Texas TEKS K.13.C
The Standard
identify and record the changes from seed, seedling, plant, flower, and fruit in a simple plant life cycle
Texas Essential Knowledge and Skills for Science
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students put the stages of a plant’s life in order. They observe and record each stage using drawings, words, or labeled pictures.
What Mastery Looks Like
- Students correctly sequence a seed, young sprout, mature plant, flower, and fruit. They describe one visible change between each stage.
Common Misconceptions
- Students may think a seed is not part of the plant or that fruit appears before flowers. They may confuse a young sprout with a fully grown plant.
How to Assess It
- Give students five plant stage cards to place in order. Ask them to draw and name one change between two stages.
Lesson moves
Ways to Teach It
Plant bean seeds in clear cups, then draw and date each visible change in a weekly observation booklet.
Show two plant stage pictures and ask, “What changed, and what do you think will happen next?”
Hide plant stage cards around the room, then have teams find them and arrange them in order.
Cut open an apple or tomato, find the seeds, and connect the fruit to the start of a new plant.
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Printable K.13.C Worksheet
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Related Standards
- K.13.A
identify the structures of plants, including roots, stems, leaves, flowers, and fruits;
- 2.13.A
identify the roots, stems, leaves, flowers, fruits, and seeds of plants and compare how those structures help different plants meet their basic needs for surviv...
- 1.13.B
record observations of and describe basic life cycles of animals, including a bird, a mammal, and a fish; and
- 3.13.B
explore, illustrate, and compare life cycles in organisms such as beetles, crickets, radishes, or lima beans.
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