1 Weather, Seasons, and Food Preservation Objectives: 1. Able to compare and contrast the seasons and identify specific characteristics of each. 2. Identify ways in which we change our behaviors to adapt to different seasons. 3. Recognize that most fruits/vegetables in our gardens can’t survive winter in part because the plant roots can’t access the ground water and nutrients (food) in the soil when they’re frozen. 4. Learn what “preserve” means, why we preserve food, and some methods for preserving: freeze, dry, can/pickle and store (in cool, dry, dark place). 5. Sort fruits/vegetables into buckets according to best or most common food preservation method; identify similarities and differences of the produce within and between the buckets. MCPS Science Standards Met:​
3.1; 3.5; 4.4; 4.5 Season Used:​
Summer, Fall Time: ​
60 minutes Grade Level:​
3rd Materials: ● 4 buckets ● A variety of fruits and vegetables to sort into buckets (potato, tomato, cucumber, grapes, apple, berries, herbs, carrot, beet, kale, bean, pepper, onion, squash) ● Examples of different food preservation items, examples: tomato sauce, bag of raisins, jar of pickles, jar of dried herbs Pre­Lesson Preparation: ● Label buckets: “freeze,” “can/pickle,” “dry,” “store (in cool, dry, dark place).” ● Have a variety of fruits and vegetables, as well as food preservation items at the ready. ACTIVITIES: A) Introduction: Let’s talk weather and seasons! Here are some prompts to get you going: 1. Which season are we in currently? Who can name Montana’s seasons, starting with the season we are in right now? ​
[Fall, winter, spring, summer] 2. What is the weather like today compared to the last few weeks? Spend some time talking about the changes in weather and how the seasons differ in weather. Prompt questions: Is there more sun or less sun in the winter? In which season do we get the most rain? Snow? In which season do the majority of plants start to grow? 3. Ask the students to reflect on how their behavior changes in summer versus winter. Prompt questions: How do you dress differently? How do you eat differently? How do 2 your activities change with the seasons? 4. What often happens to water in the winter?​
It freezes. (​
At what temperature does water freeze? ​
At and below 32 degrees F.)​
​
​
What does this mean for the fruits and vegetables in our gardens when the water freezes? Let the students throw out ideas. If it hasn’t been said, ask them what it is that the roots of the plant can’t access if water freezes? ​
Their roots can’t access the food and water in the soil if it’s frozen. W
​hat happens to the plant then? ​
It dies. 5. What does this drop in temperature and change in seasons mean for our fruits and vegetables that we grow in our gardens? ​
We either have to eat them before they die and go bad OR preserve them. a. What does the word “preserve” mean? ​
It means to save or maintain something in its original state. b. Can you think of some examples of things we might preserve? Brainstorm some examples with the class. 6. What are some ways we might preserve the fruits and vegetables from our gardens? We might freeze them, can/pickle them, dry them, or store them (in a cool, dry, dark place)​
. Let’s explore these methods in more depth by doing an activity… B) Activity One: Food Preservation Methods ­ Sorting Fruits and Vegetables 1. First off, let’s start with the food preservation method of storing fruits and vegetables in a cool, dry, dark place. We’ll sort some of the fruits and vegetables into the bucket labeled “store (in cool, dry, dark place).” a. This is the simplest method for preserving fruits/vegetables; as long as they are stored properly (in a cool, dry, dark place), they can last for months! b. Can you think of a place in your home that is cool, dry, and dark where you’d want to store fruits/vegetables? (​
Basement, garage, food pantry…) c. Some fruits and vegetables cannot be stored nearly as long as others. Those that store well have harder skins, less water, and aren’t squishy. d. Take a look at the fruits/vegetables displayed in front of you on the ground. Which of the fruits/vegetables you see can be stored? Have students put those fruits/vegetables in the “store” bucket. ​
(Examples: potato, carrot, beet, apple, onion, squash) d. All the vegetables in the “store” bucket we call “root vegetables”. What are root vegetables?​
The part of the plant that we eat that grows underground or right on the surface.​
