Agricultural Literacy Curriculum Matrix
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Seeds, Miraculous Seeds
3 - 5
Three 30-minute sessions plus 1 week of observation
Students will develop an appreciation and understanding of the natural development of seeds, learn the anatomy and function of each seed part through a seed dissection and classify seeds as monocots or dicots.
- "Seed Dissection" activity sheet, 1 per student
- "Seeds" PowerPoint
- Seeds for dissecting (1 per student of each variety)
- Kidney or lima beans
- Corn (Make sure the corn is untreated. You may need to get this from a health food store, a feed and seed store, or a store that stocks whole grains.)
- Pine Nuts (optional. These are typically available in the produce section of a grocery store through the fall and winter.)
- Dish of water for soaking
- "Seeds" PowerPoint
- Optional formative assessment supplies (see activity 2)
- Pre-soaked pinto beans, 4 per student plus extras
- Sandwich-size Ziploc bags, 1 per student
- Paper towels
- "Seed Science Experiment" activity sheet, 1 per student
Essential Files (maps, charts, pictures, or documents)
seed: what a flower produces which provides capability of reproducing another plant
monocot: a class of plants that contains only 1 cotyledon
dicot: a class of plants that contains 2 cotyledons
Did you know? (Ag Facts)
- A coconut is the largest plant seed.
- The smallest seeds can be the size of a spec of dust.
- Seeds can sense gravity and will always grow up.
Background Agricultural Connections
Interest Approach – Engagement
- Play a guessing game with your students. Tell them that you will give them a series of clues. As they hear the clues, they will guess the item you are thinking of. Give the following clues until the students guess, "seed."
- It is used to make oils that we use in cooking.
- They are usually smaller than a coin.
- They are made inside of a flower.
- They can be stored for a long time until they are ready to be used.
- They can grow into a plant.
- Some are eaten.
Activity 1: Seed Dissection
- Pass out one copy of the “Seed Dissection” activity sheet to each student.
- Use the first three slides of the “Seeds” PowerPoint to show students the parts of a seed. Have them label the diagram on their activity sheet and write the functions of the seed coat, food supply, and embryo.
- Soak the seeds (except the pine nut) in water for 24 hours at room temperature. Drain the seeds and pass out a bean, corn, and pine seed to each student. Follow the instructions below to dissect each seed. Have students place each dissected seed part in the labeled box at the bottom of the activity sheet.
- Bean Seed: Carefully have students remove the bean seed coat, which, before the soaking, protected the seed food source (cotyledons) and the embryo, which will become the new plant. Next, have the students gently split the bean seed—the two halves are the two cotyledons. This is where the bean seed stores the food that is used for growth until it gets its first true leaves and begins to make its own food. The students should be able to see a little lump near the edge of one cotyledon. Don’t touch it yet! Carefully study this lump (a hand lens may be useful). This is the embryo—the new plant! If students look closely, they should see the delicate, translucent leaves. Finally, instruct them to separate the embryo from the cotyledon, place it on a flat surface, and look to see not only the leaves, but also the embryonic roots.
- Corn Seed: For contrast, ask the students to try to open the corn seed. You’ll probably see a lot of students squish their seeds, but if they carefully remove the seed coat, and then press their fingernail into the endosperm, the cotyledon and the new embryo can be removed.
- Pine Nut: Finally, perhaps the most interesting seed to dissect is a pine nut. Ask students to gently remove the seed coat. They may have to crack this with their teeth. Next, tell them to push their finger nail through the food source and gently open it to see the embryo—a baby tree.
- Students should now have three seed coats, three food sources, and three seed embryos in the corresponding boxes of their activity sheets. Use glue or tape to attach them.
- Summarize what the students have learned. Yes! We eat seeds: peas, beans, peanuts, sunflower seeds, walnuts, cashews, wheat used in bread, poppy seeds, sesame seeds, not to mention the oil that comes from seeds. Seeds truly are a miracle with the potential for life and the ability to sustain lives—like yours and mine. Review by asking these questions: What are seeds used for? Do we eat any seeds or are they used just to grow new plants? Which part of the seed is the outer covering that protects the inside? Which part of the seed is the largest, and what is its purpose? Which part of the seed will grow into the new plant?
Activity 2—Monocots and Dicots
- Tell your students that most seeds can be classified into two groups: monocots and dicots.
- Break the words into smaller pieces to define. Mono=one, di=two, and “cot” is short for cotyledon. Therefore, a monocot seed has one cotyledon and a dicot seed has two cotyledons. Tell students that corn is a monocot and beans are dicots. Discuss the differences they observed between the corn and bean seeds they dissected. Use the information provided in the Background section of this lesson to discuss the differences between monocots and dicots.
- Beginning with slide four of the “Seed” PowerPoint, show students the diagrams and examples of monocot and dicot seeds and seedlings.
- Have students apply their knowledge and identify the next eight plants on the PowerPoint as monocots or dicots. Each slide shows the seedling just after it emerges from the soil as well as the mature plant that the seedling will become. If there is one single leaf on the seedling, it is probably a monocot. You can also identify monocot plants by their long strap-like leaves that are similar to grass. If the plant is a dicot, the seedling will probably have two leaves. Use a method of formative assessment to identify the plants in the PowerPoint. For example:
- Have all students stand in the center of the room. Instruct them to go to the far left of the room if the plant is a monocot and to the far right of the room if it is a dicot. Show students the picture, identify the correct answer, and continue to the next plant following the same procedure.
- Use student response boards (white boards or chalk boards). Instruct students to write, monocot or dicot on their response boards and hold them up.
- Pass out a sheet of scrap paper to each student. Have them write monocot on one side and dicot on the other. Ask students to hold up the correct answer as you show the picture of each plant.
