Elaboration


 * Title: **Parts of a seed


 * Grade Level: ** 4th


 * Duration: ** 20 minutes


 * Objectives: ** Students will be able to


 * Content: ** Seed related- Seed parts


 * Scientific Inquiry: **


 * **Inferring and predicting:**
 * Students will predict what the inside of the seed will look like and explain their predictions of what made them think what they thought.


 * Nature of Science: **


 * Scientific knowledge is uncertain, tentative, and subject to change.
 * Scientific explanations and interpretations can neither be proven nor dis-proven with certainty.

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 * Standards: **
 * NSES (Teaching): **


 * **Science as Inquiry: **Abilities necessary to do scientific inquiry.
 * **Life science: **Characteristics of organisms/ Life cycles of organisms and their environments.
 * **History and nature of science: **Science is a human endeavor.

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 * NSES (Content): **


 * **13.A.3c: **Students will discover the similarities and differences between the inside of a bean seed compared to a corn seed.
 * **12.A.2a: **Students will explore the insides of seeds.
 * **11.A.2b: **Students will be able to label the different parts of a seed.

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 * IPTS: **


 * o 1A, 1H, 2C, 7B, 9H

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 * ISBE: **


 * ISBE Science Standards: **

In elementary school it is important that students build an understanding of biological concepts. (Peters, 2011). Students can gain an understanding of biological concepts through hands on experiences with living things. Plants are a great source for observational activities, classification tasks, and experimentation.
 * Rationale: **


 * Background Knowledge: **
 * Plants and animals have different structures that allow them to grow, survive, and reproduce.
 * <span style="font-family: 'Times New Roman',serif;">Plants are producers. This means they make their own food.
 * <span style="font-family: 'Times New Roman',serif;">This lesson is important because it shows the students how a plant begins its life. This lesson will be the building block to learning about plant structures in this unit.


 * Procedure **


 * Elaboration: **


 * <span style="font-family: 'Times New Roman',serif;">Tell the students while drawing a diagram on the board: Most seeds have a baby plant, a food supply, and a cover.
 * <span style="font-family: 'Times New Roman',serif;">Have the students soak and open other kinds of seeds.
 * o <span style="font-family: 'Times New Roman',serif;">Ask the students: In what ways are they alike? Put a seed among three different kinds of seeds and describe it. Will someone be able to pick it out?