REAP Farm to School Lessons Seeds and Soil · 2018. 1. 25. · Project the soil infographic poster pdf on page 17 for the class to see and ... REAP Farm to School Lessons - Seeds

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REAP Food Group www.reapfoodgroup.org

Madison’s Farm to School Program is a project ofAmeriCorps Farm to School

R E A P Fa r m t o S c h o o l L e s s o n s

Seeds and Soil

L e s s o n O v e r v i e wThis lesson covers the basic elements seeds need in order to survive. Students will learn about different types of soil and which soil is the best for sprouting seeds. Students will also start their own seeds and discover what it takes to maintain growth in to a plant.

O b j e c t i v e sStudents will learn1. What seeds need in order to survive and grow (Next Generation Science

Standards K-LS1-1 and 2-LS2-1; WI Standards for Agriculture, Food and Natural Resources PS1.d.2.e, PS2.a.1.e, PS3.a.1.e, and PS3.a.2.e; WI Science Performance Standards C.4.2, F.4.1, and F.4.2)

2. To observe seed and plant growth and changes in seed and plant characteristics (WI Standards for Agriculture, Food and Natural Resources PS1.b.2.e and PS1.d.1.e)

3. To describe soil and compare and contrast different soil types (WI Standards for Agriculture, Food and Natural Resources ESS2.b.1.e; WI Science Performance Standards E.4.2)

L e s s o n IntroductionHave a short discussion about seeds. Ask why seeds are important and why we needs seeds. Lead this topic into a conversation about what seeds need to grow and what seeds end up growing into.

Activities-Types of soil-What is in soil?-Nutrients Seeds Need-Seed Race-Read a Book-What Does a Seed Do?-Observing Seeds

ConclusionConclude this lesson by reiterating the importance of healthy soil that ultimately creates the space for seeds to sprout and grow into plants. Even though seeds look very different from one another, they all need the same conditions for growing and in optimal growing conditions will flourish into a plant for eating or for viewing.

S n a c k s u g g e s t i o n s

The snack for this lesson should be a seed. -Popcorn is a great seed snack to use. Eat plain or bring seasonings for students to try (cumin, salt, pepper, cinnamon, chili powder, honey, etc)

B o o ks u g g e s t i o n s

-The Tiny Seed by Eric Carle

-How a Seed Grows/Cómo crece una semilla by Helene J. Jordan

-A Fruit is a Suitcase for Seeds by Jean Richards

-Sophie’s Squash by Pat Zietlow Miller & Anne Wilsdorf

-Plant Life Cycle Creative Movement-Seed Germination Time Lapse-Grassy Noggins-Starting Seeds (In Cell Flats)-Starting Seeds (In Paper Towels)-Bean Babies

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R E A P Fa r m t o S c h o o l L e s s o n s - S e e d s & S o i l R E A P Fa r m t o S c h o o l L e s s o n s - S e e d s & S o i l

Keep in mind that these lessons are best formatted to a 45 minute time slot. The approximate activity time can be adjusted to your preferences. It is suggested that you choose one introduction option to pair with a few activities. Happy planning!

Materials Checklist• snack•••••••

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Introduction

Activity 1 _________________________________________

Activity 2 _________________________________________

Activity 3 _________________________________________

Conclusion

Seeds and Soil - Lesson Planning

Notes

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Seeds and Soil - Introduction

Have a short discussion about seeds. If the students are already familiar with the six plant parts, ask the group to come up with each plant part and review the role of each plant part. Explain that the seed contains the “DNA” of the plant and is the source of first nutrients for growth.

Ask students why seeds are important and why we needs seeds. What do seeds turn into?

Ask students what seeds need to grow. Discuss the importance of sunlight, and water for living things. Tell the students that soil is important to seed growth as well. This lesson will cover the importance of soil quality and the other factors that have an impact on seed growth.

Using the soil poster as a reference, discuss the different types of soil.

-Clay is made up of many tiny particles. It holds water and nutrients very well and it is hard to air to pass through. Clay is heavy, dry and compact. Examples of plants that grow in clay are peas, tomatoes and peppers.

-Silt feels very smooth. It is very fertile and compacts easily. Almost all fruit and veggies will grow in silt!

-Sand is made up of large particles. It is difficult for plants to grow in sand because there is a lot of space between particles. This makes it difficult for plant roots to take hold and for water to be retained. There are a few plants that succeed in growing in soil like watermelon, peanuts and peaches.

-Loam is a combination of clay, silt and sand which makes perfect growing conditions for plants. Loam soil retains water and nutrients well.