They store the best, as long as they are stored properly (in a cool, dry, dark place). 2. The other ways in which we might preserve food are by freezing, canning/pickling or drying them. Here’s how you preserve by those methods: a. To freeze: we may have to blanch or chop them up, put them in special freezer bags, and stick them in the freezer. b. To can or pickle: we put them in cans or jars, often with other ingredients. Pickling requires adding: vinegar, salt, sugar, and herbs along with the vegetable. c. To dry: we often slice them and let them dry in the sun or in a dehydrator. 3. Into which bucket would YOU sort the rest of the fruits and vegetables? Think of 3 things you have in your cupboards/pantries at home and items you’ve seen on the shelves in the grocery store. Have students sort the produce into the buckets based on which method for preserving they think is best, or most common, for that fruit or vegetable. *Note: fruits/vegetables can fall into more than one category!! ● Apples: dry; freeze; can as jam; store ● Basil: dry into herb ● Beans: freeze; can/pickle ● Beets: can/pickle; store ● Carrots: store, freeze; pickle ● Cucumbers: pickle ● Dill: dry as herb ● Grapes: dry into raisins; freeze; can as jam ● Kale: freeze ● Kohlrabi: pickle, store ● Mint: dry as herb ● Onions: store ● Peppers: dry ● Plums: dried into prunes; freeze; can as jam ● Potatoes: store ● Raspberries: dry; freeze; can as jam ● Spinach: freeze ● Squash: freeze; can into sauce; store ● Strawberries: dry; freeze; can as jam ● Tomatoes: dry; freeze; can as pizza sauce or whole/diced tomatoes 4. Let’s use our critical thinking skills and observations to discuss the following questions: Do you notice any similarities between the fruits and vegetables within each bucket? Do you notice differences between the buckets? Discuss these similarities and differences. Discuss why there may be similarities and differences within and between the contents of the buckets. CONCLUSION: ● What are our four seasons? What are some ways in which they differ from each other? ● What are some examples of ways we change our behaviors according to the season? ● Why can’t most fruits/vegetables in our gardens survive the winter? What happens to the water in the ground? How does this affect the plant? ● What does “preserve” mean? Why do we preserve our food? ● What are some methods by which we preserve our food? Can you name an example of a fruit/vegetable we preserve by each method? 4 Microorganisms Make Our Compost Objectives: 1. Identify the five basic needs of all living things ­ food, water, air, shelter and energy. 2. Identify where living things, and specifically animals versus plants, obtain energy; how energy is vital to the survival of living things; ways in which that energy is used. 3. Learn what a “microorganism” is and how they contribute to an important cycle in the garden called “composting.” 4. Learn all about compost ­ what it is, the process of making it, what you do with it in the garden and how to make it in a spinning composter. 5. Learn what conditions in the compost need to be present in order for microorganisms to survive and do their job of “decomposition.” MCPS Science Standards Met:​
3.1; 3.2 Season Used:​
Spring Time:​
60 minutes* *Optional: extend the lesson for a period of a couple weeks or months. See “Additional Activity Ideas” at the end of this lesson for ideas. Grade Level:​
3rd Materials: ● Spinning composter ● Organic matter (i.e. food scraps, old plant parts) ● Straw ● Watering can ● Trowel Pre­Lesson Preparation: ● Have all the materials at the ready. ACTIVITIES: A) Introduction: Today, we are going to be talking about an extremely small animal that contributes to a very important cycle in the garden. 1. Start with a discussion about the needs of all living things. Here are some prompts: a. All living things need what five things to grow and survive?​
They need food, water, shelter, air and energy. b. How do living things obtain energy? ​
They get energy from the food they eat. c. Why do living things need energy to survive? ​
Everything living things do takes energy in the form of food in order to grow and survive.​
d. What are some examples of how we use energy in our lives? ​
(Thinking, 5 running, talking, breathing, eating drinking, sleeping, playing, reading, etc.) e. Specifically, where do animals obtain food? As a class, brainstorm where different animals, including humans, obtain food. Push them to think where their food originates before answers like “grocery store” or “farmer’s market.” ​
(Hunting, fishing, the ground, raising livestock, etc.) ​
Now, compare this to where plants obtain food. ​
Plants obtain food from the soil and from the sun’s light in a process called photosynthesis. 2. We’ve dissected what living things need to grow and survive, as well as the specifics of how and where they obtain energy. Let’s talk about that extremely small animal in the garden that was mentioned earlier. a. This extremely small animal is called a “microorganism.” What is it? First off, break the word into two ­ “micro” and “organism.” ​
