new curriculum

Seeds to Sprouts

OBJECTIVES: The students will:

Become aware of the diversity of seed shapes, color, and methods
of dispersal;
Draw or act out the parts of a seed;
Learn the health benefit of certain sprouts;
Create a salad dressing from fresh sprouts.

MATERIALS: Paper plates Paper towel Water

Screen mesh Jars Blender
Knives Assorted seeds cup scallions;
(buckwheat, amaranth, avocado; cup
sunflower, anasazi spinach; cup tomato;
beans, broccoli, alfalfa, 1 Tbs. Tamari; cup
corn, oats, etc.) alfalfa sprouts

BACKGROUND:

Seeds are miniature plants packed for transportation. The plant or embryo has a
rootlet, stem, and one or two small leaves. The leaves of the embryo are rounded,
conforming to the curve of the seed (called cotyledons from Greek word meaning
little cups). There are certain cells in seeds which are embryonic and take form
immediately after sprouting.

Usually the embryo has its own food inside the seed coat, as it might be a long time
before it gets to grow or sprout. To survive, it must live off its own resources. In many
cases, the food may be the majority of the seed. In seeds such as peas and beans,
however, the food is stored inside the embryo. This makes the cotyledons thick and
succulent, and may make up the whole form of the seed. When a seed sprouts, the
two halves that make up each cotyledon are lifted up by the elongating stem and
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quickly spread out to serve as the first leaves of the plant. In wheat and corn seeds,
the food is packed around the embryo. It is the substance of our flour, and the
embryo called the germ can be separated from it.

A seed comes from the flower of a plant as an ovule, or little egg in Latin. An ovule
is not an egg in a biological sense, but it was given this name by early biologists who
thought that it was an egg, and ovule has been its official name ever since.

As soon as an ovule is fertilized by a pollen grain (male cell) it becomes a seed. For
example, you may have opened an ear of corn and found that it is not completely full
of kernels. Instead, you may have noticed that there are some empty spaces of what
it looks to be non-developed kernels. These empty spaces on the cob between the
kernels are where the kernels (seeds) were not fertilized. Because they were not
fertilized, there are no seeds or corn kernels to eat.

The importance of seeds cannot be overstated. Seeds are the keystone of all plant
and animal life on earth. Without these tiny eggs of contained life, there would not
be forests or varieties of trees and shrubs, no flowers, no bees, ants, butterflies,
humans, four-legged or winged animals, nor any sounds of life. All of the animated
fauna appeared after plants established themselves on earth. These plants mainly
spread while reproducing with seeds. The seed is the traveling part of the plant and
can resist drying and drowning. It can remain dormant for a long period of time,
waiting for favorable weather so that it can increase its chance of survival as a mature
plant.

Seeds release all of their stored nutrients in a burst of life when they attempt to
become a full-sized plant. By eating a sprout, such as a radish or alfalfa, you consume
this burst of nutrition and energy. Sprouts are tiny, easily digest plants that are not
only at a peak nutritional value, but are also very inexpensive and easy to grow. They
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are the most concentrated and truly natural sources of vitamins, minerals, enzymes
and protein (amino acids) known. They rival red meat and garden produce in
nutritional value and need no processing or preparation. Moreover, sprouts mature
very quickly. It takes only days to grow sprouts fit for consumption, while fruits and
vegetables may take between 50 130 days to fully mature or ripen.

Sprouts are biogenic (alive) and able to transfer their life energy to your body. When
biogenic foods are planted they will create new life. All raw, unsprouted seeds, beans,
grains, and nuts are biogenic. When sprouted and eaten they give the body a form of
living energy. Other foods like fresh vegetables and fruits (before cooking) are
considered bioactive. While rich in organic vitamins, minerals, proteins and living
enzymes can contribute to a better wellbeing, but are not capable of creating new
life.

Ancient manuscripts show that sprouts were used for medicinal purposes and as a
source of food even before Biblical times. Bean sprouts were used as a food source in
China as early as 3000 B.C.! More recently, during the 18th century, tests were
conducted to determine the antiscorbic (anti-scurvy) properties of sprouts. Captain
James Cook, a British sailor, was the first in the west to conduct such experiments. He
had good reason to be concerned about scurvy. Sailors were especially susceptible to
scurvy, as it occurs when the body suffers from a lack of ascorbic acid (vitamin C).
Those afflicted with scurvy had a significantly reduced ability to fight infection and
bled easily.

