Seed patterns

Seed patterns

Online interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
bag of fruit 800 px.jpg
I am learning to notice patterns in science.
 
I will know I can do this when:
  • I notice patterns in the seeds of fruit.
  • I describe the patterns I notice.
  • I use a pattern to predict the size of seeds in other fruit.
 

Question Change answer

Put the fruit in order, from the one with the smallest seeds to the one with the largest.
  • 2 seeded fruit dreamstime_xxl_63042969 150px.png
  • pink multiseeded fruit dreamstime_xxl_56112346 150 px.png
  • melon_xxl_16280684.jpg
  • peaches_xxl_26910049.jpg

Question Change answer

Put the fruit in order, from the one with the most seeds to the one with the fewest.
  • 2 seeded fruit dreamstime_xxl_63042969 150px.png
  • pink multiseeded fruit dreamstime_xxl_56112346 150 px.png
  • melon_xxl_16280684.jpg
  • peaches_xxl_26910049.jpg

Question 1Change answer

2 seeded fruit dreamstime_xxl_63042969 150px.png pink multiseeded fruit dreamstime_xxl_56112346 150 px.png melon_xxl_16280684.jpg peaches_xxl_26910049.jpg
 
Finish the sentences to describe the pattern.
The fruit with lots of seeds have smallerlarger seeds.
The fruit with not many seeds or one seed have smallerlarger seeds.

Question

Fig whole (ATTRIBUTE)500px.png
 
This fig has many seeds. Do you think its seeds are large or small?

    • Large

    • Small 

Why do you think that?
Task administration: 
This task was trialled by students doing the task independently. However, you will learn more about students' thinking if you provide opportunities for them to discuss their observations and ideas.
  • Students could compare and discuss their answers after they have completed the questions independently.
  • The task could be completed together on an interactive whiteboard.
  • While the trial students enjoyed the sequencing and selecting questions, some found it challenging to write their answers to the open question. Getting students to answer this question orally may provide a better indication of some students' thinking. This also provides opportunities for students to discuss, critique, and build on others' ideas.
Copyright: 
Fig whole (ATTRIBUTE).jpg
 
"Fig". Licensed under CC BY-SA 3.0 via Wikimedia Commons - https://commons.wikimedia.org/wiki/File:Fig.jpg#/media/File:Fig.jpg
 
bag-of-fruit-dreamstime_xxl_22357742.jpg
 
dreamstime_xxl_56112346.jpg
 
dreamstime_xxl_63042969.jpg
 
melon_xxl_16280684.jpg
 
peaches_xxl_26910049.jpg
Images: Dreamstime
 
Levels:
1, 2
Curriculum info: 
Science, Investigating in science, Living World
Keywords: 
seeds, fruit, observations, pattern seeking
Description of task: 
Task: Order fruit according to size and number of seeds, make a generalisation about the pattern and use this to predict whether a fig has small or large seeds. Assessment focus: pattern seeking.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Gather and interpret data
This resource provides opportunities to discuss that data is gathered by careful observation and that inference is making meaning from the observation. 
Science capability: Gather and interpret data
Science capabilities: 
Gather and interpret data
Answers/responses: 
 

Question What to look for
Order - smallest to largest seeds dreamstime_xxl_56112346.jpg melon_xxl_16280684.jpgdreamstime_xxl_63042969.jpg peaches_xxl_26910049.jpg
Order - most to fewest seeds dreamstime_xxl_56112346.jpg melon_xxl_16280684.jpgdreamstime_xxl_63042969.jpg peaches_xxl_26910049.jpg
Describe the pattern
The fruit with lots of seeds have smaller seeds.
The fruit with not many seeds or one seed have larger seeds.
Predict if fig has large or small seeds (apply pattern)
Give reason
Small
 
Any answer that shows that the pattern (the more seeds there are the smaller they are likely be) is recognised.
Teaching and learning: 
Noticing patterns is recognised as being an important aspect of science. "Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them."  New Generation Science Standards
 
Diagnostic and formative information: 
Based on results from 19 Year 4 students, October 2016.
Observation/Sequencing
To sequence correctly students need to observe carefully.
Almost one third of the trial students sequenced the fruit correctly from smallest to largest seeds. The biggest cause for confusion was between the cumquat and the peach, most likely resulting from students not noticing that the cumquat has two seeds.
About one fifth sequenced the fruit correctly from most seeds to fewest. Again the cumquat and peach were confused, but also common was not ordering the dragonfruit and melon correctly. It is likely these students had difficulty conceptualising the large numbers of seeds in these two fruit. 
 
Identifying the pattern
Most trial students were able to identify the pattern and to use this to predict that the fig is likely to have small seeds. However, few gave a valid reason for their prediction, and only one linked clearly to the pattern.
Because if plants have lots of seeds they are usually smaller
The most common difficulty was to equate size of the fruit with the number of seeds, rather than looking at the size of the seeds.
Because it can't fit that many
Because the figs are small
 
Next steps: 
Observing/Sequencing
Ask students questions that help them observe closely. Get them to compare and discuss their responses with others' answers.
  • What do you notice about the cumquat seed that is different from the peach?
  • When there are too many seeds to count, how can you predict which has more seeds? 
Check students' vocabulary. Can they use comparative language (fewer, more, less, bigger, etc.) confidently?
 
Using patterns
  • Provide other examples of fruit that follow this pattern, and get them to predict whether the seeds will be small or large, few or many. Provide real but unfamiliar fruit for them to investigate.
  • Ask them if they think all fruits follow this same pattern. Provide fruit for them to investigate. Ask them to sort into fruit that does, and fruit that doesn't follow the pattern.
  • Does a type of fruit always have the same number of seeds? Explore such fruits as apples and citrus fruit, which vary, with stone fruit, that always have one seed.
  • Get students to notice other patterns. For example, bigger seeds tend to be more protected with a stone. What might be the reason for this?
  • Encourage students to think of their own questions to investigate patterns. For example, can the size of the fruit be used to predict the size and number of seeds?
  • Provide opportunities for students to investigate patterns in other science contexts, e.g., leaf patterns, classification activities, phases of the moon, night and day, colouration, and adaptations.
 
For teachers
New Generation Science Standards describes cross-cutting concepts, including patterns, and provides some idea of progression. (Note that this is not specifically relevant to The New Zealand Curriculum, although patterns are evident in our Achievement Objectives.)
 
For student activities
Ministry of Education (2002). Building Science Concepts (25). Flowers, Fruits, and Seeds. Learning Media Limited: Wellington. Section 2 includes activities about seeds and fruit.
 
These ARBs are about looking for patterns.