From Seed to Plant

Overview

Students explore the life cycle of a plant through the nonfiction text From Seed to Plant by Gail Gibbons, building science content knowledge while practicing key reading comprehension and early writing skills — all framed within the IB PYP transdisciplinary theme "How the World Works."

Learning Intentions

• Students will understand that plants grow through a sequence of stages called a life cycle.
• Students will identify and use text features in nonfiction books to locate information.
• Students will record observations and new learning through labeled drawing and simple writing.

Success Criteria

• I can name and sequence the stages of a plant's life cycle.
• I can use pictures, labels, and diagrams in a nonfiction book to help me understand new information.
• I can draw and label the stages of a plant's life cycle in the correct order.

Standards

• Science — Next Generation Science Standards, Biological Evolution: Unity and Diversity (Kindergarten–2): "Make observations of plants and animals to compare the diversity of life in different habitats" and, specifically for life cycles: Students who demonstrate understanding can observe and describe the life cycle of a plant, recognizing that plants have predictable stages of growth from seed to adult plant that produces new seeds.

• Reading — Common Core State Standards, Reading Informational Text, Grade 1, Standard 5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

• Writing — Common Core State Standards, Writing, Grade 1, Standard 2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Curriculum Links

• IB PYP Transdisciplinary Theme: How the World Works — students inquire into the natural world and its laws, exploring how living things grow and change.
• IB PYP Key Concept: Change — understanding that plants change over time through predictable stages.
• IB PYP Learner Profile Attribute: Inquirer — students ask questions and gather information from nonfiction text and visual sources.
• Informational reading and science-based writing connected across disciplines to build conceptual understanding.

Nonfiction Book

Gibbons, G. (1991). From Seed to Plant. Holiday House.

Focused Content Subject Concept

Science — Plant Life Cycles: Students focus on the sequential stages of plant growth: seed, germination, seedling, adult plant, flower, and new seed production.

Focused Reading Skills

• Using nonfiction text features (diagrams, labels, headings) to locate and understand information.
• Identifying the main topic and key details in an informational text.

Materials

• From Seed to Plant by Gail Gibbons (1 copy for teacher read-aloud)
• Document camera or projector to display book pages
• "Plant Life Cycle" sequencing worksheet (pre-made with 4–5 blank circles connected by arrows)
• Crayons and pencils
• Anchor chart paper and markers (for teacher modeling)
• Sentence starter strips: "First… Next… Then… Finally…"
• Optional: real seeds (bean or sunflower) for tactile exploration

Lesson Structure (40 minutes)

Minutes 1–5 — Engage and Activate Prior Knowledge Show students a real seed and ask, "What do you think is inside this tiny seed? What do you wonder about how plants grow?" Record 2–3 student responses on the anchor chart to build curiosity and connect to the IB inquiry stance of being an active questioner.

Minutes 6–18 — Read-Aloud: From Seed to Plant Read the book aloud, pausing at key diagrams and labeled illustrations. Draw students' attention to nonfiction text features: "Look at this diagram — what does the label tell us? How does it help us understand what's happening?" Stop after the germination pages and after the flowering pages to briefly check understanding with quick thumbs up/down questions.

Minutes 19–24 — Whole-Group Modeling: Life Cycle Anchor Chart Using the anchor chart, model drawing and labeling a simple plant life cycle (seed → seedling → plant → flower → new seed). Think aloud: "First the seed goes into the soil. Next it germinates…" Introduce the sentence starter strips and demonstrate how to use them to describe sequence.

Minutes 25–35 — Activity: Draw and Label the Plant Life Cycle Students complete their "Plant Life Cycle" sequencing worksheet independently or with a partner. They draw and color each stage in the correct circle, add a label for each stage, and at the bottom write 1–2 sentences using the sentence starter strips to describe the cycle. Circulate to support and observe student understanding.

Minutes 36–40 — Share and Reflect (Closure) Invite 2–3 students to share their worksheets under the document camera. Close with a whole-group reflection: "What is one thing plants need to grow? What surprised you today?" Connect back to the PYP Key Concept of Change — "All living things change. Plants change in a specific order, every time."

Assessment

• Formative — Observation during read-aloud: Teacher uses questioning during book pauses to gauge comprehension of sequencing and text features (thumbs up/down, cold-call responses).
• Formative — Completed worksheet: Teacher reviews each student's sequencing diagram and written sentences to check that stages are in correct order and labeled accurately.
• Formative — Exit reflection: Students verbally state one stage of the plant life cycle before leaving the carpet, providing a quick individual check for understanding.

Differentiation

• Support: Provide a word bank with stage names pre-printed on the worksheet; allow students to dictate their sentences to a teacher or aide.
• Extension: Students write a complete sentence for each stage of the life cycle and add one additional fact they learned from the book.
• EAL/SEN: Pair with a bilingual peer; use picture-only sequencing cards first before adding written labels; reduce written output to labeled drawings only.