1. business and industrial
2. agriculture and forestry
3. crops and seed

Unit 4
Planting and Observing Mini-Gardens
Description: Children will plant lettuce and radish seeds in soil and observe the growth of
the plants over time.
STEM Investigation 1
Standards Addressed:
• K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals and
the places they live.
• K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface.
• K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to
survive.
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Science Practice Standards:
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Enduring Understanding:
As stewards of the Earth, humans must create sustainable systems that use the Earth’s resources wisely.
People have a responsibility to protect and maintain the natural world.
Essential Question:
What are sustainable systems and how can we contribute to a sustainable Earth?
Focus Question:
“What do you notice about how radish and lettuce plants grow over time?”
Background Information for Teachers:
There are two STEM investigations for this unit; both unfold over time and extend through the entire unit.
In this Investigation, children experiment with planting several types of seeds: lettuce, radish and beans.
The purpose is for children to attempt planting, make decisions in caring for their seeds, and to see what
happens with the seeds over time. It is not expected that all seeds will grow successfully. Caring for a minigarden in a small group can help reduce individual disappointment or feelings of competition that could
arise if some plants grow more successfully than others.
The reason for choosing these particular types of seeds is that radish and lettuce seeds both grow rapidly,
therefore, children are more likely to be able to harvest and taste these crops within the span of the unit.
Bean seeds are unlikely to produce bean pods in this amount of time, or grow indoors; however, the size of
the larger seeds and their rapid germination time make them an interesting addition to the garden.
Materials:
• soil
• 4-6 plastic lettuce containers (clear, plastic, rectangular container, approximately 7”x 9”x 4”)
• trays to place under the lettuce containers
• plastic spoons and/or scoops
• lettuce seeds (1-2 packets)
• radish seeds (1-2 packets)
• bean seeds (1-2 packets)
• 2 trays
• 2 paper plates or dishes
• Mini-Garden Notebooks, one for each small group (refer to “Preparation")
• Mini-Garden Notebook Sheets 1 and 2 (refer to template immediately following this Center activity)
• writing implements
• spray bottle filled with water
• non-fiction texts about planting
• gloves or plastic spoons
• craft sticks to make seed labels
Vocabulary:
• alive
• bury
• care
• change
• compare
• contain
• dead
• depend
• harvest
• need
• nourish
• nutrition
• prepare
• produce
• seed
• shoot
• soil
• sprout
• survive
• wondrous
• observe (from prior units)
• document (from prior units)
Preparation:
If you have an outdoor classroom or raised garden beds at your school, consider conducting this Investigation outdoors.
The seeds will likely grow more successfully out of doors than inside. If indoors, prepare a sunny window area where the
seeds can grow undisturbed and remain visible to the children for observation. If your school has a relationship with City
Sprouts or another gardening organization, enlist their support for this Investigation.
A week or two prior to the unit launch, collect plastic lettuce containers (the rectangular clear plastic variety). You will
need 4-6 containers, depending on how many children are in your class. Small groups will each plant a mini-garden that
they will tend together, therefore containers of approximately 7”x 9”x 4” is ideal. Punch 8-10 holes at the bottom of each
container for drainage. This can be done with a hammer and a nail, or by poking sharply pointed scissors through the
bottom of the plastic.
Create groups of 3-4 children to work together throughout this Investigation. These will be long-term inquiry groups,
therefore, think carefully about grouping children who will compliment one another’s strengths and will benefit from
collaborating together. Write the names of children in each group on a separate paper, to be used in launching the
activity.
Make a Mini-Garden Notebook for each group. This could be a binder or a folder where the group can store their
documentation of the mini-garden over time. Copy the Mini Garden Notebook Sheets 1 and 2, which will be added to the
notebook after the children use them during the Investigation.
Set up the STEM table for planting. Put the soil in an open container so it is easy for the children to scoop, and place
the seeds in shallow dishes (one for lettuce seeds, one for radish seeds, one for bean seeds). Put out one of the plastic
lettuce containers at a time. Fill a spray bottle with water and place nearby.
Place From Seed to Plant and Dirt! The Scoop on Soil nearby, along with any other non-fiction texts about plants or
planting you have gathered from your classroom or local library. Children will use these texts as references throughout
the Investigation.
