Tag Archives: Experiments

Seeds, Seeds, and More Seeds

Seeds, Seeds, and More Seeds

On Friday we started to talk about seeds and plants and what they need to grow.  I read, How a Seed Grows  and we discussed the process a seed goes through as it grows into a plant. The children explored a variety of vegetable and flower seeds.  I gave each group a small pile of seeds, but I did not tell them what kind of seeds they had. In groups they discussed the characteristics of their seeds and wrote down what they noticed about the seed’s size, texture, color, shape, etc. Then I asked them to decide as a group what type of seed they thought they had.  The conversations were fun to listen to as these little scientists used what they observed about the seeds to make an educated guess. They were very surprised when I told them what kind of seeds they had and that their seeds didn’t look anything like the plant they would become.




Classroom Scientists

Classroom Scientists

“Hey…hey… you have to come see this!!  The petals are turning blue.  We can see where the water is going.”

That was this morning’s excitement when the children went over to the window to check on our experiment.  They can’t wait to see what the rose looks like on Monday.  The children did an amazing job of recording their findings and drawing a labeled diagram of our experiment.  They will make their final observations on Monday.

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Spontaneous Science Inquiry

Spontaneous Science Inquiry


The other day some beautiful flowers(white roses and yellow chrysanthemums) found their way into my classroom.  The children had noticed and admired their fragrance and varied shapes, but otherwise hadn’t said too much about them.  But this morning that all changed… We were sitting in circle finishing up a previous activity and I happened to glance over at the vase flowers. I posed the question, ” Why do we put cut flowers into water”?  The children shared a variety of different ideas, but in the end they all agreed that without water the flowers would wither away and die quickly.  They also agreed that the flowers are definitely using the water because otherwise they wouldn’t still be alive.  So then I posed the question, “How do the flowers get the water?” Then several eager hands shot up from learners wanting to share their ideas…

  • “the tiny little bumps in the stem absorb the water”.
  • ” the water goes in through the part of the stem that’s sitting in the water”.
  • “water goes up through the bottom of the stem… the part that’s cut”.

After we discussed their ideas about how the flowers accessed the water, the children wondered where the water went once it got into the stem.  I suggested that we add some food coloring to the water to see if that helps us see the path of the water. We decided to investigate and set up a control vase and a test vase.  We filled the control vase with clear tap water and added blue food coloring to the test vase. The children recorded their experiment using labeled diagrams and are very eager to see if there is any noticeable change tomorrow morning. They had some predictions about what might happen to the flowers with the food coloring added to the water…

  • “the flowers will die quickly because the food coloring probably contains chemicals”.
  • “nothing will happen”.
  • “the flowers might change colors”.
  • “the part of the stem that’s in the water will change color from the dye”.

We’ll have to wait and see!

  2-LS2 Ecosystems: Interactions, Energy, and Dynamics

SCIENCE AND ENGINEERING PRACTICES (Planning and Carrying out investigations)