Pass around jars of different soil types either during this discussion or after.

S u p p l i e sSoil posterJars of different soil types

T y p e s o f S o i l ( g r k - 5 )

Seeds and Soil - Activities

Time - 10 minutes

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R E A P Fa r m t o S c h o o l L e s s o n s - S e e d s & S o i l



W h a t i s i n s o i l ? ( g r 3 - 5 )Project the soil infographic poster pdf on page 17 for the class to see and discuss the components of soil.

The expanded version of this infographic can be found at http://www.nrcs.usda.gov/Internet/FSE_DOCUMENTS/stelprdb1186187.pdf

Use these comparisons to help students understand what is in soil: -Soil has the same percent of water as human bones.-The percent of bacterial in one teaspoon of soil is the same as the population of the US, France and Spain combined.-The microbes in 1 acre/foot of soil weigh 2 cows, (3,000 pounds) which is about 430 students. (Compare this to how many students are at your school)-Earthworms eat a hippo’s worth of dry matter per acre every year.-In 35 years, the soil will have to feed 2 billion more people than are on the planet right now.

These facts may seem abstract, but by comparing them to situations or things kids are familiar with will help make the connection that there are many living things in the soil and it is very important to keep the soil healthy.

S u p p l i e sSoil infographic pdf andComputer and projector

Time - 10 minutes

N u t r i e n t s S e e d s N e e d ( g r k - 5 )Use the nutrient pdf on page 18 to discuss the components plants need to survive and grow.

Here are suggested main points to cover:

-Plants give off oxygen that we breath, while we exhale carbon dioxide that plants need to grow. We both work together!

-Light energy (the sun) helps the plant get nutrients it needs to grow.

-In the soil there is Nitrogen, Phosphorous, and Potassium, (N, P, K) which are essential to the growth of plants. They are the most important elements in the soil because plants need those chemicals to survive.

-There is also water in the soil which plants need in order to survive.

S u p p l i e sNutrient poster

Time - 10 minutes

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S e e d R a c e ( g r 3 - 5 )Separate students in five groups and assign each group conditions 1-5. Pass out supplies as needed.

-Condition 1: Place a paper towel in a Petri dish with a pinch of seeds.-Condition 2: Place a paper towel dipped in water into a Petri dish with a pinch of seeds.-Condition 3: Place a paper towel in a Petri dish with a pinch of seeds and a little soil, but no water.-Condition 4: Place a paper towel dipped in water in a Petri dish with seeds and a little soil. -Condition 5: Place a paper towel dipped in water in a Petri dish, add seeds, and then cover case with a larger opaque object that will not allow light to come through.

Use the Seed Race Chart to make predictions about which condition(s) will allow the seed to sprout.

Check back in a week and record the actual results on the Seed Race Chart.

Discuss the similarities and differences in the conditions and which condition is best for sprouting seeds.

Students should observe that for the conditions that included water, all of the seeds sprouted!

*Note: This lesson can be adapted so that once seeds have sprouted, they can be planted in your school garden or students can take the sprouted seeds home and take care of the sprouts themselves. Use egg cartons instead of Petri dishes, that way the carton can be planted directly in the soil. Use the chart on page 16 to record observations while growing sprouts.

S u p p l i e s-Petri dishes or egg cartons-Radish seeds (or a fast sprouting seeds)-Paper towel-Paper bag-Seed Race Chart (see page 9)-Seed Race Conditions (see page 10)

Time - 20 minutes

S u p p l i e s-The Tiny Seed by Eric Carle

Time - 10-15 minutes

Gather students and The Tiny Seed.

Ask thought provoking questions:-How do seeds get around? Can they move on their own? What helps them move? -Where do seeds live? When they’re done traveling, where do they stop? -What happens to the seed after the sun and rain come? What does it turn into? -Who visits the seed when it becomes a flower?-What happens to the flower when Fall comes? (it becomes lots of seeds!)

R e a d A B o o k ( g r k - 2 )

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W h a t d o e s A S e e d D o ? ( g r k - 2 )In this activity, students will take a closer look at how seeds behave and have a chance to act out being a seed.

Watch one or two seed time-lapse videos.

While the videos are being watched point out how seeds first sprout with the root first then the leaves. After, the plant grows the quickest when it is day time and if it receives water.

Gather students so that each person has enough room to stick out his or her arms. Go through the different stages of how seeds sprout!

Start in a crouched position and stick out a leg to represents the root. Start to stand up and stick out arms to represent the leaves. Keep standing up and reach tall like a growing sprout.