“Micro” is something so small that it can’t be seen with the naked eye; it requires a microscope to see. An “organism” is another word for a living thing. Put the words together and you have an “extremely small living thing.” b. Extra note: just like there are different types of animals we can see with the naked eye ­ dogs, cats, horses, people ­ there are different types of microorganisms ­ fungus, ​
bacterium and virus. c. So, why are we talking about microorganisms? It so happens that microorganisms are part of a very important cycle that takes place in the garden. This process is called “composting.” 3. What is compost? ​
Compost is food for plants; plants get extra nutrients from compost when it’s added to the soil; compost gives plants energy to help them grow bigger, stronger and healthier. a. How is compost made? How do microorganisms contribute to the making of compost? ​
First, we literally have to collect food scraps (banana peels, egg shells, coffee grinds, etc.) and other organic matter (grass, leaves, etc.) and put it all together ­ we can make piles of compost outdoors, or we can add it to a spinning composter. Then, we let the microorganisms go to work on the compost. The microorganisms eat the contents, and then, poop it out. We call this process “decomposition,” which means that the contents of the compost are “broken down” into smaller pieces. For example, the food scraps and other organic matter added to the compost pile goes from being recognizable, clearly identifiable contents (such as banana peels, egg shells, grass, leaves, etc.) to looking just like soil. It turns dark brown or black and has a very earthy smell. 1­ Extra Note: compare this to your own body’s process of passing food through the body...you eat food, your body digests those nutrients it can use for energy, and then, what it can’t use is expelled from the body as a dark brown substance. Poop. b. Okay...but let’s back up. What type of conditions need to be present in the compost pile (or spinning composter), in order for the microorganisms to not only survive, but to do their job? ​
Same as all living things, they need food, water, air, shelter and energy. 6 B) Activity: Let’s compost! We are going to make sure the microorganisms have all their needs met and make some compost. ​
Have students gather around the spinning composter​
. 1. To make compost, we need to make sure we are providing the microorganisms with everything they’ll need in order to survive their environment. a. First, let’s identify their shelter. Give students a chance to come up with ideas and figure out what the microorganism shelter would be in this scenario. ​
Answer: the compost pile or spinning composter. b. Let’s identify their food. We talked about this earlier, what kinds of food do we put in compost for the microorganisms to eat? ​
Answer: food scraps and other organic matter. ​
It’s important to put not only food scraps in the compost, but also other organic matter in the form of dried plant matter, such as dried leaves, dried grass, dead plants, straw, etc. ​
Have students add equal parts straw and food scraps to the composter​
. 1­ Which of the five basic needs of living things will the microorganisms gain once they have food? ​
Energy.​
How will the microorganisms use this energy in the process of composting? ​
It will allow them to perform the function of eating the compost pile and turning it into a decomposed, soil­like substance. c. Let’s add the microorganisms themselves. Where do you suppose we might find them in the garden? Let the students brainstorm some ideas. ​
Answer: microorganisms can be found in the soil, but of course, because they are “micro,” we can’t actually see them with our naked eyes. H
​ave a student add a trowel full of soil from the garden to the composter​
. d. Let’s add water. It’s necessary to make sure the compost stays moist. If it’s dry, the microorganisms will dry up and die. ​
Have students add enough water using the watering can to moisten the compost​
. e. Lastly, we need to make sure the microorganisms have plenty of air to breathe. How do you suppose we can add air into the spinning composter? Let the students brainstorm some ideas. ​
The convenient thing about using a spinning composter is that, as its name suggests, it spins. This makes the ingredients in the composter fluffier by incorporating more air into the pile.​
Show students this is the case by having them first examine the compost before spinning it ­ have them notice that it’s compact and dense. ​
Have students take turns spinning the composter​
. Then, have them observe the compost after it’s been spun ­ have them notice how much more voluminous and fluffy it is in comparison. 1­ Extra Note: If you had a compost pile instead of a spinning composter, how could you incorporate more air into it? ​
