Seed Explorers: From Discovery to Growth
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we design a garden using different seeds and plants to meet our needs while also caring for the environment?Essential Questions
Supporting questions that break down major concepts.- Where do seeds come from?
- What do seeds need to grow?
- How are different seeds similar and different?
- What are the different parts of a plant?
- How do seeds help plants to make more plants?
- How do we use seeds in our daily lives (food, clothing, etc.)?
- How can we care for plants and seeds?
- How does weather affect seeds and plants?
- What are the different ways to share what we learned about seeds?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Understand where seeds come from
- Understand what seeds need to grow
- Understand how seeds help plants to make more plants
- Care for plants and seeds
- Design a garden
Scientific Inquiry
Entrepreneurship
Listening
Speaking
Writing
Entry Events
Events that will be used to introduce the project to studentsThe Mysterious Seed Package
A large, unmarked package arrives in the classroom, filled with various seeds and a cryptic note asking for help identifying and using them. This sparks immediate curiosity and sets the stage for exploration and investigation, encouraging students to ask questions and make predictions about what the seeds might grow into.The Magical Seed Experiment
Students are presented with a seemingly 'magical' seed that changes color or shape when exposed to different conditions, prompting them to design and conduct experiments to uncover the secrets of seed germination and growth. This hands-on approach promotes scientific inquiry, observation skills, and a sense of wonder as students witness the transformative power of seeds.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Seed Sorting and Categorization
Students will sort and categorize different types of seeds based on their characteristics.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA seed collection with sorted categories and descriptions.Alignment
How this activity aligns with the learning objectives & standardsAligns with S-NSY-TWSc.03 (Observe closely), S-NSY-LS-D-01 (Categorize plants), and S-NSY-LS-D-02 (Identify differences in plant parts).Plant Needs Investigation
Students will conduct experiments to determine what seeds need to grow.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityExperimental results and a conclusion about what seeds need to grow.Alignment
How this activity aligns with the learning objectives & standardsAligns with S-NSY-TWSc.05 (Follow instructions), S-NSY-TWSc.06 (Use first-hand experience), S-KG-LS-A-01 (Basic needs of living things), and S-NSY-LS-B-06 (Care for plants).My Dream Garden Design
Students will design their own garden using different seeds and plants.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA garden design plan with labels and explanations.Alignment
How this activity aligns with the learning objectives & standardsAligns with S-NSY-TWSa.01 (Ask questions), S-NSY-TWSd.04 (Communicate findings), and SS-NSY-E-A-01 (Invent objects from recycled materials).Seed Story Time
Students will listen to stories poems and rhymes about seeds and plants.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityListening comprehension and retelling a story.Alignment
How this activity aligns with the learning objectives & standardsAligns with E.NSY.L.B.01 (Listen to stories), E.NSY.S.A.06 (Ask and answer questions), E.KG.S.C.03 (Retell a story), and E.NSY. R.G.05 (Identify main events and characters).Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioKindergarten Seed Explorers Portfolio Rubric
Seed Sorting and Categorization
Assessment of students' ability to observe, sort, and categorize different types of seeds based on their characteristics.Observation Skills
Ability to closely observe seeds using magnifying glasses and note details.
Exemplary
4 PointsStudent meticulously observes seeds, noting intricate details and variations in size, shape, color, and texture, demonstrating a keen eye for detail.
Proficient
3 PointsStudent observes seeds closely, noting key details such as size, shape, color, and texture.
Developing
2 PointsStudent attempts to observe seeds but misses some key details.
Beginning
1 PointsStudent struggles to observe seeds and identify basic characteristics.
Sorting and Categorization
Ability to sort seeds into groups based on similar characteristics and provide explanations.
Exemplary
4 PointsStudent expertly sorts seeds into logical categories, providing insightful explanations for groupings that demonstrate a deep understanding of seed characteristics.
Proficient
3 PointsStudent sorts seeds into appropriate categories based on similar characteristics and provides clear explanations for groupings.
Developing
2 PointsStudent attempts to sort seeds but has difficulty forming logical categories or providing clear explanations.
Beginning
1 PointsStudent struggles to sort seeds and cannot provide explanations for groupings.
Representation
Quality of seed drawings and accuracy of written descriptions.
Exemplary
4 PointsDrawings are detailed and accurate, capturing the unique features of each seed, with descriptive sentences that clearly articulate the rationale behind the groupings.
Proficient
3 PointsDrawings are clear and representative of the seeds, with sentences that explain the reasons for grouping.
Developing
2 PointsDrawings are basic and lack detail; sentences are incomplete or unclear.
Beginning
1 PointsDrawings are unrecognizable; sentences are missing or do not relate to the seeds.
Plant Needs Investigation
Assessment of students' understanding of what seeds need to grow through experimentation and observation.Experimental Design
Ability to plant seeds in different conditions and follow instructions.
