Students will become familiar with the difference(s) between angiosperms and gymnosperms. Over a period of a week of so, students will collect a variety of seeds from all around their hometown, then document where they were found. They will classify the seeds into the two types. Students will look for patterns such as whether gymnosperms and angiosperms are more commonly found in certain areas. If so, the students will determine whether those areas are rocky, dry, wet, city, suburb, etc. Students will draw their own conclusions from what they collected and charted.

Engaging Questions

• What is the significance of having 2 types of seeds?
  Why did nature produce them that way?

• What are some of the conditions that seem to affect whether angiosperms or gymnosperms thrive in an area?

Teacher Goals

• After collecting a variety of seeds from their area, students will be able to classify seeds into angiosperm or gymnosperm.

• Students will be able to document the conditions around the area in which each seed was found, for instance near a lake, on a farm, in a park, etc.

• Students will draw conclusions about angiosperm and gymnosperm growth in their community.

Required Resources

• Resources

  • Angiosperm and Gymnosperm Seeds

Optional Resources

• Magnifying glasses

• Hand microscopes

• Web site for examples of angiosperm seeds

  The web site is from Encyclopedia.com.

  • Web site for examples of angiosperm seeds

Steps

1. Collection

   Students should collect a variety (about 10) of seeds from around their area - school grounds, parks, backyards, etc.  Students should note carefully where they found each type of seed.

2. Observation

   Students should have ample opportunity to observe the seeds they have collected.  Tools to help with observation, such as magnifying glasses or hand microscopes, would be beneficial. 

3. Conclusions

   Students should look at the information they gathered and documented to see if there is any connection between the type of seed (angiosperms and gymsoperms) and the area where it was found.  The conclusion should be noted on the conclusion part of the data sheet.

4. Conclusions

   Students should look at the information they gathered and documented to see if there is any connection between the type of seed (angiosperms and gymsoperms) and the area where it was found.  The conclusion should be noted on the conclusion part of the data sheet.

Teacher Notes

• Gymnosperms produce uncovered seeds in cones - pine cones, maple "helicopters," etc.

• Angiosperms produce seeds protected in fruits - (monocots & dicots) beans, peaches, sunflowers, etc.

• Duration: Collection should be done after school hours.  Classification and filling in the data form should take one class period.

Learner Notes

• One type of seed is much more prevalent than the other. Try your best to find at least one in each category.

Mentor Notes

• Your daughter or son has a great opportunity to become more aware of objects in the environment. Detailed observation is a very important skill to utilize in many situations, and students should do their best to exercise it here.