By using a shovel to “turn the pile.” 2. So, with all these steps and basic needs met, the microorganisms should be happy and able to perform their very important job in the garden. 3. Let’s review this whole cycle in the garden to which the microorganisms contribute. They “decompose” (a.k.a. break down) the food scraps and other organic matter that we add to the compost into what looks like soil. Once the compost has been fully 7 decomposed by the microorganisms, we add it to the garden soil. Plants grown in the soil will use the compost as food to help them grow bigger, stronger and healthier. When the plant eventually dies, it can be added to the compost pile (or spinning composter). The process starts all over again! *Additional Activity Ideas: 1. Have the students draw and label the compost cycle, making sure to add the role that the microorganisms play in the process. 2. Extend this lesson out over the course of a few weeks/months by having the students regularly add food and water, as well as spin the composter. Once the composter is relatively full, have them observe the contents of the compost over a period of time. Have them sketch and journal their observations every few days. Watch as the microorganisms get to work and break down the compost over a period of time! Have them hypothesize how long it will take for all the contents in the compost to break down and become indiscernible. Once the compost has fully decomposed, have students add it to the garden soil. CONCLUSION: ● What are the five basic needs of all living things? ● From what do living things obtain energy? Specifically, where do animals obtain food energy versus plants? How is energy vital to the survival of living things? What are some ways in which energy is used? ● What is a “microorganism”? To which important cycle in the garden do they contribute and how? ● What is compost? How is it made? What do you do with it in the garden? How do you make it in a spinning composter? ● What conditions in the compost need to be present in order for microorganisms to survive and do their job of “decomposition”? 8 Rocks to Cheese Riddle Objectives: 1. Use critical thinking skills to solve a scientific inquiry. 2. Learn how the food we eat is reliant upon soil. 3. Learn that soil is made up of rocks and organic matter. 4. Learn that rocks “weather” and eventually turn into sand, silt or clay. 5. Identify/define organic matter. 6. Learn that compost consists of organic matter that is broken down (a.k.a. decomposed) by living organisms called “decomposers”. 7. Identify needs of all living things, including decomposers. 8. Identify that plants need solar energy to photosynthesize and grow. MCPS Science Standards Met:​
1.1; 3.1; 3.2; 4.1 Season Used:​
Spring Time: ​
40 minutes Grade Level:​
3rd Materials: ● A few big rocks ● A picture representing “weather” ● Crushed rocks in a mason jar ● Brown leaves/twigs/pinecones in a mason jar ● Soil in a mason jar ● Green grass in a mason jar ● A picture of the sun ● A picture of a cow ● A milk container ● A block of cheese (or a picture of cheese) ● Compost screens to sift through compost in composter ● Rakes/shovels/wheelbarrows ● Watering can for composter Pre­Lesson Preparation: ● Lay out all the materials for the riddle where the students will be able to see them. Teacher Background: What is soil? Soil is made up of varying sizes of rock particles (like sand, silt and clay), organic matter, minerals, nutrients, water, air and living organisms that decompose the organic matter. We use soil in our school gardens to grow all the fruits and vegetables that we love to eat! In 9 order to keep our soil healthy and our plants happy, we like to amend the soil with an ingredient called compost. What is compost? Compost is food for plants; when we add it to the soil, plants feed on the nutrients in the compost. These nutrients allow the plants to grow bigger, stronger and healthier. Think of it the same way that the nutrients in the food that we eat help our bodies to grow, repair and maintain itself; compost does the same thing for our plants. Specifically, what is compost made of? Simply put, compost is made up of nonliving, organic matter (such as food scraps, twigs, leaves, grass clippings) that is broken down (a.k.a. decomposed) into smaller bits by living organisms known as “decomposers”. Once the decomposers do their job, the compost will look like very rich, healthy, dark brown soil. ACTIVITIES: A) Introduction: Start with a brainstorming session to get students thinking. Prompt questions: 1. As living things, what do we need in order to survive? ​
Food, water, air, shelter and energy. 2. From where do we get our food? 3. Is it possible to have plants without soil? 4. Is it possible to have food without soil? 5. What does food give us? Energy. 6. Tell them: We couldn’t survive without food and our food (plants) couldn’t survive without soil to help them grow. Let’s keep that in mind as we begin our activity. B) Activity One: Let’s solve a riddle! What’s a riddle? ​
A puzzling question that one must be creative in solving.​
