Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 2nd grade (Year 3 in England) · 30 minutes

Seeds, bulbs and germination

Plants

CCSS NGSS.2-LS2-1England: KS1 Y2 Plants

Objective and success criteria

Students will: Seeds, bulbs and germination.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: What plants need to grow

Leads to: Life cycle of a flowering plant; How seeds travel: wind, water, animals and bursting pods

Materials: Real plants or seeds, Hand lenses, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (What plants need to grow). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which of these does a plant need to grow well? (loud music / light / darkness all day / sweets) → lightPrompt: What does a plant get from the Sun?
  2. What plants need: which statement is true? (Plants never need water. / Plants eat soil to get their food. / Plants grow best in the dark. / Plants take in minerals (nutrients) from the soil through their roots.) → Plants take in minerals (nutrients) from the soil through their roots.Prompt: Think about what keeps a plant healthy.
  3. What plants need: which statement is NOT true? (Plants need water. / The more water you give a plant, the better it always grows. / Plants need light to grow well. / Plants need air.) → The more water you give a plant, the better it always grows.Prompt: One sentence is a common mistake.

Hook · 3 min

  • Bring in a plant that has been kept in the dark next to one in the light, and ask what happened.
  • Share the objective: Seeds, bulbs and germination. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is this a seed or a bulb: sunflower seed?
  • Step 1: Seeds are made by flowers and grow into new plants.
  • Step 2: So the answer is: seed
  • Answer: seed
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Is this a seed or a bulb: daffodil? (seed / bulb) → bulbPrompt: Seeds are usually small and hard. Bulbs are rounder, with papery layers.
  2. What do most seeds need to start growing (germinate)? (sweets / darkness and cold / salt / water and warmth) → water and warmthPrompt: Seeds wake up when it is damp and not too cold.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which of these is a seed? (apple pip / garlic / onion / daffodil) → apple pipPrompt: Seeds come from inside fruits and pods. Bulbs are round and have papery layers.
  2. What do most seeds need to start growing (germinate)? (darkness and cold / salt / water and warmth / sweets) → water and warmthPrompt: Seeds wake up when it is damp and not too cold.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: What plants need to grow.
  • Use concrete materials: real plants or seeds.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Life cycle of a flowering plant; How seeds travel: wind, water, animals and bursting pods.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-2.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Seeds, bulbs and germination

Name

Date

Score/ 6

  1. Question 1

    Where does a young seedling get its energy before its leaves can make food?

    • A. the rain
    • B. the soil
    • C. the Moon
    • D. the food store inside the seed

  2. Question 2

    Is this a seed or a bulb: tulip?

    • A. seed
    • B. bulb

  3. Question 3

    Which of these is a seed?

    • A. tulip
    • B. garlic
    • C. daffodil
    • D. acorn

  4. Question 4

    What do most seeds need to start growing (germinate)?

    • A. darkness and cold
    • B. sweets
    • C. salt
    • D. water and warmth

  5. Question 5

    Is this a seed or a bulb: acorn?

    • A. seed
    • B. bulb

  6. Question 6

    Cress seeds are put on damp cotton wool with no soil. What happens?

    • A. They still germinate.
    • B. Nothing, seeds need soil.
    • C. They melt.
    • D. They turn into bulbs.

Free from eurekami.com

for the adult only

Answer key: Seeds, bulbs and germination

  1. 1. D. the food store inside the seed

  2. 2. B. bulb

  3. 3. D. acorn

  4. 4. D. water and warmth

  5. 5. A. seed

  6. 6. A. They still germinate.