As a sailor, Cook knew the dangers of scurvy. He turned to sprouts as a source of

ascorbic acid. Cook and his crew ate a malt made by cooking sprouted beans at a low
heat for long periods. Captain Cook sailed the seas for more than 3 years without
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losing a single man to scurvy. Before Cooks trips, most long journeys would result in
the loss of nearly half their crew to this wasting disease.

Along with Cooks malt beverage, the British Navy tried many other sprout
concoctions. Gardens were grown on the decks of ships and unpasteurized beers and
ales were brewed. Unfortunately, these beers and ales were the source of a number
of navigational errors! Eventually it was discovered that citrus fruits such as lemons
and oranges contain Vitamin C and thus prevent scurvy. Captain Cooks sprout
concoction was no longer used.

Scurvy was still an issue centuries later. During World War II it once again attracted
the attention of researchers. A simple solution was found to help prevent scurvy for
the troops. Dried vegetables, greens and legumes (beans and peas) lose their vitamin
C potency and do not help prevent scurvy. Transporting fresh vegetables or lemons to
the front lines was difficult if not impossible. Once again, sprouts were the solution!

PROCEDURE:

1. What is a seed? Why are seeds important? Discuss these questions with
students, touching on the information in the introduction. All plants make
seeds or have some way of reproducing themselves in their lifetime. What are
some common seeds that the students might see during the day (apple seeds,
pine cones)? As the students start considering this, draw out more examples
until a sizable list is made.
2. Take a short walk to point out all the seed possibilities in nature. If possible,
explore more than one ecosystem (i.e. prairie, woods, garden). Have the
students gather as many different varieties of seeds as they can find. This may
include helicopter seeds" from maple trees, burdock seeds, buckthorn berries,
or raspberries in a woodland environment. Other common seeds may be found
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in a garden or orchard (tomatoes, wheat seed heads) or even on a grassy lawn

(dandelion fluff, grass seed). Take these collections back to the classroom.
3. Examine the seed collection. Why are they so different in shape, size, and
overall appearance? One reason for the differences is for seed dispersal.
Explain to the students that since plants cannot move to different locations
they have their seeds do the traveling. These traveling seeds then establish
themselves in another location. Plants have come up with a variety of different
adaptations to allow new plants to establish themselves at a distance from
their parent plants.

How else do seeds travel? Animals are a significant source of seed dispersal.
Plants make juicy, sweet, bright colored fruit in order to attract animals. The
animals eat the fruit, but the seeds are not digested. Instead, the seeds pass
through the digestion system and are expelled in the feces. Because animals
tend to move around, it is likely that the seed will end up in a different location
than where the fruit was first consumed.

Other seeds use the elements of wind or water to aid in dispersion. Some seeds
have wings like the maple seeds, or are light and fluffy like dandelion, thistle, or
cottonwood tree seeds. This allows the wind to carry the attached seeds to
another place. The coconut is a large seed and is made to float in the ocean and
then open fully wash up on a beach and then grow. Still other plants have
developed unique methods of dispersal, like the touch-me-nots. These plants
spring open their seed pods when touched.

4. Prior to class, arrange variety of seeds on plates or in bowls. Once the students
have examined their collected seeds, bring out the pre-arranged seeds for
further demonstration. Take one variety of seed at a time and tell the students
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which plant it is from. The students can then hold the seed, crack it open to
look at the embryo, and decide how the seed is dispersed. Some seeds can be
eaten. It is helpful to have a large picture/poster of seed anatomy displayed so
the students can identify the seed coat, embryo, cotyledons, endosperm, and
soon.

Many students will be amazed to find out that corn, potatoes, coconuts, and
rice are all commonly eaten seeds. There are also many varieties of grain
besides wheat. Amaranth, for example, is a tiny seed that originated in South
America. It can be popped like popcorn or eaten like cereal!

