Seeds for Dinner

Overview

In this 60-minute Lesson 5 of 7, students investigate how seeds are used in agriculture and food. They then cook a simple seed-inclusive dish, connecting the investigation process (planning fair tests and identifying risks) to the way science information helps people meet a need.

Learning intentions

Students will:

• Plan and carry out a safe, repeatable investigation to compare seed-containing foods (what changes and what stays the same).
• Identify variables, measure observations, and explain how the test is fair.
• Describe potential risks and follow agreed safety procedures when preparing food.
• Communicate findings and food-related observations for an audience (class and teacher).

Success criteria

Students can:

• Tell which variable is changed, which is measured, and what is kept the same in a seed comparison.
• Use a simple table to record observations clearly and consistently.
• Follow safety rules for handling ingredients, heat sources, and kitchen tools.
• Share a short explanation linking seeds to agriculture and food needs.

Curriculum links

• AC9S6I02: plan and conduct repeatable investigations, decide variables, control fair testing, describe risks, plan safe equipment/materials use, and consider permissions/places for investigations.
• AC9S6I02 (application within class cooking context): identify risks, follow safe processes, and record controlled observations.
• AC9S6I06: write and create texts to communicate ideas and findings using appropriate language and, where useful, digital tools.
• Western Australian Science scope: emphasises questioning, investigation, evidence, and using scientific understanding to explain real-world needs (food systems and agriculture).

Lesson structure (60 minutes)

1. 0–5 min · Hook: “Seed detective”. Teacher shows 3 seed types (e.g., chia, pumpkin, sunflower) and asks: “What do seeds have to do with agriculture and what we eat?” Students turn-and-talk, then share one idea each.

2. 5–12 min · Activate knowledge: seed role in food systems. Teacher leads a short discussion: where seeds come from, how farmers grow plants from seeds, and why seeds are important in diets. Students complete a quick “Think–Write–Share” response: “A seed is important because…”

3. 12–22 min · Direct teach: fair test planning for Year 4. Teacher introduces a simple investigation question: “Which seed makes the biggest change to texture when mixed into a base?” Teacher models variables on the board:

• Changed variable: type of seed
• Measured/observed variable: texture/clumping/overall thickness (qualitative scale or simple rating)
• Controlled variables: same base, same seed mass/volume, same mixing time, same resting time, same container size Students practise with sentence starters: “We change… We measure… We keep the same…”

4. 22–30 min · Safety and permissions check. Teacher explicitly reviews kitchen/food safety: handwashing, tool handling, allergies (no sharing utensils), heat safety, clean-up routine, and where students may/can’t stand. Students repeat agreed safety expectations and nominate a “safety monitor” for their group.

5. 30–50 min · Investigation + cooking: “Seed breakfast bites”. Teacher sets up stations with a simple, low-risk recipe appropriate for Year 4 (e.g., no-cook or minimal heat):

• Base: oats + yoghurt/milk or nut-free spread alternative + honey/maple (as available)
• Seed options: chia + pumpkin seeds + sunflower seeds (pre-soaked if required to reduce mess) Students in groups follow a procedure card to mix each seed type into separate portions, using identical seed amounts and mixing times. Students record observations after a set resting time: “texture rating (1–3)”, “did it clump?”, “did it thicken?”, “taste comments (optional)”.

6. 50–56 min · Share findings and connect to agriculture. Teacher prompts: “What happened when the seed type changed?” and “How does this show seeds are useful for food?” Students share one result using the class recording sheet.

7. 56–60 min · Exit ticket: communication for an audience. Students write one short paragraph sentence frame: “In our test, we changed ____. We measured ____. Because ____, we conclude ____.” Collect for quick feedback.

Resources

• Seed samples: chia, pumpkin seeds, sunflower seeds (labelled containers)
• Pre-measured ingredient portions per group (to control variables)
• Base ingredients for recipe (nut-free options if needed)
• Mixing bowls, spoons, measuring cups/spoons, paper towels
• Student recording sheets (variables table + observation table)
• Procedure cards and safety checklist
• Handwashing access and bins for disposal
• Optional digital tool: class photo slideshow template to record outcomes (no internet required)

Assessment

• Formative during planning: teacher checks students’ ability to identify changed/measured/controlled variables (quick oral questioning).
• Formative during cooking: teacher reviews group recording accuracy (consistent seed amounts and timing).
• Exit ticket: evaluate explanation quality and correct variable language; provide targeted feedback next lesson.

Differentiation

• Support: sentence starters for variable statements; teacher provides pre-written observation scale (e.g., 1 = runny, 3 = thick).
• Support for EAL/SEN: pictorial variable cards (arrow for “changed”, ruler for “measured/observed”, stop-sign for “kept the same”).
• Extension: students justify fairness (“If we changed mixing time, texture would…”), or compare whether soaked vs unsoaked seeds change texture (optional, only if time and safety allow).
• Manage group roles: assign clear responsibilities (measurer, recorder, safety monitor, equipment manager) to reduce off-task behaviour.