Activity 3—Seed Science
- Soak a bag of pinto beans in water overnight to prepare for this activity.
- Prepare Ziploc bags for sprouting seeds and embryos. You may choose to prepare the bags ahead of time or have students prepare their own. Fold a paper towel to fit inside the bag. Punch a row of staples two inches from the bottom of the ziploc bag. The staples will hold the paper towel in place and help with water drainage, decreasing the chance of the seeds rotting.
- Have the students recall the differences between monocot and dicot plants. Review that monocot seeds appear to be made up of a single whole, while the dicot seed appears to be made up of pieces. Hold up a dry bean seed and ask students to identify if it is a monocot or dicot. Show them a seed that has been soaking and show them the different parts to reveal that it is a seed from a dicot plant.
- Give each student four beans.
- Instruct students to first place two of their bean seeds in their ziploc bag on top of the row of staples.
- With the remaining two seeds, instruct students to carefully peel the seed coats off of the seed.
- Next, each student should take the two seeds without seed coats and gently pull them apart to reveal the two halves— the two cotyledons. Have them look inside for the embryos. Have extra bean seeds available for this step. Some bean seeds have very small embryos, which may make it difficult for the students to remove them intact.
- Once the embryos have been separated, carefully place them inside the ziploc bag, above the row of staples. Students should now have two bean seed embryos and two whole bean seeds in their bag.
- Remind the students that the cotyledons are the bean seed’s food supply—you can think of them as the seed’s “lunch box.” They feed the seed until it can grow leaves and make its own food. Tell them that they will conduct an experiment to see how well seeds grow with and without their food supply.
- Add one tablespoon of water to each bag to wet the paper towel and moisten the seeds. Using tape, hang the bags on a window or in a well-lit area. Do not seal the bags; leaving them slightly open will help prevent the seeds from rotting.
- Have the students complete the first section of the “Seed Science Experiment” activity sheet.
- Observe the growth of the bean seedlings over the next week. Most seeds will sprout in three to five days.
- Have students complete the final section of the “Seed Science Experiment” activity sheet. Discuss what factors might have affected the growth of the embryos and the whole seeds. At the completion of the experiment, students should see the growth and development of a stem, leaves, and roots of the whole bean seed. The embryos will have very limited growth without their food supply, cotyledon, or seed coat.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Seeds have a seed coat, embryo, and cotyledon.
- The embryo is the portion of the seed that will develop into the mature plant.
- Many plants grow from seeds, including the plants that produce the fruits, vegetables, and grain that we eat.
Suggested Companion Resources
- Sprouting Success (Activity)
- What Do Plants Need to Grow? (Activity)
- A Seed in Need: A First Look at the Plant Cycle (Book)
- A Seed is Sleepy (Book)
- Anno's Magic Seeds (Book)
- How Many Seeds in a Pumpkin? (Book)
- How Things Grow (Book)
- How a Seed Grows (Book)
- Sadie's Seed Adventures: Learning About Seeds (Book)
- Dwarf "Space Plant" Seeds (Kit)
- Living Necklace Kits (Kit)
- Seeds for Terrariums (Kit)
- SpaceLite (Plant Light) (Kit)
State Standards for Utah
Grade 3: Science Standard 2Students will understand that organisms depend on living and nonliving things within their environment.
Objective 2Describe the interactions between living and nonliving things in a small environment. Meeting one or more of the following indicators: a) Identify living and nonliving things in a small environment (e.g., terrarium, aquarium, flowerbed) composed of living and nonliving things. b) Predict the effects of changes in the environment (e.g., temperature, light, moisture) on a living organism. c) Observe and record the effect of changes (e.g., temperature, amount of water, light) upon the living organisms and nonliving things in a small–scale environment. d) Compare a small–scale environment to a larger environment (e.g., aquarium to a pond, terrarium to a forest). e) Pose a question about the interaction between living and nonliving things in the environment that could be investigated by observation.
Grade 5: Science Standard 5Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment.
Objective 2Describe how some characteristics could give a species a survival advantage in a particular environment. Meeting one or more of the following indicators: a) Compare the traits of similar species for physical abilities, instinctual behaviors, and specialized body structures that increase the survival of one species in a specific environment over another species (e.g., difference between the feet of snowshoe hare and cottontail rabbit, differences in leaves of plants growing at different altitudes, differences between the feathers of an owl and a hummingbird, differences in parental behavior among various fish). b) Identify that some environments give one species a survival advantage over another (e.g., warm water favors fish such as carp, cold water favors fish such as trout, environments that burn regularly favor grasses, environments that do not often burn favor trees). c) Describe how a particular physical attribute may provide an advantage for survival in one environment but not in another (e.g., heavy fur in arctic climates keep animals warm whereas in hot desert climates it would cause overheating; flippers on such animals as sea lions and seals provide excellent swimming structures in the water but become clumsy and awkward on land; cacti retain the right amount of water in arid regions but would develop root rot in a more temperate region; fish gills have the ability to absorb oxygen in water but not on land). d) Research a specific plant or animal and report how specific physical attributes provide an advantage for survival in a specific environment.
Agricultural Literacy Outcomes
Science, Technology, Engineering & Math
- Provide examples of science being applied in farming for food, clothing, and shelter products (T4.3-5.d)
Common Core Connections
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
3-LS1: From Molecules to Organisms: Structures and Processes
3-LS1-1Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
4-LS1: From Molecules to Organisms: Structures and Processes
4-LS1-1Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
5-LS1: From Molecules to Organisms: Structures and Processes
5-LS1-1Support an argument that plants get the materials they need for growth chiefly from air and water.