spring seed planting -...

Spring Seed Planting

Mrs. McKegney would like some help in planning for plantingnext spring's activities. A big part of the planning revolvesaround the selection of seeds she purchases for students toplant.

Using the chart showing what seeds students chose to plantthis year, decide which seeds should be purchased for nextyear’s planting. Then, in a letter to Mrs. McKegney, state yourrecommendation and explain your reasoning, using data andprior experience to justify your ideas.

1 of 22Spring Seed Planting

Copyright 2007, Exemplars, Inc. All rights reserved.

Spring Seed Planting

Suggested Grade Span

3–5

Task

Mrs. McKegney would like some help in planning for planting next spring's activities. A big partof the planning revolves around the selection of seeds she purchases for students to plant.

Using the chart showing what seeds students chose to plant this year, decide which seedsshould be purchased for next year’s planting. Then, in a letter to Mrs. McKegney, state yourrecommendation and explain your reasoning, using data and prior experience to justify yourideas.

Big Idea and Unifying Concept

Change and constancy

Life Science Concepts

Evolution, diversity and adaptationsReproduction and heredityStructure and function

Mathematics Concepts

Data collection, organization and analysisEstimationGraphs, tables and representationsProbabilityStatistics

Time Required for the Task

Students worked on the task over several days.

Note: This task originally appeared in June, 1996, Math Exemplars. We have modified the taskslightly and overlaid the science standards to demonstrate meaningful math-science integrationthat maintains the integrity of both disciplines.



Context

Before beginning this task, students in this grade 4-5 class had just completed selecting andplanting seeds as part of their science unit. Students chose from 14 varieties of seeds to plant.Previously, students had also participated in multiple experiences with data analysis, includingsurveys and a Math Exemplars task, "Ms. Amico's Birthday Bash".

This task is multilevel in that it calls for the application and extension of numerous mathematicsskills and reinforces use of prior knowledge and scientific inquiry skills. It also encouragesstudents to assess their own progress in using math-science skills fluidly across both disciplines.

What This Task Accomplishes

This task assesses the students' ability to read a chart, analyze data and draw conclusionsbased on principles of probability. They will also be able to draw upon their own recentexperiences in selecting and planting seeds to develop and extend their reasoning strategies.(For example, if a particular seed variety was a popular selection by students but did not have ahigh germination rate, students might recommend against it for future plantings.)

How the Student Will Investigate

Students can be given the Spring Seeds chart provided with this task as a model for collectingtheir own data on what their classmates selected to plant. Preliminary activities can includeclass identification and selection of plants that will grow well in your region. Seed cataloguesare a helpful and inexpensive resource to use for this phase.

Once students have planted their seeds, they might also record observations about thegermination rates, amount of care needed by each variety selected, etc. This information, alongwith the mathematical data about what varieties were selected, can be gathered in a form thatwill be useful in completing the final piece of the task.

Most students will determine the "most popular" seed varieties from their class(es), create agraph of the seed varieties planted, and make recommendations based on the most commonseeds planted.

Interdisciplinary Links and Extensions

ScienceThis activity lends itself well to an in-depth study of seed germination or to a study of plantstructures and functions. Students can plant seeds in groups of ten, making it easy to calculategermination success rates. Observations can be extended and linked to discussions about lifecycles and processes of plants (germination, pollination, fertilization, etc.). Seeds can beexamined and analyzed and their different, special adaptations (wings, pods, cones, etc.) canbe categorized and studied.



Investigations using different soils and/or different fertilizers with the same seeds provideopportunities to practice controlling variables and collecting data over longer periods of time.(Grass seed works well for these studies.) Theme gardens could also be planned and planted(e.g., butterfly garden, herb garden, pizza garden – tomatoes, garlic, oregano, etc.).

