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Copyright or Image edited by Henry Guzmán

Unit plan #1: Seed Starting and Germination

Main Goal: Students learn how seeds sprout and grow into plants, and what conditions they need to germinate successfully.

Grade Level: 3rd to 5th Grade (Ages 8-11)

Duration: 3-4 Weeks

Subject Areas: Science, Ecology, Environmental Education

 

The primary source to consider that aligns with the educational standards is the Next Generation Science Standards (NGSS). https://www.nextgenscience.org/  On the federal level, the EPA Environmental Education (EE) Guidelines PA provide relevant educational resources. https://www.epa.gov/education. Considering and researching local and state-level standards is pertinent when adjusting and implementing the lessons. In the following units, each goal and objective is equivalent to the Social Science Common Core State Standards. Example: https://www.isbe.net/Documents/IL-Social-Science-Standards.pdf

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Stage 1 – Desired Results (Goals, Objectives, and Key Understandings)

 

Goals (Established Goals):

  1. Students will understand the seed germination process and the various factors that influence the growth of plants.

  2. Students will be able to identify the different stages of seed germination and the key nutrients plants require for their growth.

 

Key Questions to consider:

  1. Overall, what are the ideal conditions for seeds to germinate?

  2. How do the different elements affect the plant's growth? Consider at least water, temperature (at least 70f degrees?), the number of hours of direct sunlight, the quality of the soil, etc.

  3. Why is it relevant and vital to understand seed germination for a thriving garden project?

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Understandings (Students will understand that):

  1. The seed germination process is one of the most important steps when starting a garden, as seeds grow into baby plants.

  2. Plants require specific conditions to thrive; the most relevant things to remember are water, sunlight, nutrients, and proper temperatures.

  3. Since the beginning, we must prioritize creating a sustainable garden. It can require many steps, but learning and implementing ecological principles is a great place to start.

 

 Knowledge and Skills (Students will know and be able to):

  1. Identify the parts of the seeds and their main functions.

  2. Describe the steps involved in seed sprouting.

  3. Monitor and write down in their journals how plants grow.

  4. Utilize the knowledge acquired in each session to maintain the garden effectively.

 

Stage 2 – Assessment Evidence (Methods to Evaluate Student Learning) 

 

Performance Tasks:

There are many activities that teachers and educators can lead with their students to assist their learning process in the garden. The most important ones include the experiential learning approach. Three suggestions:

  1. Seed Observation Journal: This can be a section of their season journal. Students must document their observations in the plant's growth process, starting with the seed germination. It is pertinent to compare and note chances among other plants in the garden and to reflect on the factors that affect them.

  2. Growth Experiment: Science requires experiments; students can execute experiments from the first lessons. For example, they can vary the amount of water and type of soil of a selected set of seeds and then see how the different conditions affect seed germination. A few weeks later, students can present and discuss their observations and conclusions with the class when collecting enough data.

  3. Other Evidence: You can be creative according to the available resources and your research. But it's recommended activities that encourage class discussions and participation of all students, for example, essays or poems. If the school requires written tests or quizzes to assess the learning process, consider these free resources:

 

Stage 3 – Learning Plan  (Instructional Strategies and Activities)

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It is recommended that the WHERETO Elements (Understanding by Design by Wiggins & McTighe) be used for the learning activities. The authors describe them in short: “Where is it going? Hook the students, Explore and equip, Rethink and revise, Exhibit and evaluate, Tailor to student needs, interests, and styles, Organize for maximum engagement and effectiveness” (Wiggins & McTighe, 2005, p. 34).

 

An example of these elements that can apply to any lesson:

  • W: Students need to understand, for example, where the Seed Starting and Germination lesson is going and craft crucial questions and goals towards this.

  • H: Hook students with an engaging story. For instance, before going to the garden, play a video about the seed germination process, a source that uses the language and vocabulary according to your student’s age and knowledge.

  • E: Once your students are engaged, you can equip them with more knowledge and skills; here, it is crucial to include hands-on activities.

  • R: Students learn at different levels and speeds; provide opportunities for students to rethink and revise their understanding; it can be done when discussing and reflecting on their journal notes.

  • E: The evaluation aspect must be considered; many sources must be considered. You can research and adapt to your reality and consider journals, experiments, quizzes, and presentations.

  • T: Every class has specific needs and talents; make sure to tailor instructions to meet the needs of diverse learners.

  • O: The plant growing process follows a logical process; make sure to organize and adapt the lessons, and the activities where students will be exposed are built on prior knowledge and lead to deeper understanding.

Learning Activities (considering a Theory of Change)

I recommend Kolb’s Experiential Learning Theory for these activities. This theory's relevancy is the Experiential learning component, which authors define as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience" (Kolb, 1984, p. 41).

