From Seed to Table

Overview

Today students begin a “grow, harvest, prepare, and cook” science project by planting seeds, observing changes, and explaining how plants get the materials they need to grow. They will also connect harvesting to safe food preparation.

Learning intentions

• WALT plant seeds and care for them using fair, safe observation routines.
• WALT describe what plants need to grow (water, light, air, suitable temperature).
• WALT explain that plants use materials from the environment to make new plant matter.
• WALT follow simple food safety rules when preparing a vegetable for cooking.

Success criteria

• I can plant a seed correctly and record what I notice over time.
• I can name at least two things plants need to grow and tell why they matter.
• I can use words like “light”, “water”, and “air” to describe plant growth.
• I can list basic cooking and hygiene steps (clean hands, safe handling, cooking food thoroughly).

Curriculum links

• Te Whāriki: learning through inquiry, using exploration and observation to make sense of living things.
• Te Whāriki: science focuses on living world ideas (plants as living organisms) and noticing patterns over time.
• Te Whāriki: communication through talk, drawing, and recording what happens in investigations.
• Te Whāriki: wellbeing—taking part in safe practices and caring for others during activities.

Lesson structure (60 minutes)

1. 0–5 min (Hook + question): Start with a surprising plant-of-food prompt. Ask: “How does a seed turn into a vegetable we can cook—what does the plant need, and where do the new parts come from?” Show the introduction slides and look closely at images of a seed, a sprout, and a harvested vegetable.
2. 5–12 min (Know/Notice/Wonder): In whole class talk, write three class ideas: “What we know about seeds and plants”, “What we notice when plants grow”, and “What we wonder”. Use the introduction slides to guide discussion and help students use science words (seed, sprout, leaf, root, light, water).
3. 12–18 min (Mini-teach: plant needs): Introduce a simple cause-and-effect story: “Plants need light, water, and air to grow. Over time, they change and become bigger.” Use the introduction slides to show the growing stages and a basic “inputs” idea (sunlight, water, air) with “outputs” (new leaves/stem/roots).
4. 18–30 min (Planting the seed project): Model the planting steps using real materials (teacher demonstration). Then students plant their own seed in a labelled container (e.g., bean/cress or a fast vegetable like radish). They add soil, sow seeds at the correct depth, water gently, and place containers in a bright, safe spot. Use the introduction slides for the step-by-step instructions as students work.
5. 30–38 min (Observation recording): Give students time to draw “Day 1” (seed shape, soil level, water added) and write one prediction: “When I check next time, I think I will see…”. Distribute the seed growth and plant needs worksheet and complete the first section together (short labels + one prediction).
6. 38–48 min (Harvest-to-table link): Show a short clip/photo sequence or images of harvested vegetables and discuss: “Which parts do we eat (roots, leaves, stems, fruits)?” Connect harvesting to science observation (we look for readiness) and to food safety (clean hands, keep food separate from soil, rinse vegetables). Use the introduction slides to prompt careful, respectful discussion.
7. 48–58 min (Safe cooking planning): Students in small groups (or teacher-led for a single student) choose one vegetable action for the future project (e.g., wash, peel safely with help, cut with supervision, steam/heat/cook). Practise the key hygiene routine checklist: wash hands, clean surfaces, use separate tools for raw and cooked food, and ensure thorough cooking. Use class talk and add one “safety step” to the worksheet’s final box.
8. 58–60 min (Plenary + reflect): One quick share: “My prediction” and “One thing I will check during observations.” Close with a final look at the introduction slides showing how the project continues over days/weeks.

Resources

• the introduction slides (seed-to-plant visuals, plant needs prompts, planting steps, harvest-to-table safety prompts)
• the seed growth and plant needs worksheet (Day 1 drawing/labels, prediction, plant needs and safety step)
• Seed(s) chosen for year-appropriate growth speed (radish/cress/bean)
• Seed trays or clear cups with drainage holes (one per student)
• Potting mix/seed-raising mix
• Watering can or spray bottle (gentle watering)
• Labels and marker (student name, date)
• Magnifying glasses (optional) for close observation
• Paper towels, bench protector, and access to a sink
• Hand soap and paper towels for hygiene routine
• Simple cooking examples (e.g., pre-cut sample vegetable for teacher demonstration if available)

Assessment

• Observation of correct planting practices and safe handling during the activity.
• Review the seed growth and plant needs worksheet for plant needs language, prediction, and one food safety step.
• Oral questioning during the planting and plenary to check understanding of water/light/air and the living nature of plants.

Differentiation

• Support: provide sentence starters (e.g., “I predict I will see…”, “Plants need…”) and reduce writing; allow drawing first with teacher scribing.
• Extension: ask for cause explanations: “What might happen if there is no light/water?” and encourage more detailed diagrams (root vs shoot).
• EAL: use visuals from the introduction slides and accept responses in first language with key science words added in English.
• SEN: offer step cards for planting; break tasks into short timed steps and provide frequent feedback.