This activity can be done without watching the videos if there is not access to a computer and projector. Use white board/chalk board to draw out a seed sprouting. See page 11 for the different seed stages.

This activity can be adapted for older grades by only watching the videos.

After the activity, have the students complete the worksheet on page 7.

S u p p l i e s-Projector and computer-Worksheet page 7

Time - 10 minutes

S u p p l i e s-Loose seeds-Seeds in sealed bags-Paper plates


Have students seated at their tables/desks and pass out paper plates with a handful of seeds. Explain that these seeds need to stay on the plate, but students are allowed to touch them and should observe their shapes and sizes.

Gather the seeds and the paper plates and pass out sealed bags of seeds. Discuss the similarities and differences between the seeds.

Points to cover:-Smooth edges vs rough edges-Oval vs round-Big vs. small

O b s e r v i n g S e e d s ( g r k - 2 )



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P l a n t L i f e C y c l e C r e a t i v e M o v e m e n t ( g r k - 2 )

Objective:Get up and move! Reinforce and understand plant life cycle through creative movement.

Directions:Instruct students to start as seeds on the ground (crouch down/curl up to demonstrate). Lower your voice since we’re underground, where it’s quiet and dark. Now, the rain starts to fall (you can rub your palms gently together for a rain noise, or gently tap your fingers on the students’ backs like raindrops). And the seeds begin to grow roots (stick out one leg). And more roots (other leg). And the stem begins to uncurl and shoot up towards the sun! The plant grows a stalk. The plant grows leaves. The plant grows bigger and bigger and reaches up to the sun! Along comes the wind and the plants sway back and forth. The plant grows a flower (frame face with hands) and a bee/butterfly comes to drink nectar and gather pollen (you go through circle buzzing, or gently flapping butterfly wings). Now the flowers are pollinated and become fruits (frame body with curved arms). And inside the fruits… are seed! (drop back to the ground).

You can repeat this as many times as you like. Try variations in speed or volume for interest.

Time - 5 minutes

S u p p l i e s- Access to computer with inter-net and projector. - Videos:Bean: https://www.youtube.com/watch?v=oDBX2gCXxYwRadishes: https://www.youtube.com/watch?v=S6M_y9Q1kEQ

Time - 5-12 minutes

Objective:Visualize and understand intuitively how a seed grows.

Directions:(2 min) Watch a seed growth time lapse video together. Encourage them to watch quietly.(1 or 2 min) Pair share / small group share: What part grew first? What movements did you observe? What colors?(2 min) Ask three people to share with the class what they and their partner/small group observed.

If desired, repeat this with another time lapse video.

S e e d G e r m i n a t i o n T i m e L a p s e ( g r k - 5 )

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G r a s s y N o g g i n s ( g r k - 2 )Objective:Fun activity to observe seed/plant growth and exercise creativity. Works well at events.

Preparation:It’s nice (though not essential) to have some finished examples of grassy noggins to help illustrate concept.

Directions:Set up a decorating station and a planting station. Students first decorate a cup with a face (animal faces welcome), then fill the cup with potting soil, cover the top with a layer of grass seeds, and water. As you keep watering at home and the seeds sprout, the growing grass will be the hair of the grassy noggin.

S u p p l i e s- Plastic cups- Potting soil- Grass seed (REAP office has some, or you can find affordable annual ryegrass at Jung’s)- Spray bottle of water or small watering can- Decorating supplies: colored paper, felt, scissors, markers, cray-ons (be aware of melting risk if you do this activity outside), glue sticks, school/elmers glue, googly eyes, stickers, etc.



S t a r t i n g S e e d s ( i n c e l l f l a t s ) ( g r 3 - 5 )Objective:Practice knowledge of seed and plant needs by starting seeds. Learn kinesthetically and create transplants for school garden.

Directions:Demonstrate seed starting in containers once through for whole class. Include where to put container once it is planted. Divide class into groups (by table, for example) and distribute supplies. Or, you can set up big containers of all the supplies at different stations on a ground tarp.

Follow-up:You can either have students take their container home and care for it themselves, or take the whole class’s started seeds with you to improve chance of germination and survival. The latter strategy works well if you intend to later plant these seeds with the students in their school garden.

S u p p l i e s- Cell flats cut into pieces with 4 or 6 cells (one piece per student, with each student planting multi-ple cells)- Potting soil- Seeds- Optional: popsicle sticks and markers for students to mark what they’ve planted.- Spray bottle or watering can to water in seeds- If working inside, a tarp!



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S t a r t i n g S e e d s ( i n p a p e r t o w e l s ) ( g r 2 - 5 )

Objective:Practice knowledge of seed and plant needs by starting seeds. Learn kinesthetically and create project to take home.