Provide vocabulary cards with images on a word ring, so that children can reference these words while working on their
written observation or discussing their work (a set of vocabulary cards with images is provided, or cards can be reused
from the Read Alouds).
Some children may be adverse to touching soil, therefore, provide gloves or plastic spoons for scooping the soil.
Intro to Centers:
“We have been reading books about soil and plants in our
classroom. In From Seed to Plant, there is so much information
about seeds, and about how plants grow.”
“Today, we have three different kinds of seeds in the STEM Center.
What do you notice about these seeds?”
“What do you think will happen to these seeds if we put them in
soil and give them water? Think about some of the information we
have been learning about seeds from reading From Seed to Plant,
or other things you know about seeds and planting.”
Hold up Dirt! The Scoop on Soil and From
Seed to Plant. Open From Seed to Plant to
a page showing different types of seeds
and briefly revisit one or two pieces of
information from the text.
Pass around the different types of seeds,
in plastic Ziploc bags or small clear plastic
containers (since the lettuce and radish
seeds are so small and may get lost).
Draw attention to their different sizes and
shapes.
Show the written focus question, and
have children turn and talk to discuss
their ideas about the question. Sweep
around the group during the turn and
talk, then share out some particular
responses with the group.
State the goals of the investigation.
“Today in the STEM Center, some children will work in a small
group to plant a mini-garden, or a small garden in a box. This miniHold up the materials as you mention
garden is like a model, or a very small garden. Scientists sometimes them: soil, seeds, and water.
make models to try out ideas and experiment. For our experiment,
we have these materials: soil, seeds, and water. Together, your
group will need to decide three things: 1) how deep to put the
seeds in the soil and how close together the seeds should
be, 2) how much water to put on the seeds, and 3) where
you will put your mini-garden in the classroom. These books
will be nearby, so you can use them to look up information
that might help you make these decisions. One group will
do their planting work today, and other groups will have a
chance later this week. Everyone will have a turn to plant a
mini-garden.”
Hold up the books again.
Hold up the Mini-Garden Journal Sheet 1 and
model reading through it, thinking about what
to record in each spot.
“Make sure to record information about each of the
decisions you make. Your group will have a Mini-Garden
Notebook where you can write and draw about what
happens with your garden. Here is a page from the
notebook we will use today.”
“Here is a list of the group who will start planting their minigarden today.”
During Centers:
Support the small group to the STEM Center to get started. Show them the materials and model how they can use the
scoops to put soil into the container. Provide them with enough seeds to plant, reserving seeds for subsequent groups
so you don’t run out. Do not name the types of seeds they are planting yet, figuring this out is be part of the inquiry.
Before planting, remind the children of the decisions that the group needs to make by referring to the Mini-Garden
Journal Sheet 1. If planting outdoors is an option in your school, you could present this as one of the choices the group
could make: planting the garden indoors or outdoors. Then allow children to explore the materials and discuss these
decisions. You might even leave the group for a while and challenge them to make a decision without a teacher. Whether
planting indoors or outdoors, refrain from providing answers, rather, listen to the children’s questions and support them in
thinking about how they could find more information. Remind children to reference the non-fiction texts, ask an expert, or
experiment with materials to inform their decision-making.
When the group has decided on a plan, support them in planting the seeds in soil, watering with the amount of water
they choose, and placing the container in a location of their choice. Expect that some groups will make decisions that may
result in a failed experiment, but allow them to test this. For example, a group might plant the seeds too deep in the soil,
or water too much or too little, or place the mini-garden in a dark corner of the room. If ALL groups make these decisions,
you might choose to plant your own mini-garden, so that one garden models a successful growing experience. The goal of
the Investigation is for children to observe differences in growth, and think about why things might have happened based
on the decisions made in planting and caring for their mini-gardens.
Once the gardens are planted, have the children complete the Mini-Garden Journal Sheet 1 and put them into the
notebook. They could write one sheet for the group, or each write individual sheets.
