Name: Catherine Hawkins
School; Conway Elementary
Grade Level: K-6
Work phone; 603-447-3369
Location of Externship: Bittersweet Greenhouse

Lesson Description: You Can't Choose a Seed by Its Cover! Students will participate in choosing different seeds to plant in various containers and be responsible for their care. They will describe changes and outcomes.

Subject Areas: Math, Language Arts, Science

Standards Addressed:

Math: 2b Students will recognize, develop and explore mathematical connections. Recognize and use mathematics in their daily lives (i.e. counting out seeds or pots; measuring dirt, etc.)

-4d Students will name, describe, model, classify and compare geometric shapes (i.e. sorting various containers)

-4c Students will develop an understanding of measurement and systems of measurement (i.e. measuring dirt, water, understanding concept of time and temperature)

-5a Students will use data analysis, statistics and probability to analyze given situations

-6a Students will recognize patterns

-7a Students will be able to use concepts about mathematical change in analyzing patterns (i.e. comparing growth patterns)

Language Arts: Curriculum Standard Students will demonstrate the interest and ability to read age-appropriate materials fluently, with understanding and appreciation (i.e. Reading basic instructions, either print or graphic form)

-Curriculum Standard 2 Students will demonstrate the interest and ability to write effectively for a variety of purposes, (i.e. Writing a sequence of what happened, either print or graphic)

-Curriculum Standard 3 Students will demonstrate the interest and ability to speak purposefully and listen and view attentively (i.e. Listening and looking at initial instructions; explaining to class their outcomes.)

Science: 3a. Students will demonstrate an increasing ability to recognize patterns and products of evolution (i.e. Differences in leaf shapes of different plants).

-3b. Students will demonstrate an increasing ability to understand how environmental factors affect all living systems (i.e. What happens if plant doesn't receive water or too little sun?).

-6a. Students will demonstrate an increasing ability to recognize parts of any object or system (i.e. Name different parts of plant).

Resources Needed:
-plastic pots and six packs
-variety of seeds (marigold, nasturtium, tomato, cress, etc.)
-potting soil
-sunny windowsill or plant stand with grow lights
-labels
-paper for charts, directions, graphs, etc.
-watering can
-large tub and access to hose (optional)
-bleach

Explain to students that this will be a long term project and they will be directly responsible for the final outcome. They will be able to choose what kind of plant (or two) they would like to grow, but at the end of the project they will have to tell the class: WHAT (the plant is); WHO (the plant is for), WHY (they chose that particular one) and HOW (successful they were).

If you have access to a large quantity of old plastic flower pots and six packs, this is a handy lesson in recycling, as well as counting, sorting and just fun "water-play." Pre-used containers should be washed in a solution of 10 parts water to 1 part bleach (good for measuring skills) and then rinsed in plain water. (If containers are very dirty, rinse before and after the bleach solution wash.) Have students figure out an "assembly line" method of working together. At the end of the line will be the ''sorters," who stack the pots and packs according to size and shape. (Some pots are square; some are round; some packs have 6 openings; some have 4, etc.) If you have very large quantities of containers, you can group like attributes by 5's or 10's, etc. If your classroom or school doesn't have the facilities for this, you'll have to do this on your own or buy new containers!

Once containers are cleaned and sorted, present a variety of seeds to students and explain how they, too, come in a variety of different sizes and shapes. Explain how some seeds take a very long time to sprout (nasturtiums) and others are quicker (marigolds, tomatoes, cress); how some produce a flower and some produce something to eat. Emphasize the ''easy" seeds for growing indoors.

Model for the class how to choose an appropriate container, fill it with potting soil, water it and plant the seed(s). Label appropriately and place in a sunny window or under plant lights. As well as the visual demonstration, have directions printed and/or in graphic form for students to reference.

Each student should have his own journal of WHAT he planted; WHERE he put it; WHEN he watered it; it sprouted; leaves appeared, etc. Observations should be made about colors, sizes and shapes of various plant parts and these could be shared with the class in a chart or graph form. (How many plants have green stems; red stems; how many plants have pointed leaves; round leaves; etc.)

Students will be able to assess their work by observing their final product and the notes they have taken as they go along. A poor final product may not necessarily be the fault of the student-perhaps he chose a "fussy" plant that is difficult to grow inside. However, if he has nothing to show at the end, but also no record of ever watering his plant, a different conclusion may be drawn.

Aside from all the math, science and language objectives met in this lesson, it is hoped that the students will learn a good bit about personal responsibility.