Pumpkin Seed Planting Activity

Objective: Guide students through planting a pumpkin seed to kick off hands-on exploration of the pumpkin life cycle.

Materials:

• Pumpkin Seeds
• Small Planting Cups (one per student)
• Potting Soil
• Watering Can
• Labels or Permanent Markers
• Pumpkin Observation Chart

Time: 10 minutes

Instructions:

1. Labeling Cups (2 minutes)
   
   
   
   
   
   
   • Give each student a planting cup.
   • Students write their name and today’s date on the cup with a marker.
2. Filling with Soil (2 minutes)
   
   
   
   
   
   
   • Demonstrate: scoop soil into the cup until it’s about ¾ full.
   • Students fill their cups, being careful to keep soil inside.
3. Planting the Seed (3 minutes)
   
   
   
   
   
   
   • Show how to use a finger to make a small hole about 1" deep in the center of the soil.
   • Place one pumpkin seed in the hole and cover gently with soil.
   • Encourage students to pat the soil lightly to remove air pockets.
4. Watering (2 minutes)
   
   
   
   
   
   
   • Demonstrate a gentle pour with the watering can until soil is moist (not soggy).
   • Students take turns watering their own cup under supervision.
5. Placement & Observation Chart Intro (1 minute)
   
   
   
   
   
   
   • Place cups on the classroom windowsill or designated growth station.
   • Show students how to log today’s planting on the Pumpkin Observation Chart (drawing or sticker).

Differentiation & Supports:

• Provide pre-written name labels for students who need fine-motor support.
• Pair English learners with a buddy; use picture cues (seed, soil, water) to reinforce vocabulary.
• For students with attention challenges, give one small task at a time and provide positive feedback.

Assessment & Follow-Up:

• Observe each student’s planting technique and understanding of the steps.
• Next session, have students record any changes (e.g., “I see soil moving,” “It feels wet”) on their observation chart.
• Encourage simple descriptive sentences or drawings about what they expect to see first (sprout).

Life Cycle Chat Discussion Guide

Time: 5 minutes
Materials: Pumpkin Observation Chart, life-cycle picture cards (seed, sprout, vine, flower, pumpkin)

Teacher Preparation

• Arrange students in a circle so everyone can see the chart and cards.
• Have picture cards ready to hold up as visual cues.
• Review key vocabulary: seed, sprout, vine, flower, pumpkin.

Discussion Steps

1. Warm-Up (1 minute)
   • Show the seed card and ask: “What is this?”
   
   
   
   
   
   
   • Confirm: “Yes, it’s a seed—the first stage of a pumpkin’s life!”
2. Recall the Story (1 minute)
   • Prompt: “Who can name the stages we heard in Pumpkin Jack?”
   
   
   
   
   
   
   • As students answer, place each picture card in order on the floor or board.
3. Personal Connections (1 minute)
   • Ask: “Have you ever planted a seed or helped a plant grow? What happened?”
   
   
   
   
   
   
   • Follow-up: “How did you feel when you saw your plant start to sprout?”
4. Needs for Growth (1 minute)
   • Ask: “What does a pumpkin seed need to grow into a big orange pumpkin?”
   
   
   
   
   
   
   
   
   
   
   
   
   • Guide students to mention water, sunlight, soil, and time.
5. Wrap-Up & Connection to Activity (1 minute)
   • Invite one word from each student about how they’ll care for their seed.
   
   
   
   
   
   
   • Remind: “We’ll use our Pumpkin Observation Chart to record what we see each week!”

Differentiation & Supports

• For English learners, point to picture cards and say each word aloud.
• Use sentence starters on chart paper (e.g., “A seed needs ___.”).
• Pair students—one speaker and one scribe—to help record ideas.
• Provide one prompt at a time and give wait time before calling on volunteers.

Life Cycle Relay

Time: 10 minutes
Materials: life-cycle picture cards (seed, sprout, vine, flower, pumpkin), cones or tape for start line, large cycle-order board or mat

Setup

1. At one end of the space, place all five picture cards face up in random order.
2. Mark a clear start line about 10–15 feet away from the cards and the cycle board.
3. Set out a large poster or mat with five empty spots labeled in order: Seed → Sprout → Vine → Flower → Pumpkin.

How to Play

1. Divide the class into two teams and have them form lines behind the start line.
2. When you say “Go,” the first student in each line races to the card area, finds the card that matches the next life‐cycle stage, picks it up, and races back to place it in the correct spot on the cycle board.
3. Once the stage is correctly placed, the next teammate goes. Continue until all five stages are in place.
4. After the relay, gather students around the cycle board to confirm the correct order and pronounce each stage together.