Set up a plan so that each day, one or more members of the group makes a written observation of the mini-garden on MiniGarden Journal Sheet 2 and adds it to the group’s notebook. Consider using your class calendar or a mini-calendar to keep
track of when the groups should conduct their observations (e.g., group 1 observes on Mondays, group 2 on Tuesdays,
etc.). Remind the groups that it will be their job to care for the seeds, and to water them when they think the seeds need
water. Ask, “How will you know when your seeds need water again.
Guiding Questions during Centers:
During this inquiry process, teachers should first listen and observe, and take note of children’s questions.
Rather than providing solutions or information, support children in seeking answers to their questions through
experimentation and exploration, researching in books or online, and/or consulting an expert. If necessary, use
the following questions to guide discussion:
• What kind of seeds do you think these are? How could you find out?
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What do you think will happen to these seeds after they are planted?
What do the seeds need to survive and grow?
How will you care for your mini-garden?
How deep will you plant the seeds in the soil?
How much water will you add? How will you know when your mini-garden needs more water?
Where will you put your mini-garden? Why do you think this is a good spot?
Where could you get more information to answer your questions?
Continuing the Investigation:
Each day or two, remind the small groups to tend to their gardens in the ways they see fit. Written
observations should be added to the notebook regularly; you can decide if you want this to happen daily or
2-3 times each week. This will be the task for children when they go to the STEM table during much of the
unit.
In addition to the children’s written observations and notes, be sure to document changes to the mini-gardens
over time using photographs. You can take these photographs yourself using a phone, a tablet, or digital
camera. Consider having children take part in the documentation. If possible, print photographs and add them
to the groups’ binders, or display in the classroom digitally or in printed form. Children should be able to
reference the photographs along with their own notes to reflect on changes over time.
Sharing Our Research (during Thinking and Feedback time):
Use the suggestions below to hold Sharing our Research meetings approximately every other week until
lettuce and radishes are ready to harvest. Depending on growing conditions, this could take 4-6 weeks.
• After all mini-gardens have been planted: Have 1-2 groups bring their mini-garden and notebook to
the meeting. Have a representative from each group explain the decisions they made about planting,
watering, and garden placement, by referring to their written work and drawings in the notebook. Ask
the whole group, “Did all the groups make the same decisions about their gardens, or did groups make
different decisions?” Invite groups to give feedback to each other, with suggestions about how they might
learn from each other’s decisions. Groups may decide to revise their plans for their garden after this
conversation, or might continue with their original plan. Repeat this process for 2-3 days until each group
has had an opportunity to receive feedback.
• Once seeds have started to sprout: Again, bring all the gardens and notebooks to the meeting. Or select
two gardens to compare, perhaps one that has sprouted and another that has not sprouted yet. Ask the
whole group, “Why do you think the seeds are germinating at different rates? Would you like to make
any changes to your plan for your garden? Water more, or less? Move the garden to a new location? Try
planting new seeds?”
• If problems arise (e.g., one garden does not grow, or plants wilt after sprouting, or garden dries out, etc.):
Bring the problematic mini-garden to the meeting and have the small group present their problem by
showing the garden and referring to documentation from their notebook. Ask the whole group what ideas
they have about why the problem arose, and what the small group could do to help their garden grow.
• When it is time to harvest lettuce leaves and radishes: Celebrate the success of any crops that are ready
to harvest! This will likely happen for some, but not all mini-gardens. Invite all interested children to help
harvest these, not just the children who planted that garden, as those whose gardens were less successful
may be disappointed. At this point it is helpful if you also have tended a garden and can contribute this
experience for group harvesting. Invite children to taste the crops. It may only be a bite of radish or a
tiny leaf of lettuce, but this experience is powerful for children to see the process ,“from seed to plant.”
This might be when the class discovers what kind of seeds they have planted. If the children are unsure,
encourage them to use non-fiction texts or consult an expert (perhaps a parent or school community
member who gardens) to help identify the plants.
Using this as a Provocation:
If the children become interested in planting and gardening, other types of seeds can be planted. This
Investigation might lead to a potential focus for the Capstone project related to gardening or growing food.
Consider a field trip to a local farmer’s market or community garden to see other vegetables in different stages
of growth.
If your school has a partnership with City Sprouts or another outdoor education program, enlist their support in
conducting or expanding upon this Investigation.