To develop and use mathematical tools such as measurement and data representation while studying growth.

In the course of these seed lessons, there are several opportunities to introduce or use mathematical tools. Helping students develop expertise in measurement and data representation is an important aspect of elementary science inquiry in this and many other contexts.

• Measurement : When addressing questions about growth or growth rate , or comparing different seedlings, students may measure lengths of roots or shoots.

• Data Representation: In studies of typical seed totals in squash and cherry tomatoes , students gain experience with creating and interpreting frequency displays.

This unit presents many opportunities to collect and represent data. The following list represents a few ways in which students can collect and represent data while working with seeds. It also includes questions that would guide data collection.

1. Students count seeds in [for example] apples, squash, pea pods, and tomatoes. After representing their counts in a frequency graph, they can explore questions such as the following: What is the typical number of seeds in this (and other) fruit?

2. Students measure root length (of individual seeds) each day of the germination process and represent (a) change over time in a line graph, and (b) typical root length in a frequency graph based on values collected by each student.

3. Using line graphs of root length, students explore growth rate and timing (of emergence and duration of structures) within same and different seed samples.

4. As in (2) above, students measure other seed structures, such as the cotyledon, coleoptile, or the first foliage leaves.

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