Seed Germination Lesson Plan: Grade 2 Plant Growth Investigation

Grade Band: Lower Elementary (2–3)
Subject Area: Science

This free seed germination lesson plan lets students act as scientists while learning how plants grow. Students plant seeds, test different conditions, and observe changes over time while recording evidence of germination.

Overview

Students investigate how a seed becomes a plant by setting up a simple classroom experiment and tracking changes over time. A session represents one regular class meeting. Depending on your schedule, a session might be a 25–30 minute rotation, a 45-minute science block, or a longer period. Complete one session each time the class meets, and continue the brief daily observation routine between sessions once seeds are set up.

Learning Goals

Students identify basic seed parts, describe what seeds need to germinate, observe and record changes during germination, and compare growth outcomes across different conditions.

Materials

Fast-sprouting seeds (beans or peas), clear cups or jars, paper towels, soil (small amount), water, labels or masking tape, pencils, observation journals or recording sheets, and a windowsill or other consistent light source.

Preparation

Set up a materials station for student groups. Decide on four test conditions and label containers in advance: (1) water + light + soil, (2) water + light (no soil), (3) water + soil (no light), (4) light + soil (no water). Prepare an observation page with space for date, drawing, and one sentence describing changes.

Teaching Procedure

Session 1 — Introducing Seeds and Making Predictions

Show several seeds and ask, “What do you think is inside a seed?” Record student ideas on the board using their words.
Students examine dry seeds closely, then draw a seed in their journal and label what they can observe (shape, color, size).
Lead a short discussion: “What might a seed need to start growing?” Guide students toward testable factors such as water and light.
Students write a simple prediction statement such as, “I think seeds will grow best when they have ___ and ___.”

Session 2 — Seeing Seed Parts and Building Vocabulary

Display a soaked bean seed and carefully open it to show the inside. Explain that soaking softens the seed coat and helps us see what’s inside.
Students sketch what they observe and add vocabulary: seed coat and young plant. Keep language simple and tied to what they see.
As a class, create a quick anchor chart: “Parts we can see” and “What each part does.” Students copy one sentence they understand into their journals.

Session 3 — Setting Up the Germination Test

Explain that scientists compare conditions by keeping most things the same and changing one factor. Point to the labeled containers and review the four conditions.
In groups, students place seeds into each container using the assigned setup (paper towel and water for no-soil setups; soil for soil setups). Students label each container clearly.
Students make a prediction for each container, choosing one of these outcomes: “sprouts a lot,” “sprouts a little,” or “does not sprout.” Groups record predictions on a class chart.
Establish the daily observation routine: students will check containers briefly each time the class meets and record what changed.

Session 4 — Observing Germination and Recording Evidence

Model how to observe like a scientist: look first, then describe, then draw. Demonstrate one sample journal entry using a container that shows change.
Students observe all four containers and complete one journal entry for the day, including a drawing and one sentence describing changes (swelling, cracking, root, sprout).
Introduce simple measurement if sprouts are visible. Students measure sprout length with a ruler (or compare using “shorter/longer” if rulers are challenging).
Groups update a class chart showing which containers are changing and which are not.

Session 5 — Comparing Conditions and Explaining Results

Groups review their journals and describe what happened in each container. Teacher prompts: “Which one changed first?” “Which one did not change?”
As a class, sort results into two categories on the board: “Germinated” and “Did not germinate.” Discuss what was missing in the containers that did not grow.
Students write a short explanation answering: “What does a seed need to germinate?” Students must use at least two evidence statements from observations.
Revisit original predictions. Students circle what they would change and write one sentence explaining why their thinking changed.

Session 6 — Planting Sprouted Seeds and Naming Plant Parts

Students transfer sprouted seeds into soil cups and water them lightly. Teacher models gentle handling and proper placement.
Teach plant parts by pointing to real examples: roots, stem, leaves. Students draw their planted seedling and label what they can see.
Students create a “care plan” for the next week with two actions: where the plant will sit and how often it will be watered during class time.
Close with a quick share: each student states one observation that proves germination happened.

Assessment

Use student journals to check for accurate observations and clear drawings. Review the final written explanation to see whether students can connect outcomes to conditions using evidence. Listen during group discussions for correct use of vocabulary and cause-and-effect reasoning.

Differentiation

Offer sentence starters for explanations such as “I noticed ___” and “This shows ___.” Provide labeled picture cards of seed and plant parts for students who need language support. Allow students to dictate observations to a partner or adult if writing is a barrier. For students needing challenge, ask them to propose one new test condition and justify it.

Extension Ideas

Continue the observation routine for another week and create a class growth timeline using student drawings. Compare two types of seeds to see if they germinate at different rates. Send home a simple “seed watch” sheet so students can try germinating a seed in a bag at home and report back.