ArtStudents could design a garden featuring their plants or other plants that would be visuallypleasing (e.g., an American flag garden, a primary colors garden, etc.). Tessellations can becreated from repeating a pattern of seed shapes or color patterns. These make nice borders forstudent writing. Students can collect, dry and mount seeds for masks, wreaths or montages todisplay. (A field near the school might provide milkweed pods, burrs and other interestingshapes and colors of seeds.)

MathStudents could measure the height of plants at regular intervals or investigate the probability ofa seed germinating based on the ratio of seeds planted to the ratio of plants growing. Thisproblem could also be made more complex by validating the average germination timesspecified on seed packets. Students can make predictions about the height of plants after two-week intervals and then collect data to check predictions. (Often students think that tall plants,such as sunflowers, will be taller at all stages. Graphing growth over time will reveal varyingpatterns.) Students can map out a timeline for starting seeds, given the differing growth ratesfor different flowering plants (see seed packets), so that all will bloom at approximately thesame time. They can also calculate the average growing time for each variety.

Language ArtsThe letter of recommendation to Mrs. McKegney can be used as a writing portfolio piece fromthe math-science content area. Other creative writing might include creating a seed’s familyalbum or a diamante poem that highlights the stages of the plant’s life cycle. (A diamante poemtakes the shape of a diamond: Line 1 is a noun. Line 2 has two adjectives/phrases to describethe noun. Lines 3 and 4 have adverbial phrases describing nouns in Lines 1 and 6. Line 5 hastwo adjectives/phrases to describe the noun in Line 6. Line 6 either repeats Line 1, uses asynonym for Line 1, or extends the idea started in Line 1.)

Social StudiesStudents can explore seeds and seed products (coffee beans, corn, cranberries, etc.) asnatural resources from different regions of the world and the many ways they have beenimportant in history, traditions and economic development.

Teaching Tips and Guiding Questions

Planting seeds definitely adds motivation to the task. The "real life" connection was important tomy students. A seed-planting activity should be the precursor to this problem if at all possible.Experiences with data analysis are also very helpful. The task can be easily adapted by lookingat a limited number of results (one class vs. two, or even 10 children from one class). Theactual problem analysis for my class took approximately one hour. The chart provided with thistask can be used a model for students own surveys and selections.



Some questions to guide students' thinking might include:

• What information would be helpful in selecting seeds to plant in this geographic region?• Who might you ask for more information about “hearty” plants for this region?• How could you find out about and collect information on what others have selected to plant?• How could you organize your data?• Do you see any patterns in the data? What do you think those patterns might mean?• What other characteristics of plants, besides the way they look, should you consider when

selecting seeds?

Concepts to be Assessed

(Unifying concepts/big ideas and science concepts to be assessed using the ScienceExemplars Rubric under the criterion: Science Concepts and Related Concepts)

Life Science – Structure and Function; Evolution, Diversity and Adaptations;Reproduction and Heredity: Students understand the characteristics of seeds/plants bydescribing some of their needs, aspects of their environments, and their structures; andalthough they may look dissimilar, the unity among organisms becomes apparent from ananalysis of their structures and processes. Students identify patterns of similarities anddifferences among seeds/plants and understand that characteristics of an organism can bedescribed in terms of a combination of traits, which are either inherited or result frominteractions with the environment.

Scientific Method: Students can describe characteristics of the planted seeds that change orremain the same over time. Students understand that one way to see patterns is to make agraph or table of the data (change and constancy).

Mathematics: Students make mathematical connections, use math in daily life and in othercurriculum areas, and represent and describe mathematical relationships (patterns andrelationships; probability and statistics).

Skills to be Developed

(Science process skills to be assessed using the Science Exemplars Rubric under the criteria:Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)

Scientific Method: Observing, surveying, gathering and recording data, describing data andinterpreting displays of data, predicting, computation practice (addition), logical reasoning andcommunicating information and ideas.

Other Science Standards and Concepts Addressed

Scientific Theory: Students look for evidence that explains why things happen and modifyexplanations when new observations are made.