Directions:Demonstrate method once all the way through, then send students to tables and get started.

Method: Write your name on a plastic bag. Take a piece of paper towel and fold it in half like a book. Open it up again and you will see the line you made on the towel by folding. Raise your hand so I know you’re ready. Take a pinch of radish seeds from the teacher, and put them in the middle of your “book”. Close the cover. We don’t want the seeds to fall out either side, so fold the sides to the middle. We don’t want them to fall out the top either, so fold the top down too. Now you’re ready for water. When the teacher comes around, they will spray the seed packet so the seeds are moist. Tuck the moist seed packet into your bag, and put the bag in your desk/cubby to take home at the end of the day.

Note 1: you might want to make one or two to leave in the classroom so everyone can watch (in case students lose their own packet or forget to take home).Note 2: You may want to go over where to put the seed packet and how to take care of it. Students will probably suggest a well-lit location, but to germinate warmth is more important than light. A winter window, though bright, is generally very chilly. You might ask a few students (by way of raised hands) to share somewhere warm in their home to put the seed packet. The seed packets should stay moist, but not puddly. Check how wet the towel is every couple days, and re-water as necessary.

S u p p l i e s- Quick germinating seeds such as radishes- Small plastic bags (sandwich baggies work well)- Paper towels- Spray bottle with water

Time - 15 minutes


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B e a n B a b i e s ( g r 2 - 5 )

Objective:Practice knowledge of seed and plant needs by starting seeds. Learn kinesthetically and create project to take home.

Directions:You can either punch holes in the baggies and string them into necklaces ahead of time or do it as part of the activity, depending on how much time you have. Explain directions to the class before passing out materials.

Before beginning, discuss what seeds need to grow. Explain that we will be growing bean sprouts using moisture from a cotton ball and the heat of our bodies to create a miniature greenhouse. These necklaces can also be hung in a window at home. Seeds should take approximately one week to sprout, depending on the bean. Explain that if they want their bean to continue growing, they need to plant it in soil.

Distribute supplies to the class (one bean, one piece of yarn, one baggie, and one cotton ball per student). Have one cup of water per table or pod or bring water from group to group. First, have the students get their cotton balls wet. Make sure to have them squeeze out the cotton ball over the bowl of water, so the cotton ball is not too wet. Then have them place the cotton ball in the baggie with the bean. Make sure the bean and cotton ball are touching.

Follow-up:Tell students to observe their bean over the next week and report back at the next lesson. You could create an observation journal for them to fill out. An additional activity could be planting their bean sprouts or having a class bean plant to observe each week.

S u p p l i e s- Beans - Small ziplock baggies- Hole punch- Yarn- Cotton balls- Cups/bowls for water



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Draw a line from the seed to its matching fruit or vegetable!

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Draw a line from the seed to its matching fruit or vegetable!

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Condition Description Predictions Observations

1 Seeds and light 2 Seeds, water, and light 3 Seeds, soil, and light 4 Seeds, water, soil, and light 5 Seeds, water, and no light

Condition Description Predictions Observations

1 Seeds and light 2 Seeds, water, and light 3 Seeds, soil, and light 4 Seeds, water, soil, and light 5 Seeds, water, and no light

Seed Race Chart

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Seed Race Conditions Condition 1: Place a paper towel in a Petri dish with a pinch of seeds.

Condition 2: Place a paper towel dipped in water into a Petri dish with a pinch of seeds.

Condition 3: Place a paper towel in a Petri dish with a pinch of seeds and a little soil, but no water.

Condition 4: Place a paper towel dipped in water in a Petri dish with seeds and a little soil.

Condition 5: Place a paper towel dipped in water in a Petri dish, add seeds, and then cover case with a larger opaque object that will not allow light to come through.












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Image found on google images

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R E A P Fa r m t o S c h o o l L e s s o n s R E A P Fa r m t o S c h o o l L e s s o n s - S e e d s & S o i l

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R E A P Fa r m t o S c h o o l L e s s o n s R E A P Fa r m t o S c h o o l L e s s o n s

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R E A P Fa r m t o S c h o o l L e s s o n s

Phosphorous (P)

Nitrogen (N)

Potassium (K)

https://upload.wikimedia.org/wikipedia/commons/d/db/Photosynthesis.gif

Documents

REAP Farm to School Lessons Seeds and Soil · 2018. 1. 25. · Project the soil infographic poster pdf on page 17 for the class to see and ... REAP Farm to School Lessons - Seeds