Seed Starting Workshop
K-4
School Garden Teacher Information Sheet
Presenter: Richard Price
Saturday, February 22, 2014
Common Core Standards Addressed: Other standards may also be used
Science K.LS1.1 Use observations to describe patterns of what plants and
animals (including humans) need to survive.
Science 1.L2.2 Summarize the basic needs of a variety of different animals
(including air, water, and food) for energy and growth.
Science 3.L2.3 Understand how plants survive in their environments- Summarize
the distinct stages of the life cycle of seed plants
ELA K.RL.7 With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts).
ELA 1.SL.6 Produce complete sentences when appropriate to task and situation
ELA K.SL.2 Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
ELA K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
ELA 1.W.3 Write narratives in which two or more appropriately sequenced events are recounted including details
ELA 1.W.8 With guidance and support from adults, recall information from experiences
ELA 2.L.5.a Identify real-life connections between words & their use
ELA 3.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
ELA 3.SL.4 Report on a topic or text with appropriate and relevant, descriptive details, speaking clearly at an
understandable pace
ELA 4.Sl.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
ELA 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats.
MATH K.CC.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number
of objects in another group, e.g., byusing matching and counting strategies. (Groups with up to 10 objects)
MATH K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the
categories by count
MATH 3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal
parts; understand a fraction a/b as the quantity formed by a parts of size 1/b-number of seeds that did germinate out
of total planted
Objective: To understand what seeds need to grow into plants and what plants need to grow
Materials:

Wide-mouth mason jars (1 per group)

Potting soil, small baskets

Different types of bean seeds

Black construction paper, tape, and markers

Spray bottle

Newspaper

Garden journals and pencils
Book suggestions for this topic:
Seeds! Seeds! Seeds! by Nancy Elizabeth Wallace
How a Seed Grows by Helene J. Jordan
From Seed to Plant Paperback by Gail Gibbons
Vocabulary:
Germination
Seed
Seed coat
Seed embryo
Food store
Plant
Need
Procedure Pre-Planning:

Divide students into small groups depending on total number of students and age of the children. Arrange the
classroom so that each group has a small area to work, either on the floor or table top and desks. Cover the work
surface with newspaper. Moisten potting soil and divide it into smaller baskets. Place baskets in each work
space.

Split a few bean seeds in half and place in a small containers. Set containers aside for Part 1.

If working with multiple bean seed varieties, place seeds in tiny envelopes and label them
Engage:
As a class, generate a list of human needs for survival. From that list, identify the following: “What are the most
essential needs?” (food and water). “What are other important needs?” (shelter, clothing, community, etc.) As a class,
rank needs in order of importance. “Plants and humans have some basic needs in common. What basic needs do
plants share with humans?” Circle shared needs on the list. “As you know, human beings start their lives on a diet of
milk, followed by liquid, then solid food. Similar to humans, plants have different needs during different stages of their
lifecycle.” Transition to Part 1.
Explore:
Part 1: Prepare Seed Sprouting Jars

Have students move into their small group workspace. “What do plants need to grow?” As a class, generate a
list of plant needs on the board. “Today we are going to learn about plant needs for germination and growth.”
Define germination.

Introduce bean seed. On the board, draw a diagram on the seed and label seed parts. “The seed coat is the
outermost layer of the seed. The inside of the seed contains and embryo and a food store.” Pass around the split
bean seeds for groups to examine. “Under the right conditions, the embryo will grow into a new plant.” Explain
seed needs for germination. Mention planting depth-some seeds need to be planted deeper than others and
temperature range-some seeds will germinate in cooler weather while others require higher soil temperatures to
begin the process.

Pass out mason jars to each group. Instruct students to fill the jars nearly to the to with potting soil. As they work,
remind students to gently shake the jars to settle the soil. When all groups have finished, explain planting
procedure. “Plant seeds directly against the glass of the mason jar. You will plant three seeds per container, all
at different depths.” Using a mason jar, demonstrate how to plant seeds at different depths.

Once students have planted seeds, instruct them to lightly pat down on the soil and water well. Then,
demonstrate how to wrap a piece of black construction paper around the jar. “First, label your construction paper
with a piece of tape. Include names of group members, date, and type of seed planted. Then, wrap paper around
the jar and secure with tape.”

“What changes do your predict will take place over the next week?” Make a list as a class. Place jars in a warm
location and water daily. Students should visit jars daily and record using drawings or written words any
developments in their garden journals.
Part 2: Examine Sprouted Seeds (1 week later)

Gather in groups. Take out mason jars and examine sprouted seeds. “How many seeds did you plant? How
many germinated successfully? For the seeds that did not sprout, what do you think the problem was?” Review
seed needs for germination. Explain the importance of maintaining proper planting depth. “Plants only have so
much energy contained in their food store.”

Have students document how many of the seeds planted germinated from their group’s mason jar or the total
seeds that germinated from all the mason jars combined.

“What new plant parts have formed above ground?” Make a list as a class. Remove construction paper and
examine seeds on the inside of the glass. “What new plant parts have formed below ground?” Draw a diagram
on the board illustrating parts of a sprouted seed. “What do plants require in order to sustain growth over
time?” (sun, soil, water, and air). Reserve some seedlings for continued growth and observation.

Have students document with illustration and/or description what occurred at 1 week later and additional time
intervals as lesson time permits.
Explain:
Seed Needs for Germination
A seed contains the beginnings of a new plant. In simple terms, seeds contain three main parts – the outer seed coat,
an embryo (or immature plant) and a large food store. Seeds remain in a stage of dormancy until presented with the
proper conditions for germination. In order for seeds to successfully germinate, they require water, oxygen, and the
appropriate temperature range. A seed’s optimal temperature range depends of the type of plant. Spinach seeds can
germinate under cooler conditions, while tomato seeds require warmer temperatures. Once environmental conditions
are favorable for germination, the protective seed coat begins to dissolve and the embryonic root (also called the
radicle) emerges from the seed. As this root grows downward in search of water and soil nutrients, two aboveground
plant parts emerge – the stem (hypocotyl) and seed leaves (cotyledons). Once a seed exhausts its food store, it is
considered an established seedling. From here on out, the plant is on its own.
Plant Needs for Growth
Once a plant is established in the soil, its needs change. In order to sustain growth over time, seedlings require
adequate access to sun, soil, water, and air. If any of those essential elements are missing, the plant will not survive.
Plants require sunlight in order to produce food through photosynthesis. Soil supplies the plant with water and
mineral nutrients for growth. Plants use water to transport nutrients between the root system and leaves. Plants
require carbon dioxide present in the air for photosynthesis. Other important factors also affect growth, such as
proper spacing and a plant’s preferred temperature range. Give plants what they need and they will give back!
Elaborate:
Assign each group with a unique set of experimental variables. For example, only some groups supply their seeds
with water. Or, place some seeds in hot environmental conditions (heat lamp) and others in cooler ones (the fridge/
freezer). Try germinating seeds in an environment devoid of oxygen, such as a sealed mason jar. Part 2: Once
seedlings germinate, place them in different environmental conditions. What happens to the plant when you take
away sun, soil, water, or air? Discuss results.
Evaluate:
What three things do seeds require in order to germinate? What four things do plants require in order to grow?
Are there any other environmental factors that are also important?
Lesson adapted from Edible Schoolyard Pittsburgh