Grade 1

Classes created "sprout houses" to germinate seeds in bags. This allows students to observe a seed as it sprouts and grows roots. 

Over time students were asked the question, how does this work, when they were observing their seeds grow. They were asked to use their inquiry skills and background knowledge in order to make deductions.  Students were also asked to think about how a seed transforms into a plant. Students were able to use their resources to think about the life cycle of a plant and how it must begin as a seed to grow.

This task supported student learning by inviting them to think deeper about the function of a plant. Students had to think beyond what a seed is. They were asked to think about the function of each part of a plant, such as the outside factors: water, sunlight, temperature, and the inside factors: the seed, the embryo, and the seed coat. Students then were able to think about the growth of a seed into a plant and how the seed transforms into a plant because of different factors.  Thinking deeper allowed for students to focus on the interdependence of all parts that help them to make connections between seeds growing, people growing and changing, and even machines growing and changing over time. This directly aligned with our first line of inquiry where students were able to see how things change over time.