                                                                      

Week 1: Introduction to Seeds and Germination

  •  Concrete Experience (CE): You can start the lesson with visual elements, bring several seeds to the classroom, and introduce them to the students. Participation is the key; let them touch, feel, observe, and then ask for similarities and differences as they describe the seeds in their own words.

  • Reflective Observation (RO): Students embrace the project through involvement. Previously, ask your students if it is possible to bring small pots and use them to plant the seeds. Here, the reflection is critical; ask students what they predict or imagine what will happen over the next few weeks. Here, you can start with the Seed Observation Journal section. Writing down their guesses, hypotheses, and observations during the activity is essential.

  • Note: As a farmer and in my last two years of gardening, I learned how important it is to have high-quality seeds. For garden projects, it's crucial to invest in Native seeds and non-GMO seeds; a source that I can recommend either for vegetables or flower seeds is Renee’s Garden: https://www.reneesgarden.com/. They offer various native American seeds, including the traditional Three Sisters Garden set, which I planted with an almost perfect germination rate. I highly recommend including Native American agricultural practices in any gardening project. Learn more about this technique: https://www.reneesgarden.com/products/native-american-three-sisters-garden

 

Week 2: Factors Affecting Seed Germination

  • Abstract Conceptualization (AC): Research and find ways to teach students about the ideal conditions and elements for seed germination; the ones most gardeners agree on are the water, light, nutrients, and temperature). Create discussions about the seed's parts and their purpose. 

  • Active Experimentation (AE): Gardening mainly involves experiments and growing. Prepare a main activity for the Growth Experiment tasks. When planting the seeds, consider at least two conditions: indoor and outdoor. That way, students can experience the germinating process where conditions such as water, light exposure, temperature, and soil types have different performances.

 

Week 3: Observing and Recording Changes

  • Concrete Experience (CE): If possible, try to have students make daily observations of the seeds; some germinate very quickly, and a lot of growth can happen in 24 hours. Encourage students to write down their observations and potential changes in their Seed Observation Journal.

  • Reflective Observation (RO): When noticing significant changes, schedule discussions with the class to share their observations. Ask questions about which seeds already sprouting will thrive and have more chances to grow healthier than those still underground, and hypothesize why certain seeds are not growing as expected.

 

Week 4: Analyzing and Presenting Findings

  • Abstract Conceptualization (AC): By this week, a lot of learning and observations have occurred; create a workshop to help students analyze their experimental data and annotations. Ask a few questions about the different factors affecting new plant growth and request their conclusions.

  • Active Experimentation (AE): Request students to prepare and present their findings creatively according to their skills, creativity, and imagination, which can be presented to the class. Challenge them to apply their learned knowledge and skills at home and experiment with how a seed and plant germinate and grow in different conditions and the inherent challenges that unsupervised tasks may bring.

 

Main Materials/Supplies Needed

  • Various types of seeds

  • Small pots or containers

  • Soil (at least of two kinds)

  • Watering cans

  • Labels and markers

  • Light sources (sunlight, grow lights)

  • Thermometers

  • Seed Observation Journals

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Reflection and Improvement:

Evaluate how effective the lesson and workshops were. Request feedback from your students and assess the results. Question to ponder: What feedback and assessment received from students reflect their understanding of the lesson?

Reflect on what worked well and what could be improved. Question to ponder: Which tasks were more effective? Which tasks need adjustments to help accomplish the goals and have a better learning experience?

Revise and modify the upcoming lessons to better meet students' needs and, in that way, enhance the learning outcomes.

 

Troubleshooting?

Explore these articles when facing common seed-starting issues:

  1. Common Seed Starting Problems (and Solutions!): https://www.thehomesteadgarden.com/common-seed-starting-problems-and-solutions/

  2. Common Seed Starting Problems And How To Fix Them: https://umbelorganics.com/common-seed-starting-problems/

  3. 5 Most Common Seed Starting Problems & How to Fix Them: https://empressofdirt.net/seeds-not-germinating/

 

Online and Multimedia resources to consider in this lesson:

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Some nationwide school gardens would inspire you before you start: Growing School Gardens Virtual Tour - FULL TOUR: https://www.youtube.com/watch?v=D2Ku0IEv5dw

https://www.edutopia.org/discussion/18-teacher-tested-strategies-differentiated-instruction

https://thirdspacelearning.com/us/blog/differentiated-instruction/

 

For teachers/educators: Research on Traditional Ecological Knowledge (TEK), Native Seeds, and Non-GMO Seeds. Being informed on the background and history of any topic is crucial when executing the lessons and questions to ponder with your students. A few initiatives worth exploring when deciding which kind of seeds to get for your garden project: Native Seeds / Conserve a Crop: https://www.nativeseeds.org/ and The Non-GMO Project: https://www.nongmoproject.org/

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