Ch-Ch-Ch-Chia
Seeds for Inquiry
(as seen in NSTA Science Scope, April/May 2011)
Engage
• Create a “mini-pet” by sprouting seeds on a paper
towel in a humid growing chamber.
– Students first draw a design on the paper towel
with markers, and then moisten the towel before
sprinkling the seeds on their drawings.
– Carefully insert the “mini-pet” inside a plastic ziptop bag (the growing chamber).
• Place “mini-pets” in various locations around the
classroom, and watch as the seeds sprout.
Explore
• Students compare their sprouted mini-pets
and observe differences.
– Seed germination
– Sprout growth
– Leaf color
– Root length
• As they note variations they speculate on
possible causes.
• These discussions lead to the generation of
inferences.
Inferences generated by students through
experience with chia mini-pets
Student observations
Inference
The mini-pets that were kept
nearest to the window grew the
tallest.
Warm temperatures can increase
sprout growth.
The seeds on the back didn’t
sprout.
If seeds are allowed to dry out,
they will not sprout.
Where seeds were crowded on my Seeds grow best when they are
mini-pet, they didn’t grow as tall. not crowded.
Leaves on my mini-pet were
lighter green than most others.
Plants can turn yellow in the dark.
The sprouts leaned toward the
window.
Light can make plants bend.
Question Generating Stems
Why does ….?
How does ….?
What if ….?
What could be the reason for ….?
What would happen if ….?
How does _____ respond to ____?
How does _____ compare to ____?
Does _____ when _____?
How could we find out if _____?
O/I/H
exit ticket
Explain (teacher-led)
• Choose one of the inferences to demonstrate
how to devise a simple, repeatable
experimental test.
• Sample procedures follow; however, students
should devise their own procedures for
testing their hypothesis.
Method
(Students should devise their own procedures. These are sample procedures for
determining how not adding water to a growth chamber affects seed germination
and plant growth. The other two variables, light intensity and temperature, will
remain the same as the control growth chamber.)
1. Add 1 part seeds to 10 parts water. Mix and wait for 10 minutes. The seeds will
absorb the water and produce a gel. (*This can be done by the teacher ahead of
time.)
2. Prepare the two growth chambers by folding two equal-sized paper towels so that
each fits inside a zip-top plastic bag. Label one bag A and the other B. Use a pipette
to place 10 seeds on each paper towel in such a way that the seeds are not touching
each other. The seeds will stick to the paper towels. Let them dry on the towels for
10 minutes.
a. Control – place one of the paper towels in the bag marked A. Add 20 mL of water
to the bag and seal it. Place the bag in a well-lit location and keep it at room
temperature.
b. Experimental – place one of the paper towels in the bag marked B. Add 0 ml of
water to the bag and seal it. Place the bag in a well-it location and keep it at room
temperature.
3. Observe, measure, and record your data over several days (up to two weeks).
Extend/Elaborate
• Each group of students selects an inference
and designs an experiment for testing it.
• Experiments are conducted and repeated, as
needed, over a two-week period.
Chia
Investigation
Plan
Chia
Investigation
Worksheet
Evaluate
There are several places for formative assessment
during this inquiry investigation:
• The Engage offers a chance to assess plant growing
experience.
• The Explore offers a chance to assess vocabulary terms.
• The Explore also offers a chance to assess hypothesis
generation.
• The Extend/Elaborate offers a chance to assess
experimental design.
Rubric
Other Evaluate ideas …
(besides science journal entries)
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Observation/Inference/Hypothesis exit ticket
Investigation worksheet
Investigation Plan
Student self-grading sheet
Inquiry rubric
RERUN paragraph
“Share-out”
Chia Seed RERUN
Recall: Summarize what you did in the
investigation.
Explain: Explain the purpose of the investigation.
Results: Describe the results of the investigation
and what they mean.
Uncertainties: Describe what you are still unsure
about.
New: Write at least two new things that you
learned from this investigation.