Here is the riddle we must solve: ​
How do we turn rocks into cheese? 1. Start by explaining that each of the items laid out is a clue to solving the riddle. These clues must be lined up in order. a. One at a time, have a student come up and place a clue in the order they think the riddle goes OR let them switch the order of an item. 2. Together work out the order of the items. (The order of items may not follow the exact order below but, students should be able to reason why one item follows another item.) a. ​
First, rocks​
. Why? ​
Because this activity is called “Rocks to Cheese”, right? So, we want to start with rocks and end with cheese. Cheese is our goal. b. ​
Second, weather​
. Why? ​
Rocks weather, breaking them down into smaller and smaller pieces. 1­ What do we mean by “weather” in this case? ​
The rocks break down by natural forces, such as wind, water, expansion/contraction with changes in temperature, plant roots force open cracks in rocks. c. ​
Third, crushed rocks​
. Why? ​
Weather breaks down big rocks into crushed rocks. Crushed rocks break down into varying sized rock particles, in order from largest to smallest: sand, silt, clay. d. ​
Fourth, brown leaves/twigs/pinecones​
. Why? ​
The rock particles (sand/clay/silt) mix with the organic matter (brown leaves/twigs/pinecones). 10 1­ What’s organic matter? ​
Once­living plant and animal organisms and their waste products. Examples: brown leaves, twigs, food waste, pinecones, castings, manure. 2­ What do we call organic matter that we often spread on our gardens or farms? ​
Compost. Examples: food waste, manure, plant material. 3­ There are living organisms in compost that eat the organic matter and break it down, what are they called? ​
Decomposers. Examples: worms, bacteria, fungi, mites, snails, slugs, spiders. e. ​
Fifth, soil​
. Why? ​
When decomposers break down the organic matter and the organic matter mixes with the rock particles soil is created. f. ​
Sixth, grass​
. Why? ​
Once there’s soil, plants (i.e. grass) can begin to grow. 1­ What do plants need to grow? ​
Food, water, air, sun and energy. g. ​
Seventh, sun​
. Why? ​
Grass continues to grow by using energy from the sun. 1­ What do we call this process of plants using the sun for food and energy? ​
Photosynthesis. h. ​
Eighth, cow​
. Why? ​
With a field of grass growing in our nice, composted soil, the cow has food to eat. i. ​
Ninth, milk container​
. Why? ​
The happy cows eating the grass in our field produce milk. j. ​
Ninth, block of cheese​
. Why? ​
The milk can be processed and turned into cheese.​
We made rocks into cheese! Riddle solved. 3. Recap: Let’s work backwards. Could we have cheese if we didn’t have cows? No. Could we have cows if they didn’t have food like grass? No. Could we have grass without the sun to photosynthesize it? No. Could we have grass without soil? No. Could we have soil without rocks and organic matter? No. Could we have small rocks without the weathering of big rocks? No. a. What else couldn’t we have if we didn’t have soil? ​
Fruits and vegetables! C) Activity two: Spread compost on garden beds. 1. Cover rules of using shovels/rakes. 2. Demonstrate how to use shovels/rakes for the purpose of composting. 3. Divide students into two groups. Have half the group shovel/till compost into garden beds, have the other half raking/smoothing the compost into the garden beds. CONCLUSION: ● How do we rely on soil? ● What’s soil made of? ● What does it mean “to weather”? What are the three types of weathered rocks in order from largest to smallest? ● What’s organic matter? ● What’s compost? How does it decompose? What do all living things, including decomposers, need to survive? ● What do plants need to grow? What does the sun give them? CREDIT FOR LESSON ADAPTATION: 11 Barash, David P., and Megan Camp. "Rocks to Cheese." ​
Project Seasons: Seasonal Teaching Ideas K­6​
. Shelburne, VT: Shelburne Farms, 1986. 68. Print. 12 Create Your Own Seed Dispersal Model Objectives: 1. Learn why plants have adapted to disperse their seeds. 2. Learn about different ways in which plants disperse their seeds in nature. 3. Follow directions and construct a seed dispersion contraption with materials given to model a seed dispersion method discussed in the lesson. 4. Communicate and describe the type of seed dispersion contraption they made, why they decided which materials to use and how it works. 5. Learn how to sow seeds and transplant in the garden. MCPS Science Standards Met:​
1.4; 3.1 Season Used:​
Spring Time:​
60 minutes Grade Level:​
3rd Materials: ● One bag for each group of 3­4 students. Bags contain: feathers, balloons, paper clips, toothpicks, rubber bands, tape, cotton, bubble wrap, packing filler, cotton swabs, pipe cleaners ● Bottle corks (the “seed”), one for each group ● White board and marker ● Seeds and transplants ● Shovels/trowels and watering canisters Pre­Lesson Preparation: ● Put together the bags with all the necessary materials in each. ACTIVITIES: A) Introduction: Today, we are going to talk all about seeds! 1. First off, why do plants have seeds? ​
