Students were given strips of paper, and then were asked to illustrate seed changes and seedling development after planting. Some students included labels and text in their drawings.
This task allowed us to assess student knowledge of change over time in the context of seed germination and growth. Also, we could assess student knowledge of seed structures and their order of emergence. The drawings showed a wide range of student understanding. Ideas about growth conditions, parts of the seed, and life cycle were evident in individual student drawings.
