Design and Build a Seed Saver
Learners develop computational thinking skills and global competencies as they collaboratively work together to design and build a structure that will protect the last Truffula seed (from the story ‘The Lorax’).
What You Need
Materials:
- The Lorax by Dr. Suess
- New or recycled craft materials, such as construction paper, craft foam, tissue paper, aluminum foil, string, yarn, fabric, ribbon, pipe cleaners, craft sticks, buttons, etc.
- New or recycled containers, such as paper plates, or bowls, etc.
- Construction tools, such as scissors, rulers, tape, glue, etc.
- Seeds
- Optional data collection tools: thermometer, micro:bits, etc.
Handout:
Overview:
Safety Notes
- Ensure you are familiar with Let's Talk Science's precautions with respect to safe delivery of outreach to youth.
- Ensure proper support is provided for cutting with scissors, using hot glue gun, etc.
- Wash out all recycled containers fully.
What To Do
- As a group, read ‘The Lorax’ by Dr. Seuss and then briefly discuss the main themes of the book. Identify the challenge—the last truffula seed must be protected!
- Ask the educator to create small groups of three to four learners.
- Task learners with designing and building a structure that will protect the last truffala seed, following the design and build
- Decide which materials to use, based on design criteria.
- Decide which data collection tool will be used to measure an environmental factor (e.g., thermometer to measure temperature inside seed saver; micro:bit to measure light level).
- Brainstorm design ideas through sketching.
- Choose your best idea and build the structure.
- Test and evaluate your prototype; reflect and share challenges and successes.
- Once all groups have created their prototypes, facilitate a brief discussion:
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- Did you create a list of ordered, logical steps to solve the problem? Could you create a list of those steps for others to follow? [algorithmic thinking]
- Did you try something and observe what happens, and use judgement to determine if a set of criteria were met? [testing & evaluating]
- Did you find and correct bugs in your program? [debugging]
- Did you select and gather information in an effort to answer a question or solve a problem? [data collection & analysis]
- Did you represent collected data in a human-friendly format such as a table or graph? [data representation]
- Did you use critical thinking, creativity and self-direction skills?
- Did you collaborate, communicate, and use global citizenship and sustainability skills?
Discovery
This cross-curricular activity focuses on a climate-related challenge and uses computational thinking skills and global competencies to solve it. Learners identify and refine the problem to be solved/need to be met, developing decomposition skills. Learners brainstorm and record criteria for the seed saver, developing abstraction skills. Learners create a design plan (e.g., steps in creating a prototype, decisions about tools and materials), developing algorithmic thinking. Learners build/develop and test the design idea based on their sketches and design plan (create the prototype), developing testing and evaluating skills. Learners modify the prototype and retest it against the design criteria as necessary, developing debugging skills. Learners select and gather information to answer a question or solve a problem, developing data collection and analysis skills. Learners reflect on the results of their testing and identify things that could be done differently in the future.
From a climate perspective, learners can reflect on the impacts that result from the changing climate. Learners then have the opportunity to create and build a structure that will save the last truffula seed, that will eventually save and restore the environment.
Learners also develop global competencies, including critical thinking, problem solving innovation, creativity, and entrepreneurship. They also learn/self-awareness and self-direction and further develop their collaboration and communication skills, This activity also focuses on global citizenship and sustainability.
As technology advances, it is more important than ever for learners to be prepared to contribute to the digital world. Building computational thinking skills and strengthening their understanding of computational thinking concepts will help learners to prepare for and contribute to a digital future.
As climate change continues, learners can develop a deeper understanding of the many ways that humans are impacting and contributing to climate change. Understanding the impact, they could be making, gives learners the chance to think of positive changes they can make to help our save the climate and reduce their personal impacts.
In addition, helping learners develop global citizenship helps secure a more sustainable future for all!
- Encourage learners to collect and analyze data through this micro:bit extension activity.
- Once students have completed the Design & Build process (including reflecting and sharing), there is an opportunity to extend this learning through the space environment. How would a seed saver be similar or different if it had to protect seeds:
- on the International Space Station?
- on a trip to Mars?
- on the surface of the Moon?
- Check out the Tomatosphere and Living Space action projects for more about the environmental conditions on the International Space Station and the effects of outer space on seed germination.
What's Happening?
This cross-curricular activity focuses on a climate-related challenge and uses computational thinking skills and global competencies to solve it. Learners identify and refine the problem to be solved/need to be met, developing decomposition skills. Learners brainstorm and record criteria for the seed saver, developing abstraction skills. Learners create a design plan (e.g., steps in creating a prototype, decisions about tools and materials), developing algorithmic thinking. Learners build/develop and test the design idea based on their sketches and design plan (create the prototype), developing testing and evaluating skills. Learners modify the prototype and retest it against the design criteria as necessary, developing debugging skills. Learners select and gather information to answer a question or solve a problem, developing data collection and analysis skills. Learners reflect on the results of their testing and identify things that could be done differently in the future.
From a climate perspective, learners can reflect on the impacts that result from the changing climate. Learners then have the opportunity to create and build a structure that will save the last truffula seed, that will eventually save and restore the environment.
Learners also develop global competencies, including critical thinking, problem solving innovation, creativity, and entrepreneurship. They also learn/self-awareness and self-direction and further develop their collaboration and communication skills, This activity also focuses on global citizenship and sustainability.
Why Does It Matter?
As technology advances, it is more important than ever for learners to be prepared to contribute to the digital world. Building computational thinking skills and strengthening their understanding of computational thinking concepts will help learners to prepare for and contribute to a digital future.
As climate change continues, learners can develop a deeper understanding of the many ways that humans are impacting and contributing to climate change. Understanding the impact, they could be making, gives learners the chance to think of positive changes they can make to help our save the climate and reduce their personal impacts.
In addition, helping learners develop global citizenship helps secure a more sustainable future for all!
Investigate Further
- Encourage learners to collect and analyze data through this micro:bit extension activity.
- Once students have completed the Design & Build process (including reflecting and sharing), there is an opportunity to extend this learning through the space environment. How would a seed saver be similar or different if it had to protect seeds:
- on the International Space Station?
- on a trip to Mars?
- on the surface of the Moon?
- Check out the Tomatosphere and Living Space action projects for more about the environmental conditions on the International Space Station and the effects of outer space on seed germination.