Discussion & Wrap-Up

• Ask: “Which stage was the hardest or easiest to find and why?”

• Review: “What comes after a sprout? Why do we plant seeds before vines grow?”

• Reinforce that understanding sequence helps us predict how pumpkins grow.

Differentiation & Supports

• Pair students for support: one runner, one helper to point to the correct card.
• Use color‐coded borders on cards and spots to cue correct matches.
• For mixed‐ability teams, allow students to consult the Pumpkin Observation Chart or life-cycle picture cards on the wall.

Assessment

• Observe student accuracy in selecting and placing cards.
• Listen for use of vocabulary (seed, sprout, vine, flower, pumpkin).
• Note teamwork and understanding of sequence during the relay.

Pumpkin Observation Chart

Use this chart to record what you see each week as your pumpkin seed grows. Write the date, draw what you observe, and add a short note.

Week 1

Date: ____________________________

Drawing:

Notes (one sentence):

Week 2

Date: ____________________________

Drawing:

Notes (one sentence):

Week 3

Date: ____________________________

Drawing:

Notes (one sentence):

Week 4

Date: ____________________________

Drawing:

Notes (one sentence):

Session 2 Pumpkin Life Cycle Art Template

Color, cut out, and glue these pumpkin life-cycle stage pictures in the correct order on a piece of construction paper.

Instructions:

1. Color each picture below.
2. Use scissors to cut along the solid lines around each picture.
3. Arrange the stages in order: Seed → Sprout → Vine → Flower → Pumpkin.
4. Glue them down and label each stage.

Stage 1: Seed

┌─────────────────────────┐
│ │
│ [Drawn Seed] │
│ (Color this picture) │
│ │
└─────────────────────────┘

Stage 2: Sprout

┌─────────────────────────┐
│ │
│ [Drawn Sprout] │
│ (Color this picture) │
│ │
└─────────────────────────┘

Stage 3: Vine

┌─────────────────────────┐
│ │
│ [Drawn Vine] │
│ (Color this picture) │
│ │
└─────────────────────────┘

Stage 4: Flower

┌─────────────────────────┐
│ │
│ [Drawn Flower] │
│ (Color this picture) │
│ │
└─────────────────────────┘

Stage 5: Pumpkin

┌─────────────────────────┐
│ │
│ [Drawn Pumpkin] │
│ (Color this picture) │
│ │
└─────────────────────────┘

Session 3 Plant Parts Worksheet

Instructions:

1. Color the pumpkin plant diagram below.
   2. Write the name of each part on the line provided.

Pumpkin Plant Diagram

(Color this picture and then label the parts below.)

Label the Parts

1. Roots: ____________________________
   
   
2. Stem: _____________________________
   
   
3. Leaves: ___________________________
   
   
4. Flower: ___________________________
   
   
5. Pumpkin (Fruit): ___________________
   
   

Extension (Optional): Draw and label one more part you notice on your plant (e.g., vine, tendril):

Part Name: ___________________________

Drawing Space:

Pumpkin Patch Counting Game

Time: 10 minutes

Materials:

• Pumpkin counters (small plastic pumpkins or paper cutouts)
• Number mats or cards (numbers 1–10)
• Trays or baskets for each group
• Pumpkin Observation Chart (optional for recording counts)

Instructions:

1. Setup (2 minutes)
   • Place number mats/cards on tables or trays.
   • Give each group a set of pumpkin counters and one tray.
2. Model Counting (1 minute)
   
   
   
   
   
   
   • Show a number card (e.g., 4) and count out 4 pumpkin counters onto the mat.
   • Emphasize one-to-one correspondence by touching each pumpkin as you count.
3. Group Counting Activity (5 minutes)
   
   
   
   
   
   
   
   
   
   
   
   
   • Divide students into small groups of 2–3.
   • Each group picks a number card, counts out matching pumpkins onto its tray, and places them on the mat.
   • After finishing, groups rotate mats/cards so they practice counting different numbers.
4. Regroup & Share (2 minutes)
   • Gather all students. Invite one group at a time to show their mat, count aloud, and explain how they counted.
   • Discuss strategies (e.g., lining up pumpkins, counting by touching each one).

Differentiation & Supports:

• Provide number lines or ten-frames for students who need visual aids.
• Use sentence frames for English learners: “I have ___ pumpkins on my mat.”
• Offer challenge: select two cards, count pumpkins for each, then compare which is greater.

Assessment & Follow-Up:

• Observe students’ one-to-one correspondence and accuracy.
• Ask students to record their final count on the Pumpkin Observation Chart with a short note.
• Encourage reflection: “Which number was easy or hard to count and why?”