Life Science – Structure and Function; Regulation and Behavior; Populations andEcosystems: Students understand the characteristics of organisms (needs, environments,structures and behaviors), see patterns of similarity and differences among living organismsand recognize the interdependence of all systems that support life.

Life Science – Evolution, Diversity and Adaptations: Students observe that organisms canonly survive in environments which can meet their needs and that organisms have distinctstructures that have developed to help them to function and survive.

Mathematics – Patterns and Relationships; Probability and Statistics: Students makemathematical connections, use math in daily life, and represent and describe mathematicalrelationships and patterns.

Suggested Materials

Basic materials include paper, pencils, calculators, graph paper and a variety of seed packets.Plant identification books, plant guides and seed catalogues are optional but can be useful inproviding information about selecting plants and estimating growing times. Use the chartprovided on page 7 as a model for collecting data and calculating patterns.

If actual planting is done, potting soil (do not bring it in from outside – your success rate willdiminish), pots (recycled yogurt cups work great), plastic wrap and rubber bands (cover yourpots until the seeds sprout), water (soil should be damp, not soggy when you plant), andrecording log to track plant growth.

Possible Solutions

There is no one right answer. Students should have evidence of collected and recorded data.Solutions will vary depending on the parameters set by the student – how many seed varietieswere planted and the reasons for eliminating seeds. Students should be able to use their dataand observations to justify their reasoning. Based on the data presented here, studentsselected between five and nine varieties of seeds, which included cosmos, calendula,bachelor's buttons and dahlia.



Key

P Petunia

C Cosmos

M Marigold

4P 4:00 Purple

4Y 4:00 Yellow

B Bachelor's Button

L Lavender

D Dahlia

LB Lemon Balm

CA Calendula

CH Chives

A Achillea

? Mystery

DI Dianthus



Task-Specific Assessment Notes

NoviceThe student’s assignment is incomplete and the letter to Mrs. McKegney, withrecommendations, is missing. There does not seem to be a solution that addresses the mostpopular seeds, nor has the student eliminated any seed possibilities. The student did not drawupon prior knowledge or show evidence of using data to present findings.

ApprenticeThe student understands and attempts to complete assignment, yet the actual letter to Mrs.McKegney, with recommendations, is missing. The student appears to understand the task andcircles recommended seeds and attempts to graph a solution, although the reasoning issomewhat unclear. The student’s representation (graph) is correctly labeled with names andnumbers of flowers, but the explanation of reasoning used needs to be inferred by the reader.Data are not used to support conclusions.

PractitionerThe assignment is completed successfully, including the letter to Mrs. McKegney, withrecommendations. Two sets of data (from two classes) are used to develop recommendations.Some knowledge of science concepts is evident in that the student distinguishes betweenflower and herb seeds. The student uses two representations to support findings: a table showsthe number of people planting the eight most popular seeds, and a graph, with detailed key,shows the solution. Most of the information gathered is used to justify conclusions, and thereasoning is explained. The writer does not extend scientific thinking beyond the data or useprior knowledge to arrive at a solution.

Note: Ideally, a Practitioner’s work includes more references to observations about the actualplanting of seeds and perhaps about why the most popular types were chosen (e.g., it greweasily, most of the seeds germinated, etc.).

ExpertThe assignment is completed successfully, including the letter to Mrs. McKegney, withrecommendations that clearly describe criteria for seed selection. The student uses two sets ofdata (two classes), and the analysis includes both gender preferences and whole-classpreferences. The student also makes an observation about the popularity of flowers over herbs.The student’s three graphs are clearly labeled and support conclusions.

Note: Ideally, an Expert’s work also includes more references to observations about the actualplanting of seeds, as well as survey data about why the most popular types were chosen (e.g.,it grew easily, most of the seeds germinated, etc.). It includes suggestions about compatibility ofplants, care requirements, and/or perhaps an analysis of the cost-effectiveness of buying inquantity or of propagating seeds at the end of the growing cycle (marigolds and cosmos aregood for this).



Novice



Apprentice



Practitioner



Expert



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