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The fascinating world of plant adaptations is explored in this interactive lesson focused on seeds and seed dispersal. Students investigate characteristics of plants in relationship to their environment by creating their own unique seed that can be transported by wind, water, gravity or animals. This technical activity builds design and analysis skills as students:
This learning experience reinforces curriculum concepts related to growth of plants, reproduction, adaptations and interactions within ecosystems. There is a strong emphasis on scientific literacy as students learn new vocabulary and apply research concepts to the development of their models.
An extension of the lesson could have a class visit to a local habitat to study plants in their natural environment and identify how seed dispersal occurs. This outdoor study might include comparing invasive plant species to native plant species to identify parameters that may allow non-native plants to have better reproductive success.
This lesson also supports a classroom action project where students plant and grow a school vegetable garden or pollinator garden with wildflowers.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
There are many opportunities for students to establish connections with prior learning. Pollination is related to plant adaptations which will strengthen discussions about the relationship between insects and plant reproduction.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
This lesson builds understanding of the integral connections between plants, pollinators and the physical environment. Students will develop an increased awareness of the role of these natural processes in food production and ecosystem integrity.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The activity in this resource uses a problem solving approach that supports questioning, brainstorming and formulating solutions.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
No specific action projects are included in the lesson but the learning experience certainly supports conservation initiatives such as planting school gardens or protecting local pollinator habitat.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
Students will deepen understanding of connections between plants and animals which will support a conservation ethic.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
This resource encourages an outdoor exploration of local plants which will engage students in an authentic learning experience that fosters discovery.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Searching for seeds outside will connect students with plant species found locally.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
This lesson uses a problem solving approach where students develop solutions, test their ideas and improve designs based on new learning.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The science content includes English Language Arts tasks related to vocabulary building and analyzing written information. Designing and constructing the seed also supports visual arts outcomes.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The teacher's role is to support rather than direct student discussions and reflection. This strategy ensures there are many opportunities for self discovery which facilitates active student involvement in the learning process.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
There are no specific strategies for differentiation, however there is a hands-on component to the lesson that will appeal to a variety of learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
A suggestion to extend the learning by taking students outside to hunt for seeds would enable students to apply new learning in the real world context of a natural environment.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in small groups to design and create their seed. Assigning specific roles to each group member would further develop teamwork skills.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
A guided discussion around the three key concepts of adaptation, pollination and seed dispersal provides an excellent tool for constructive assessment of student learning.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students actively engage with each other through peer discussions and problem solving. Group presentations provide a forum for sharing new learning.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
The hands-on approach fosters self-discovery and creativity. The lesson also supports exploration of the natural world and students are able to apply learning in future outdoor experiences.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|