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ACTIVITY THREE: "The Seed and the Log"

Activity 3:  Student Page
(It may be helpful to view the student page alongside this teacher page.)

 

                                    Materials:
•One large-sized tree log or thick branch for each group
•A seed of that same tree type for each group (pine seeds work well because they are very small and pine trees are common)
•Paper towels for clean up
•(Optional) Large photographs of that tree type or a smaller picture for each group to look at

FRAMING THE LESSON ACTIVITY:
A Possible Teacher Narrative...		 COMMON STUDENT RESPONSES AND
SUGGESTED TEACHER ACTIONS
Read or talk about ideas in paragraph 1, p. 5.

"Each group will receive seed and a log. Your group's job is to examine the seed and the log and to come up with your ideas about how this tiny seed can change into a huge tree.

"Scientists use the word HYPOTHESES for the ideas that we are not sure about yet. These hypotheses are ideas that we need to think about more closely to see if they are true. So what are your ideas, your hypotheses, about how a seed grows into a huge tree?
Where does all the material that makes up a tall tree come from?

As a group, try to come up with as many different ideas as you can.

 

 

 Common Student Responses..
Students need support and encouragement to go beyond the simple descriptive level (the seed grows into a tree) to the explanatory level (explaining how a seed grows into a tree).

Very few students will think about unseen processes going on inside the seed or the tree trunk. A few students may wonder about what is going on inside the seed and how water and light helps it grown.
However, the typical pattern of thought is that the seed soaks up the water and the sun that the tree needs to grow. They do not usually think about food being stored in the seed or about the embryo inside the seed.

Some students will become fascinated with the rings and focus their discussion on how the rings are made. They will make reference to the idea that the tree grows a new ring each year and that you can tell how old a tree is by counting its rings. However, they do not usually have many explanations of how a new ring is created each year.
ACTIVITY:  
Allow about 10-15 minutes for students to talk.

"Now you have three tasks to complete by yourself to help you reflect on the ideas that you have discussed.
First write down your ideas about how a tiny seed can become a tree.

"Next draw a sketch that shows how you think this happens.

"Finally write how your idea is different from someone else in your group."

 

Suggestions for how to help students...

Groupwork can be very helpful . Once someone in the group generates an idea, this will often stimulate other ideas.

The teacher can also help by encouraging students to "use your scientific imaginations".
"Imagine you are shrunk down like the kids in Honey, I Shrunk the Kids and you could get inside of that seed. W hat is going on inside there that enables the seed to grow into a tree?"

Ask questions like: "Clearly there is a lot more stuff (matter) in the log than in the seed. So where did all that stuff come from?"
REFLECT:  

"How many different hypotheses did we come up with? Let's hear some of them."

Write in Science Journals: What was an idea you heard that was different from your own? Describe how it was different from yours.