- 2–3 paper towels
- dried kidney or lima bean seeds
- grass seeds
- pumpkin seeds
- sunflower seeds
- plastic cups (with holes poked in bottom for drainage)
- plastic plate
- plastic spoons
- plastic wrap
- potting soil
- bean
- grass
- grow
- plant
- seed
- soil
MA Standards
Language/L.PK.MA.6: Use words and phrases acquired through conversations, listening to books read aloud, activities, and play.
Head Start Outcomes
Logic and Reasoning/Reasoning and Problem Solving: Classifies, compares, and contrasts objects, events, and experiences.
Science Knowledge/Scientific Skills and Method: Observes and discusses common properties, differences, and comparisons among objects.
Science Knowledge/Scientific Skills and Method: Participate in simple investigations to form hypotheses, gather observations, draw conclusions, and form generalizations.
Science Knowledge/Conceptual Knowledge of Natural and Physical Worlds: Observes, describes, and discusses living things and natural processes.
PreK Learning Guidelines:
English Language Arts/Language 2: Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions.
Science and Technology/Inquiry Skills 4: Record observations and share ideas through simple forms of representation such as drawings.
Explore Together (indoors): Grass Seeds
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
STEM Key Concepts: Plants start in different ways; Some plants start from seeds; Some plants start from bulbs; Plants grow in many places; Plants need water, food, and sunlight to grow; Plants often grow in some type of dirt
ELA Focus Skills: Speaking and Listening, Vocabulary
Educator Prep: Place materials in two separate areas of the room: one area for planting seeds in dirt; one for “planting” seeds on plastic plates.
Safety Tips:
- Remind children to wash their hands before and after the activity.
- Remind children not to eat any seeds.
Display all the seeds and tell children what each type is. Tell children they are going to explore the seeds and compare them to see how they are the same and different. Then tell children they will plant some grass seeds and watch them grow during the next week.
Allow children to explore the seeds. Encourage them to compare how the seeds are the same and different. As they explore, engage them with questions such as,
- Can you tell me one way the seeds that are different?
- Do you think the size of the seed tells you what size the plant that grows from it will be? Why do you think that?
After children have had time to explore the seeds, focus their attention on the two areas with planting materials. Say, Today you will plant grass seeds in dirt, just like you did for bean seeds. Then you will “plant” some on plastic plates so you can watch the roots grow over the next few days.
Explain to children that you want them to plant the grass seeds in the soil the same way they planted the bean seeds. Encourage children to ask another child questions if they do not remember how to plant the seeds or review the steps before children begin. Tell children you want them to dictate or draw in their science notebooks to record their grass seed plants.
Allow children to freely explore planting the grass seeds in dirt. If possible, take photographs to record their explorations.
Then demonstrate how to “plant” seeds on the plastic plate and then let children explore and work together to plant the seeds.
- Put wet paper towels on a plastic plate.
- Have children put some grass seeds on the towels.
- Cover with plastic wrap, so towels and seeds will stay moist.
As children explore, listen and be available to help and to engage them when something sparks their interest. Encourage children to visit their bean seed plants and bulb plants and to draw or dictate to record any changes.
Reflect and Share
Have children talk about their observations while planting the grass seeds. Ask them to share their drawings and talk about changes in their bean seeds and bulbs. Ask questions such as,
- What changes do you notice have taken place since the last time you observed your seeds? Bulbs?
- Are the seeds in the paper towels changing at the same rate as the seeds in the soil?
Adaptation: If very young children have trouble planting seeds, work one-on-one, holding their hands to help them place and cover the seeds.