Sowing kōwhai seeds | Germinating kōwhai seeds
In the realm of science education, teachers are increasingly incorporating hands-on activities to foster student engagement, learning, and agency. One such activity is the planting of kowhai seeds, a native New Zealand tree, as part of inquiry-driven projects.
This activity, recommended by the Figure it Out resource "The Greenhouse Effect," sets the stage for a student-driven scientific investigation. Students collect kowhai seeds from outside the classroom and grow them inside, breaking down the perception that learning only happens within the confines of the classroom.
As the seeds germinate and grow, students research seed preparation options and make decisions about planting conditions for the kowhai seeds. This empowers students, increasing their agency and fostering a deeper understanding of plant biology and ecosystems.
The activity is part of the 'Investigating in science' strand of the Nature of Science, encouraging inquiry-based learning where students formulate hypotheses, monitor seed germination and growth conditions, and reflect on their observations.
To ensure successful germination, kowhai seeds benefit from scarification (nicking or lightly sanding the seed coat) to improve water absorption. They prefer well-draining soil with good aeration and should be planted in a warm environment to mimic their natural conditions. Maintaining consistent moisture without waterlogging is critical, and exposure to moderate sunlight supports seedling growth once germinated.
These conditions are generally recommended for New Zealand native trees like kowhai, aligning with ecological gardening practices and indigenous knowledge used in classroom settings for authentic science investigations.
By the end of this activity, students should be able to use resources to research the conditions needed to grow kowhai seeds, identify and take the steps required to plant kowhai seeds, and justify the decisions they make about how to plant seeds.
The article, written by Chloe Stantiall as part of the Teaching and Learning Research Initiative project "Envisioning student possible selves in science: Addressing 'plant blindness' through place-based education," also provides resources for learning about seeds, pollination, and seed dispersal.
Chloe was assisted by researchers Maurice M. W. Cheng and Bronwen Cowie from The University of Waikato. The project explores students' sense of place and science-related possible selves through local curriculum units that focus on plants.
This activity can work as a stand-alone lesson or as part of a wider teaching/inquiry sequence about mātauranga Māori of kowhai. Additional activities include collecting kowhai seeds, observing kowhai, sharing scientific understanding through poetry, and creating kowhai infographics.
The recorded webinar, "Exploring mātauranga in the classroom," offers further insights into integrating indigenous knowledge into science education.
By engaging in kowhai seed planting activities, students not only learn about the growth rates of different plants but also develop a connection to local native flora, reinforcing cultural and environmental awareness. This, in turn, supports collaborative learning as students share data, troubleshoot challenges, and draw conclusions together.
- The activity of planting kowhai seeds, as discussed in the article by Chloe Stantiall, is a hands-on learning opportunity that extends beyond the classroom, encouraging students to delve into home-and-garden practices and gardening to foster a better understanding of plant biology and ecology.
- In addition to learning about the ideal growing conditions for kowhai seeds, students engage in education-and-self-development by formulating hypotheses, monitoring seed growth, and making decisions about the best planting strategies in the context of inquiry-based learning.
- By following the steps of kowhai seed planting, students not only enhance their knowledge in the area of science but also develop a lifestyle that embraces a respect for and connection to local native flora, promoting an awareness of the importance of sustainability and the role of indigenous knowledge in science education.
