Teachers and families across the country are facing a new reality of providing opportunities for students to do science through distance and home learning. The Daily Do is one of the ways NSTA is supporting teachers and families with this endeavor. Each weekday, NSTA will share a sensemaking task teachers and families can use to engage their students in authentic, relevant science learning. We encourage families to make time for family science learning (science is a social process!) and are dedicated to helping students and their families find balance between learning science and the day-to-day responsibilities they have to stay healthy and safe.
Interested in learning about other ways NSTA is supporting teachers and families? Visit the NSTA homepage.
Sensemaking is actively trying to figure out how the world works (science) or how to design solutions to problems (engineering). Students do science and engineering through the science and engineering practices. Engaging in these practices necessitates students be part of a learning community to be able to share ideas, evaluate competing ideas, give and receive critique, and reach consensus. Whether this community of learners is made up of classmates or family members, students and adults build and refine science and engineering knowledge together.
Plants use many strategies to move their seeds far and away to help ensure the seeds will germinate and continue to live and grow. Some of these strategies might surprise you!
In today's task, How do seeds get around?, students and their families engage in science and engineering practices and the thinking tool of structure and function to make sense of the science idea plants have different parts that help them survive and grow.
Plants use many different strategies to spread their seeds far and away. This gives seeds the chance to land in place where they can get sunlight, water, and space to grow. Before reading Seeds Move! with your students, you may want to begin by asking students, "What do plants need to grow?" (sunlight and water)
You might next ask, "Imagine seeds on the ground right beneath the plant that dropped them. Would the seeds be able to live and grow? Why do you say so?" Consider pointing to the plants on the "A seed drifts" page (or scroll to 1:45 min in the video) or direct your students' attention to plants around the school, home or community green space. Then ask students to turn and talk with a partner (a classmate or a family member). You may choose to use the partner conversational supports below:
Speaker: I think ____ because ____ .
Responder: I heard you say ____ . I agree/disagree because ____ .
As you listen to students' conversation, you might remind them, "What do plants need to live and grow? (water and sunlight). Would seeds beneath a healthy plant be able to get what they need to live and grow? Why do you say so?"
Bring students together and ask, "What are we in agreement about?" Students might agree that sprouted seeds (young plants) won't get sunlight if they are under the parent plant. They may say young plants won't have room to grow. Students may not bring up ideas about seeds beneath the parent plant not getting water because in their experience rain always reaches the ground (not the case in a rainforest where the canopy blocks sunlight, wind and rain), but this is OK.
Engaging students in these discussions surfaces prior knowledge about what plants need to live and survive and supports them in understanding why plants move their seeds far and away.
In Seeds Move! by Robin Page, students observe different types of seed dispersal (moving seeds over a wide area). Share My Science Journal with students or provide them blank paper. Read the story together and ask students to make observations about how seeds are moved around. Ask students to share their observations first with a partner and then with the whole class.
You might consider making a list of observations strategically grouping observations about wind, water, animals, and "explosions" together (some students might include observations about gravity). Then ask, "What do all of these observations have in common (point to a group of observations)? Let's label these observations 'moved by _____." Label all of the groups before moving on to the next activity.
Most plants reproduce with seeds that come in all shapes and sizes. Some are large like a bur oak acorn with an average of 75 acorns per pound, and some are small like the eastern cottonwood seed with an average of 350,000 seeds per pound. The ways plants disperse seeds are both amazing and necessary!
Return to Seeds Move! story. Ask students to find and describe one example of each of the following seeds in their journal.
A seed that is dispersed by water.
A seed that is dispersed by animals.
A seed that is dispersed by wind.
Encourage students to use both words and pictures to describe the seeds. (If the spaces in the student journal are too small, provide students with a blank piece of paper.)
Ask students to identify in their drawing (circle, use arrows) the part(s) of the seed that helps it move the way it does. Ask them how they think the part(s) they identify helps the seed move. If students struggle with the how, ask, "What is it about the shape of this part that makes you think it helps move the seed by wind/animals/water? What is it about the material (thick or thin; stiff or bendy; holes or no holes; etc.) that makes you think it helps move the seed by wind/animals/water?
Next, return to the story. Ask students to find another example of a seed moved by wind (or animal or water). You might divide students into groups and assign each group a category - wind, animal or water - to find additional examples of seeds. Ask students to compare the seed they described with the new example. Ask, "How are the parts of these two (or more) seeds that help it move similar? How are they different? Make a list of things you would look for to figure out if a seed you haven't seen before is moved by wind (or animal or water)."
Next, ask groups to share which structures (shapes and material properties) seeds that move by wind (or animals or water) have in common. Give groups an opportunity to revise their lists after all of the groups have shared their ideas.
Ask students, "Based on your observations about seeds moved by wind, animals and water, why do you think plants don't disperse their seeds in the same way?" (seeds may have to travel far away to find sunlight and space; some seeds are too big to be carried by wind; not all seeds are eaten by or carried by animals)
Consider providing students with pictures of seeds not included in the story and ask them to use their lists to determine how the seed might be moved.
Head outdoors and look for seeds all around your school, home or community! Tell students not to touch or remove seeds from living plants. If students have access to a camera, ask them to take pictures of all the different kinds of seeds they find.
Students may have difficulty identifying seeds that are different from the seeds in Seeds Move! or different than the naked seeds they've planted at school or home. Consider watching Seed Dispersal -The Great Escape together to identify more examples of seeds and seed parts that help seeds move.
Ask students to choose one of the seeds they found and complete the following tasks in their journal:
Describe the seed using words and pictures.
Identify the part(s) of the seed that help it move by wind, animals, or water.
Ask students to share their claim and evidence with a partner (classmate or family member). Consider using the partner conversational supports provided in "Getting Started" (above).
Many versions of the "engineer-a-seed" activity are available online. If you are looking for a rainy-day activity to engage your students with, Have Seeds, Will Travel might be the place to start.
Here are few ideas to consider to increase opportunities for students to develop engineering ideas while participating in the activity:
NSTA has created a How do seeds get around? collection of resources to support teachers and families using this task. If you're an NSTA member, you can add this collection to your library by clicking ADD TO MY LIBRARY located near the top of the page (at right in the blue box).
The NSTA Daily Do is an open educational resource (OER) and can be used by educators and families providing students distance and home science learning. Access the entire collection of NSTA Daily Dos.