To reproduce, grow more of itself. a. Why would plants want to reproduce? ​
To keep their species alive, to survive. b. If plants, like animals, don’t reproduce, what will happen to them? ​
They will go extinct. ​
Which plants or animals can you name that have already gone extinct? Can you name any that are “endangered”? 2. Plants are smart. They have adapted different ways to disperse their seeds. a. Before we continue, lets discuss what “adapted” and “disperse” mean. 1­ ​
“Adapt” means to adjust to new conditions. 2­ ​
“Disperse” means “to spread”. 3. Can you think of ways in which seeds have adapted to their environment to survive 13 and reproduce? Prompt them to think about different types of seeds they’ve seen and how they are dispersed from the parent plant to the location where they will plant themselves and grow into a new plant. ​
Write some of the common ways seeds are dispersed on the whiteboard: a. ​
Wind​
. Certain seeds are carried on the wind. Examples: Often in the summer, we see this seed drifting on a breeze...dandelion seeds. In the fall, we see this seed twirling down through the air...maple tree seeds (a.k.a. helicopter seeds). 1­ Characteristics of seeds dispersed by the wind: light weight, have wing­like or parachute­like structures. b. ​
Water​
. Certain seeds disperse themselves by floating on water. Examples: coconuts and water lilies. 1­ Characteristics of seeds dispersed by water: hollow inside like a coconut (air lighter than water = floats), water­resistant. c. ​
Animal Attachment​
.​
This type of seed may stick to the coat of animals. Example: dogs often have these seeds stuck to their fur after a walk in the woods...burrs. 1­ Characteristics of seeds that may be dispersed by attaching to animals: hooks. d.​
​
Animal Attractant​
.​
Some plants have fruit that attract animals. The animal eats the fruit (and seeds), relocates somewhere else and poops out the seeds (dispersing it to a new location). 1­ Characteristics of seeds that are dispersed by attracting animals that will eat them: sweet, colorful. e. ​
Fire​
.​
A great example in MT because of all our wildfires. Fire causes some types of cones from a tree to burst open and disperse their seeds. Example: Lodgepole pine. 1­ Characteristics of seeds that are dispersed by fire: Lodgepole pine cones tightly seal in the seeds which will only open when fire or extreme heat melts the resin, releasing the seeds. 4. If you examine any type of seed, you will see features that help them to travel (or disperse themselves) in a certain way. A seed has one purpose, to become a new plant. B) Activity One: Disperse those seeds! You get to be inventors and design seed dispersion contraption models. 1. Divide students up into groups of 3­4. 2. Give each group one cork and a bag of supplies. Tell them: a. Which seed dispersal contraption they are making ­ flying, floating, animal attachment or animal attractor. b. The cork represents the seed. c. Try to use as few materials from the bags as possible ­ keep models simple!! 3. After a certain amount of time, gather students in a circle. Have them explain: a. Which kind of seed contraption model they made. b. Why they chose the materials they used. c. How their model works. 14 *4. Time permitting: have students test their contraptions. C) Activity Two: Sow Seeds 1. Have students smooth soil, get rid of big rocks, break up large chunks of soil. 2. Go over depth to plant seeds ­ twice the width of the seed. Plant seeds. 3. What do seeds need to start growing? H2O. Have students water where they planted. D) Activity Three: Transplant 1. Do a demonstration transplant: a. First, choose the location in which you want to plant. b. Dig a hole as deep as plant’s soil ball and twice as wide. c. Carefully remove plant from container by squeezing sides of container while upturned in your hand. d. Fill the hole with water. e. Hold plant over hole (stem base plum with top of hole) and fill with soil. f. Pat the soil gently but firmly around the base of the plant’s stem. g. Water the plant. 2. Divide students into groups of 3­4. Assign roles: digger, waterer, planter. CONCLUSION: ● Why do plants have seeds? ● Why do plants want to disperse their seeds? ● What are some different ways seeds have adapted to disperse their seeds? ● What are some characteristics of seeds dispersed by wind? Water? Attaching to animals? Attracting animals? Fire? ● How deep do we plant seeds? ● What are the steps for planting transplants in the garden? CREDIT FOR LESSON ADAPTATION: Jaffe, Roberta. "Adapt­a­Seed." ​
The Growing Classroom: Garden­Based Science.​
South Burlington, VT: National Gardening Association, 2007. 124. Print. 15