LIVING AND NON -LIVING THINGS IN THE ENVIRONMENT (Lessons 1 & 2))
LIVING AND NON -LIVING THINGS IN THE ENVIRONMENT (Lesson 1)
Watch the video clip below to learn more about living things.
FOLLOW UP PRACTICE EXERCISES.
Activity 1
Lesson 2
Video 1 Germination
Video 2 seed germination
Follow up practice exercises
Subject: Integrated Studies Date:
_______________________________________
Topic: Living and Non-living things
in the environment
F. Question: How can I tell if something in the environment is
living?
Grade 3:
Duration: 1 hour
Objective:
1.
Students will observe changes that
occur to a seed as it germinates over a period of time.
2.
Students will make inferences and
draw conclusions about the requirements for the survival of plants and animals.
Materials Needed:
·
Various types of seeds (e.g., bean
seeds, sunflower seeds)
·
Soil
·
Planting pots or cups
·
Watering cans or bottles
·
Markers
·
Journals or notebooks
·
Magnifying glasses
Engage (10 minutes):
·
Begin by showing the students
different types of seeds and asking them if they know what they are.
·
Discuss with the class what they
think seeds need in order to grow into plants. Prompt them with questions like:
"What do you think is inside a seed?", "What do plants need to
grow?", "What do you think happens to a seed after you plant it in
soil?".
·
Show a time-lapse video or series of
pictures showing seed germination and ask the students to describe what they
see.
Explore (15 minutes):
·
Divide the students into small
groups.
·
Provide each group with a variety of
seeds, soil, planting pots or cups, and watering cans.
·
Instruct the groups to plant the
seeds in the soil, following any specific instructions for planting each type
of seed.
·
Encourage the students to make
predictions about what they think will happen to the seeds over time and record
these predictions in their journals.
Explain (15 minutes):
·
After the seeds have been planted,
gather the students together and discuss what they observed during the planting
process.
·
Review the process of seed
germination with the class, explaining the stages of germination (e.g., seed
absorbs water, seed coat splits open, root emerges, stem emerges, etc.).
·
Discuss with the students the
factors that are necessary for seed germination, such as water, soil, and
warmth.
·
Connect the concept of seed
germination to the broader idea of plant survival and growth.
Elaborate (15 minutes):
·
Have each group choose one type of
seed they planted and carefully dig up one of their seeds to observe its
current stage of germination.
·
Provide magnifying glasses for the
students to closely examine the seeds and any roots or shoots that may have
started to emerge.
·
In their groups, have the students
discuss any changes they observed in the seeds since they were planted and
record their observations in their journals.
·
Encourage the students to make
connections between their observations and the requirements for plant survival.
Evaluate (10 minutes):
·
Bring the students back together as
a whole class and discuss their observations and any conclusions they drew
about seed germination and plant survival.
·
Ask the students to share any
questions they still have about seed germination or plant survival.
·
Assess the students' understanding
through informal discussion, observation of their journal entries, and any
other relevant activities completed during the lesson.
Closure:
·
Summarize the key concepts covered
in the lesson, emphasizing the importance of water, soil, and warmth for seed
germination and plant survival.
·
Encourage the students to continue
observing their planted seeds over the coming days and weeks, and to record any
further changes they observe in their journals.
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