Spring: A Season for Growing and Learning

Spring is pushing its way into my neighborhood. The snow piles are almost completely melted and the hyacinths are peeking through the soil. Spring is a season for growth and renewal. It is a time for cleaning the cobwebs and dust bunnies from the remote corners of our homes, and for injecting renewed vitality into the learning plans for our children.

Spring is the perfect time for studying plants in a science-math cross-content unit.  The four variables that most lend themselves to study in a plant unit are: type of seed, type of soil, amount of water, and amount of light.   Let’s look at a few ideas for each.

Type of Seed:  There are two considerations when choosing seeds to use for this project.  First is the speed of germination.  Patience can begin to run thin when staring at a pot of dirt for sixteen days with no sign of life.  Bean or pea seeds are often a good choice for quick sprouting.  The second consideration is the purpose of the newly sprouted plants.  Do you plan to discard the plants at the conclusion of the project or do you have outdoor space where you can transfer the seedlings?  If transferring the seedlings is a possibility, you may want to choose a variety of vegetable or flower that appeals to your child.  Harvest day will have infinitely more meaning when children harvest veggies or cut flowers that were grown under their supervision.  Another idea is to plant multiple types of seeds, tracking the germination race to see which type of seed makes the first appearance.

Type of Soil:  One fascinating way to watch seeds grow is with no soil at all. Place seeds inside a clear glass jar, using damp paper towels to keep the seeds pinned against the glass.  In a few short days, your child will see the seed begin to sprout and have an up close look at what usually happens under the dirt and beyond their view.  You can also plant seeds in multiple soils such as dirt from your yard (if available), potting soil, sand, etc.  Be careful to plant seeds in each medium at the same depth to limit the variables.  Then watch to see when the different seeds germinate.  For this experiment, it is also valuable to observe the continued growth of each plant.  Seeds are tiny food storehouses, so the growing medium will not have as much of an impact on germination as on continued growth, once the plant is dependent on nutrients from the soil for growth.  If possible, purchase or make growing containers with one clear side so that root growth can also be observed.

Amount of Water: This is a classic experiment.  Begin by planting several seeds, each in its own container.  Then water each seed on the same schedule but with varying amounts of water.  Depending on the size of the container, the water could be measured in tablespoons, cups or metric units.  Perhaps there are four seeds which are given ¼ cup, ½ cup, ¾ cup, and 1 cup of water respectively. Observe and record the rate of germination and growth.

Amount of Light:  This is another classic experiment seen at science fairs across the country.  Place some seeds in direct sunlight, others in indirect sunlight, and still others in relative dark.  Observe and record not only the rate of germination but the rate of growth for a few weeks past germination.

I mentioned that this is a great unit for science-math cross-content studies so let’s get to the math part.  It is crucial in a study like this to keep records of observations, and to take measurements of growth.  These are the areas of math inclusion.  Studies like this help children to see the real-world applications of math concepts.  The first step is to specify the variable being studied and to design the record keeping system.  Each of the four variables described above can be studied through an observation of the passage of time and growth.  Therefore, a calendar and ruler will be important tools.  The water study will also require an appropriate water measuring device.  The recording of the passage of time and growth points is only the first step in the math.  More advanced students should be encouraged to calculate comparisons among different plants within each variable.  Rate of growth over time can be calculated as well as the generation of hypotheses about future growth with observations of actual growth and calculations of those differences.

While it is not necessary to link every learning opportunity to the season, Spring is a great time for learning choices to reflect the environment through a study of plants.  Please share your learning experiences with plants by commenting here, or you can find me on Twitter @TrostleMichelle.  Happy growing!