collect some bean seeds , observe their germination, growth, make measurements
Answers
OBSERVE SEEDS
a. Each day, ask students to check whether there is any sign of life in their jars.
b. On the day the first beans begin to split or sprout, call students to the rug.
c. Have students sit in groups and pull out the paper towel to examine any sprouting beans.
d. EXAMINE ALL BEANS: Do all the sprouts come from the same place in the bean?
This place is called the embryo: it was attached to the small indentation you can see on
beans before planting.
e. EXAMINE UNSPROUTED BEANS: Have students remove one unsprouted bean in
each size and carefully peel off the seed coat. The seed coat is just like a coat we wear -
it protects the seed from the weather until conditions are right for germination.
f. Students should then be able to peel the two halves of the bean apart to see what’s inside.
Students should be able to make out the endosperm “food storage,” embryo “keiki,”
cotyledons or embryonic leaves “leaves,” and radicle, or embryonic root “root.”
g. Tape or glue the opened seed and its coat in the top corner of the cardboard box (where
the first calendar day would be if it were a calendar). This is a control, to compare with
the other sprouting seeds, and remind students that the parts were all there, tucked into
the seed, from the start.
h. OBSERVE AND RECORD SPROUTED BEANS: Have students choose another seed
that has sprouted. TAPE onto the box, next to the opened control seed.
i. Using the felt tip marker, one student should label the emerging parts by writing and
drawing arrows directly onto the box. The others in the group will take turns each day.
The first day, you should only see roots. Instead of the date, write the number of days
since “planting” the beans (i.e. Day 4) under each specimen.
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