Shirley Hatcher - Daniel Hale Williams 

Watermelon Graphing

Shirley Hatcher                Daniel Hale Williams 
                               2710 South Dearborn 
                               CHICAGO IL 60616
                               (773) 534-9226

Objective(s):

To familiarize primary students with graphing using a bar graph.  Identify 
the parts of watermelon seeds and other seeds.  Increase the students 
vocabulary by using the proper names and common names which refer to the parts 
of the seeds.  To understand further the functions of parts of the seed.  


Materials Needed:

Graphing paper, butcher paper, pencils, markers, index cards, and whole 
watermelon and various seeds (peanuts, lima beans, broad beans, etc.) 

Strategy

The teacher will slice a whole watermelon.  Then the teacher will divide the 
students into four groups.  Then students will, in aggregate, eat the whole 
watermelon and estimate how many seeds are in the watermelon.  Next the 
students will get into four groups and count the seeds and calculate the total 
number of seeds in the entire watermelon.  The teacher will cut open a 
watermelon seed as well as other types of seeds.  Other useful seeds are lima 
bean, peanut, and broad bean.  The parts of the seed, which is an embryonic 
plant, will then be observed, both with the naked eye and with the aid of 
magnifying glasses.  These parts are the hypocotyl, the embryonic stem; the 
epicotyl, the embryonic leaves; the radicle, the embryonic root; and the 
cotyledon(s), parts of the seed that serve as a food store for the 
germinating seed and will be the first leaves of the new plant. 

Performance Assessment:

The students should be evaluated on the basis of how accurately they count 
seeds and complete the graph.  They can also be tested on their understanding 
of the parts of the seed and the function of each part.

Conclusions:

It may also be of interest to contrast fruits that produce single seeds (like 
peaches) and many seeds (like watermelons).  The class can also discuss how 
seeds and fruits develop from flowers. 

References:

Bauer, P.H. et al., Experiences in Biology Laidlaw Brothers Publishers,River 
Forest, IL. (1981), pp. 348-352, 370-371.