Agricultural Literacy Curriculum Matrix
Search Lesson Plans & Companion Resources
The Case of the Missing Pumpkin
K - 2
Students will investigate the life cycle and decomposition of pumpkins.
- Jack-o-lantern with seeds and fibrous strands intact
- Pumpkin Jack by Will Hubbell
- Pumpkin Science Journal
- Mini pumpkins, 1 per student or larger pumpkins, 1 per group (with the tops of the pumpkin removed)
- Potting soil
- Garden trowels or spoons
- Pumpkin Science Journal
- Life Cycle of a Pumpkin by Ron Fridell and Patricia Walsh or Pumpkins by Ken Robbins
- White paper plates, 2 per student
- Black and orange markers or crayons
- Green yarn, 1 arm-length per student
- Brown, green, yellow, and orange construction paper
- Great Pumpkin Paper Patterns
- Hole punch
Essential Files (maps, charts, pictures, or documents)
bacteria: a group of single-celled living things that cannot be seen without a microscope that reproduce rapidly and sometimes cause diseases
decomposer: an organism that feeds on and breaks down dead plant or animal matter
decomposition: the breakdown of plant or animal matter, the process of decay
fungus: any one of a group of living things (such as molds, mushrooms, or yeasts) that often look like plants but have no flowers and that live on dead and decaying things
humus: a brown or black material in soil that is formed when plants and animals decay
nutrient: a substance that plants, animals, and people need to live and grow
phenomenon: an observable event which is not man-made; plural form is phenomena
pumpkin: a large, rounded fruit with a thick rind, edible flesh, and many seeds
Did you know? (Ag Facts)
- Pumpkins are 90% water, high in fiber, and contain potassium and Vitamin A.
- Pumpkin flowers are edible.
- The town of Goffstown, New Hampshire holds an annual pumpkin regatta each October. Giant pumpkins are hollowed out to make room for a single passenger to race down the Piscataquog River.
Background Agricultural Connections
Interest Approach – Engagement
- Ask the students if they have ever carved a pumpkin into a Jack-o-lantern.
- Have the students predict what they think would happen to a Jack-o-lantern if they kept it until the next summer.
- Read the book Sophie's Squash by Pat Zietler Miller. Discuss with the students what happened to Sophie's squash. Could that happen to a pumpkin?
Activity 1: Decomposing Pumpkin
- Read the book Pumpkin Jack by Will Hubbell. Use information from the book and the Background Agricultural Connections section of this lesson to discuss the phenomenon of decomposition.
- Tell the students that they are going to have the opportunity to observe the decomposition of a pumpkin. Show the students the aquarium or "decomposition tank." Explain to the students that the decomposition tank needs fresh soil from nature that contains decomposers (insects, fungus, and bacteria). Take them outside to collect soil from an area on or near the school, or obtain compost from a local nursery. Collect enough soil to fill 3-4 inches of the aquarium.
- Ask the students how they will measure the observable changes that will occur in their pumpkin. Have the students record the characteristics of the pumpkin before it is placed in the decomposition tank. Students can draw a picture of the pumpkin and record the date, size, shape, and color of the pumpkin in their Pumpkin Science Journals.
- Place the pumpkin into the soil so that it is partially buried. Moisten the contents of the aquarium with a spray bottle to simulate rain and cover the tank with several layers of plastic cling wrap. Tape the edges with packing tape.
- Each week the students will record observations in their journals. Instruct them to make note of any significant changes, such as mold growth or a pumpkin seed that begins to sprout. Have the students work in small groups to interpret the results of their observations and draw conclusions about the decomposition process.
- As the investigation draws to a close, brainstorm ways the decomposition process could be sped up or slowed down. As an extension activity, students can design their own investigations, such as comparing the decomposition rate of different organic substances or observing how the decomposition process is affected by altering the variables of temperature, light, or water.
Activity 2: Pumpkin Planters
- Provide each student with a mini pumpkin or place students in groups with one larger pumpkin per group. Tell the students that you
are curious to know if a pumpkin can grow inside of a pumpkin. Conduct a class poll to determine how many students predict yes and how many predict no. Invite students from both sides to share why they answered yes or no.
- Ask the students, "What is needed to grow a pumpkin?" (a pumpkin seed, light, the proper temperature, air, and water) "Where do pumpkin seeds come from?" (a pumpkin)
- Have the students use garden trowels or spoons to fill their pumpkins with potting soil. Water the soil and place the pumpkins in a sunny spot. Ask the students if their pumpkin seeds have what is needed to sprout and grow into a pumpkin plant.
- Each day, have the students observe their pumpkin plants and record observations in their Pumpkin Science Journals.
Activity 3: The Great Pumpkin
- Read the book Life Cycle of a Pumpkin by Ron Fridell and Patricia Walsh or Pumpkins by Ken Robbins.