5. After the seed examples have been examined, discussed, and possibly tasted,
then you can shift the focus to sprouts. What is a sprout? What are sprouts
used for? For older students, the use of sprouts in the prevention of scurvy is
an excellent way of connecting the study of botany with that of history.
6. Show students examples of sprouted seeds. These may be grown or purchased.
To grow your own, start sprouting a variety of seeds (i.e. mung beans, corn,
alfalfa, broccoli) on plates, jars, or a commercial sprouting contraption a several
days prior to this lesson. Growing the sprouts with the class is a great
opportunity for the students to learn how seeds work and how plants start.
7. To grow sprouts, first soak the seeds for a few hours in order to soften the
seed coat, allowing the seed to expand. Then keep the seeds on a moist paper
towel or moist in a jar. Rinse them every day to wash away their waste. If this is
not done the seeds will develop a foul odor and mold can start growing. They
can be kept in the dark for the first day or so and then exposed to light once the
cotyledons are out. These allow the seedlings to photosynthesize.
8. Another activity for students to understand the anatomy and function of seeds
is for them to participate in the Dress a Seed activity (younger students) or
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draw their own invented seed. The students can be instructed to make a vessel
which could contain life. What would it need to stay alive and then be allowed
to grow once it reached the proper growing conditions? It needs water, food,
protection, and an embryo of some kind. Remind them that seeds are self-
contained life forms.

In the Dress a Seed activity, one student volunteer becomes the embryo of
the seed? What does this baby need to survive during an unknown dormancy
(rest) period? The seed must contain some source of food or energy. In bean
seeds, two cotyledons store fat, carbohydrate and protein. These are thick and
fat. Other plants, such as corn, may have an endosperm area which surrounds
the embryo and can contain starch, oil, and protein.

Whether the seed contains fat cotyledons or an endosperm, the function is the
same. They both contain the necessary nutrients to nourish the seed from the
time of its maturity until growing conditions are favorable for it to sprout. To
represent the food rich cotyledons, the student can be given something to hold
(like pillows). The endosperm can be represented by wrapping the student in
cloth or something similar.

What might students find on the stem of our seed? Many seed stems have tiny
leaf buds. Have the students create a bud out of paper or cardboard that can
be attached to the students stem. There is then a root tip, which will
elongate into the first root of the plant when the seed germinates. A rope,
string, or piece of yarn can represent the root tip. A seed coat is needed to
contain everything and create a vessel for the baby plant. A body sock, large
pillow case, or blanket can be used. Everyone should stand back and admire the
enormous seed they have created!
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Now, ask the students what is needed for the seed to germinate. Good growing
conditions allow a seed to germinate. This includes the proper moisture and
warmth. Moisture allows the seed coat to expand and the warmth indicates a
favorable growing temperature. Have the seed sprout out of its seed coat
and rejoin the group.

9. If the students are drawing their seeds, instruct them to include proper seed
anatomy and a means of dispersal. Discuss ideal germination conditions and
the succession of a seed into a sprout into a seedling. If sprouts have been
grown in the classroom, the students should have a good understanding of the
growth stages from direct observation. Otherwise, allow them to examine
pictures. Have the students draw these stages of their own seeds.
10.Now, ask the students if they have ever eaten sprouts. What kind of sprouts
were they? How were they prepared? Tell them that they are going to have the
chance to make a delicious salad dressing using sprouts and other ingredients.
They should begin by cutting up the ingredients. Once this is done, the cut
ingredients should be put into a blender. Bread, crackers, and veggies can be
sliced up to be used as dipping items to sample the dressing.

How does this dressing taste compared to store-bought dressings? If there is a

difference, can they explain why? The dressing they have made is all natural,
with no artificial flavors and very little sodium. How does that compare to the
salad dressings they have at home or at restaurants? How does the color
compare to what they usually see in stores?
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PROCESSING:

Ask your students to discuss why it is that life would not be possible without plants.
How are plants and seeds necessary to humans and animals? What is the relationship
between birds, bees and other life to seeds? Why would we not have plants without
animals and why would we not be here without seeds or bees?

RESOURCES:
Bahr, Lauren S. Colliers Encyclopedia #20. New York: Macmillan Educational Company, 1992.

Bubel, Nancy. The Seed-Starters Handbook. Pennsylvania: Rodale Press, 1978.

Wigmore, Ann. The Sprouting Book. New Jersey: Avery Publishing Group, Inc., 1986.