicurriculum.wikispaces.com/file/view/show4.open_
seed.jpg/216033862/440x333/show4.open_seed.jpg
E. Book:
From Seed to Sunflower by Gerald Legg