- Use the students' experiences of sprouting a pumpkin seed and investigating a decomposing pumpkin (in Activities 1 and 2) to discuss the life cycle of a pumpkin plant. Include the following points in the discussion. First, the seed is planted. From the seed a plant sprouts, growing leaves and then flowers. From the flowers, small green pumpkins form. When the pumpkins are ripe, they turn orange and can be harvested. Inside of the ripe pumpkin are many seeds which can be planted to start the cycle again. Pumpkins left in the field will decompose leaving seeds that can sprout and grow into a new pumpkin plant the following year, continuing the pumpkin's life cycle.
- Provide each student with the art items listed in the Activity 3 Materials List. Explain to the students that they will be creating a model of the pumpkin's life cycle.
- Have each student draw a Jack-o-lantern face with a black marker or crayon on the back of one of the paper plates. Color the rest of the plate and the back of the second plate orange.
- Trace the paper patterns onto the construction paper using the appropriate colors. Another option is to copy the pattern directly onto the construction paper. Cut the shapes out and punch a hole in the top of each one.
- Thread the yarn through the holes of the seed, leaf, flower, green pumpkin, and
orange pumpkin in the correct order of their formation on the pumpkin plant. Tie a simple knot at the top of each plant part.
- Staple the end of the yarn closest to the orange pumpkin shape to the front of the plate without the face.
- Staple the paper plates together around the edges with the orange sides facing out. Leave a gap on one side of the pumpkin to pull the seed, leaf, flower, and growing pumpkins out with the piece of yarn. Slide the string of plant parts into the center of the Jack-o-lantern.
- The students can practice describing the life cycle of the pumpkin by slowly pulling the seed, leaf, flower, and growing pumpkins from the Jack-o-lantern.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Decomposition is a natural process through which nutrients are recycled back into the soil.
- Plants need air, water, light, and nutrients to grow.
- The life cycle of a pumpkin begins and ends with a seed.
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Discuss options for reusing leftover pumpkins. Make a pumpkin bird feeder.
Watch a giant pumpkin grow from a tiny seed in the video Giant Pumpkin Time Lapse or watch a time lapse video of pumpkins growing on a farm in the video, A Pumpkin's Life. Create your own time lapse video of pumpkin seeds sprouting or a pumpkin decomposing.
Create a compost pile on the school grounds. Add different types of organic substances to see which items decompose the fastest. Discuss how composting is a way to recycle food waste and limit the amount of garbage that is sent to the landfill. (Note: Do not use meat, dairy products, or any fatty material in the compost pile.) See Backyard Composting, Worms Eat My Garbage, or How to Compost for more guidance on starting your own compost pile.
Suggested Companion Resources
- How Many Seeds in a Pumpkin? (Book)
- Leaf Litter Critters (Book)
- Pumpkin Circle: The Story of a Garden (Book)
- Pumpkin Jack (Book)
- Seed, Sprout, Pumpkin, Pie (Book)
- The Life Cycle of a Pumpkin (Book)
- The Pumpkin Book (Book)
- All About the Pumpkin Video (Multimedia)
- Pumpkin: How Does it Grow? (Multimedia)
- Pumpkin Reader (Booklets & Readers)
State Standards for Utah
Kindergarten: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 1Investigate living things. Meeting one or more of the following indicators: b) Compare and contrast young plants and animals with their parents. c) Describe some changes in plants and animals that are so slow or so fast that they are hard to see (e.g., seasonal change,“fast” blooming flower, slow growth, hatching egg).
Objective 2Describe the parts of living things. Meeting one or more of the following indicators: b) Identify major parts of plants, e.g., roots, stem, leaf, flower, trunk, branches. c) Compare the parts of different animals, e.g., skin, fur, feathers, scales; hand, wing, flipper, fin.
Grade 1: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 2Living things change and depend upon their environment to satisfy their basic needs. Meeting one or more of the following indicators: a) Make observations about living things and their environment using the five senses. b) Identify how natural earth materials (e.g., food, water, air, light, and space), help to sustain plant and animal life. c) Describe and model life cycles of living things.
Grade 2: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 2Identify basic needs of living things (plants and animals) and their abilities to meet their needs. Meeting one or more of the following indicators: a) Communicate and justify how the physical characteristics of living things help them meet their basic needs. b) Observe, record, and compare how the behaviors and reactions of living things help them meet their basic needs. c) Identify behaviors and reactions of living things in response to changes in the environment including seasonal changes in temperature and precipitation.
Agricultural Literacy Outcomes
Plants and Animals for Food, Fiber & Energy
- Explain how farmers work with the lifecycle of plants and animals (planting/breeding) to harvest a crop (T2.K-2.a)
- Identify the importance of natural resources (e.g., sun, soil, water, minerals) in farming (T2.K-2.e)
Agriculture and the Environment
- Describe how farmers use land to grow crops and support livestock (T1.K-2.a)
- Describe the importance of soil and water in raising crops and livestock (T1.K-2.b)
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.
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.
Writing: Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
2-LS2: Ecosystems: Interactions, Energy, and Dynamics
2-LS2-1Plan and conduct an investigation to determine if plants need sunlight and water to grow.
K-LS1: From Molecules to Organisms: Structures and Processes
K-LS1-1Use observations to describe patterns of what plants and animals (including humans) need to survive.