Exemplary
4 PointsStudent meticulously designs and executes the experiment, carefully controlling variables and following instructions with precision, showcasing advanced planning and execution skills.
Proficient
3 PointsStudent successfully plants seeds in different conditions, following instructions accurately.
Developing
2 PointsStudent attempts to plant seeds in different conditions but struggles to follow instructions consistently.
Beginning
1 PointsStudent struggles to plant seeds and does not follow instructions.
Observation and Recording
Ability to observe seeds daily and record changes in a seed journal.
Exemplary
4 PointsStudent diligently observes seeds daily, meticulously recording changes with detailed descriptions and insightful observations, demonstrating exceptional attention to detail and scientific curiosity.
Proficient
3 PointsStudent consistently observes seeds daily and records changes in their seed journal.
Developing
2 PointsStudent inconsistently observes seeds and records changes sporadically.
Beginning
1 PointsStudent rarely observes seeds or records changes in their seed journal.
Conclusion
Ability to draw conclusions about what seeds need to grow based on experimental results.
Exemplary
4 PointsStudent formulates a comprehensive conclusion, synthesizing experimental results with advanced reasoning to articulate the specific conditions required for optimal seed growth, demonstrating mastery of the scientific method.
Proficient
3 PointsStudent draws a clear conclusion about what seeds need to grow, based on their experimental results.
Developing
2 PointsStudent attempts to draw a conclusion but struggles to connect it to their experimental results.
Beginning
1 PointsStudent cannot draw a conclusion about what seeds need to grow.
My Dream Garden Design
Assessment of students' ability to design a garden using different seeds and plants, considering their needs and environmental factors.Brainstorming and Planning
Ability to brainstorm a list of plants and plan the garden design.
Exemplary
4 PointsStudent generates an extensive list of diverse plants and meticulously plans the garden design, demonstrating advanced creativity and strategic thinking in plant selection and arrangement.
Proficient
3 PointsStudent creates a list of plants and plans their garden design.
Developing
2 PointsStudent struggles to create a list of plants or plan their garden design effectively.
Beginning
1 PointsStudent is unable to create a list of plants or plan their garden design.
Design and Labeling
Ability to draw and label the garden design, explaining plant choices.
Exemplary
4 PointsGarden design is exquisitely detailed and labeled with precision, showcasing advanced artistry and a comprehensive understanding of each plant's purpose and benefits within the garden ecosystem.
Proficient
3 PointsStudent draws and labels their garden design, explaining why they chose each plant.
Developing
2 PointsStudent attempts to draw and label their garden design but struggles to provide clear explanations.
Beginning
1 PointsStudent is unable to draw or label their garden design.
Presentation
Clarity and persuasiveness of the garden design presentation.
Exemplary
4 PointsPresentation is delivered with exceptional clarity and passion, captivating the audience with insightful explanations of how the garden design brilliantly meets needs while promoting environmental stewardship, demonstrating superior communication and advocacy skills.
Proficient
3 PointsStudent presents their garden design clearly, explaining how it meets their needs and cares for the environment.
Developing
2 PointsStudent struggles to present their garden design clearly or explain its benefits.
Beginning
1 PointsStudent is unable to present their garden design.
Seed Story Time
Assessment of students' listening comprehension and ability to retell stories about seeds and plants.Listening Comprehension
Ability to listen attentively to stories and answer questions about main details.
Exemplary
4 PointsStudent demonstrates exceptional listening skills, accurately recalling intricate details and providing insightful answers to complex questions about the story's main themes and characters, showcasing superior comprehension abilities.
Proficient
3 PointsStudent listens attentively to stories and accurately answers questions about the main details.
Developing
2 PointsStudent struggles to listen attentively or answer questions accurately.
Beginning
1 PointsStudent does not listen attentively or answer questions.
Story Retelling
Ability to retell a favorite story in their own words.
Exemplary
4 PointsStudent flawlessly retells the story with advanced narrative flair, embellishing key plot points and character nuances while maintaining perfect sequence and conveying a deep understanding of the story's underlying message.
Proficient
3 PointsStudent retells a favorite story in their own words, maintaining the correct sequence of events.
Developing
2 PointsStudent attempts to retell a story but struggles to maintain the correct sequence of events or use their own words.
Beginning
1 PointsStudent is unable to retell a story.
Visual Representation
Quality of drawings that represent the story's main ideas.
Exemplary
4 PointsThe drawing is a masterpiece of visual storytelling, masterfully capturing the essence of the story's main ideas with advanced artistry and intricate detail, demonstrating a profound connection to the narrative.
Proficient
3 PointsStudent draws a picture that clearly represents their favorite part of the story.
Developing
2 PointsStudent attempts to draw a picture but struggles to represent the story's main ideas.
Beginning
1 PointsStudent does not draw a picture.