Seed Journeys ~ Activity Pack (Irish)

S E E D J O U R N E Y S A C T I V I T Y P A C K

Introduction & Background Information

Notes On Our Thinking & Approach

The overall goal of this resource is to engage young people with their natural surroundings through the lens of seeds and seed saving.

As such, all seeds/advice you will find in the stories and activities are based on plants that grow in Ireland (native or naturalised). Most if not all are seeds you would find at this time of year (Autumn).

Each of the 3 activities includes background information, directions, and some printable black and white worksheets that might be useful. The activities presented in this resource target three developmental groups (Activity A for ages 6-7; Activity B for ages 8-9; Activity C for ages 10 12 ). However, these activities can be differentiated (tailored) as needed to cater for the individual needs of the young people who engage with this resource.

The approach taken when translating the stories and activities from English into Irish was to ensure that the language presented was accessible to both students attending gaelscoileanna and also students from senior classes attending English speaking schools. As is the nature of translating, some differences can be found between the two sets of stories. However, the main framework of the stories remains the same and therefore corresponds with the activities presented in conjunction with this resource.

This resource does NOT claim to provide a comprehensive resource on seed saving, but instead it seeks to provide a window into this beautiful topic which we see as a very important aspect of regenerating our ecosystem. We view this project as an opportunity to share a uniquely Irish rooted version of this subject that is playful and brings in natural heritage and cultural landmarks.

We know we are only scratching the surface of this rich content area there is so much to know! Please engage with the many linked resources to start to learn more.

“Hey, bud! How’s it growing?”

Guiding Principles When Implementing the Activities

Ensure comfortable, respectful and safe facilitation of the activities that follow

If working in a school or community setting, ensure compliance with land access protocols, health and safety policies, and risk assessments.

Remove any allergens relevant to the group related to seeds Guarantee that the plants and seeds are known by the facilitator. See links below for support Plants under conservation

Common poisonous plants http://www.wildflowersofireland.net/

Follow the wisdom of the honorable harvest

Take time to meet the plants

Take only what you need and no more (and only if there is enough in the first place). Give back.

Build relationship of reciprocity (give and take) with the land Share!

Ideas on How to Use This Pack

Autumnal activities with the family or school class

At the start of a unit of study, paced throughout a unit or as a capstone task

Individually, as a small group or as a community wide project

...you know your student(s)/child(ren) best!

Adapt to your own group ' s experience and interests. We fully encourage you to take what works and leave the rest.

Some Background Information/ Keywords to Have in Mind

Seeds…

Can be ‘packaged’ in different ways

Fruit-bearing plants/flowering (angiosperm)

Cone (gymnosperm)

Can require different amounts of time to germinate

Overwintering

10 years

Ancient

Can be different sizes/weights

Travel in different ways, searching for the right place to meet their needs of sunlight, soil and water

Wind Water Jump pop/drop/roll

Attach/ ‘hitchhikers’

Digestion - consumed for food Anatomy/ Processes

Embryo + seed coat + cotyledons

Monocots vs. dicots

Have all the food they need stored inside for the first couple weeks

Will form roots/shoots, and after their seed coat sheds and cotyledons emerge, they conduct photosynthesis (converting sunlight into energy/food for themselves)

Links to Practical Seed Saving Information and Related Activities

Seed to Seed by Suzanne Ashworth (comprehensive seed saving book)

Top seed saving tips

Seed Saving ‘How-To’ Videos

Charles Dowding (UK based no dig gardener/educator) Saving Seeds:

https://www.youtube.com/watch?

v=bHFg6ZEsMCw&ab channel=CharlesDowding https://www.youtube.com/watch?

v=ZVb9JIAXJxU&ab channel=CharlesDowding

Growing in the Garden Saving Seeds

Irish Seed Savers advice

Klaus Laitenberger (Ireland based gardener) tomato seed saving with his son

Ideas for Activity Extensions: All Ireland Pollinator Plan Make your own origami seed envelopes

WE HOPE THISTLE DO!

Seed Journeys Curricular Alignment

Content/Skills (What do I want to teach?) CM Methodologies (How do I want to teach?) History

SESE

Strands:

Local studies

Strand units:

My locality through the ages

Seed anatomy & travel

Purpose of seeds and seed saving

Seed saving techniques

Sensory awareness

Mindfulness

Connection of seeds with wider ecological context

Peer to peer learning - turn and talk Content relevant games Reflection and journaling

Q &A Class discussion

Demonstration and modelling

Experiential

Small group work

Pair work

Careful observation Scientific drawings

Mathematical and scientific calculations

Critical thinking skills

Geography

Strands:

Natural environments, Environmental awareness and care

Strand units: The local natural environment,

Environmental awareness Science Strand:

Living things

Investigation and research using online and print resources

Strand units:

and animal life

Differentiation Resources

Questioning

Pair and small group work (mixed ability)

Teacher support

Different worksheet/paper/recording options

Plant/Seed ID Info Books/Cards Envelopes

Markers

Clipboards/journals

Pencils

Paper Collection tubs

Magnifiers

Found natural materials (already on the ground - not attached to a plant)

See specifics listed for each activity

https://irishseedsavers.ie/

Linkage and Integration Assessment

Anecdotal notes observation

Worksheet review

Verbal check ins

feedback

Vocabulary

Dormant

pollinating

Open pollinated Genetic variation Chaff Thresh Winnow Embryo

Cotyledon

Seed bank

Germinate

S E E D J O U R N E Y S A C T I V I T Y P A C K

Activity A: Seed Saving How-To's

BACKGROUND

Developmental Group: 6 7 year olds

This activity seeks to break down seed saving techniques as they are applied to a native Irish tree (oak), a common flower (calendula), and a vegetable with a pod seed casing (mangetout peas) Though it focuses on 3 specific seed types, the outlined strategies can be applied to other seeds in their categories.

General rules of thumb when collecting seeds from nature

Handle with care seeds are alive!

Leave some behind for wildlife seeds are a food source for many creatures Take only what you need/what you think you will actually grow. Have a plan for where you will plant these seeds/where they will go so you can figure out how much is reasonable to take.

Collect open pollinated seeds, NOT hybrid varieties this will ensure that what grows will be the same as the parent plant.

It will be easiest if you attempt to save/replant seeds from self-pollinating plants to avoid crossover with other varieties.

S E E D J O U R N E Y S A C T I V I T Y P A C K

General overview of seed qualities

FLESHY or DRY casings (fruit). Seeds from fleshy casings (like berries) usually need to be mashed or extracted in some kind of messy way, and seeds dry casings (like pods or nutshells) usually need to be dried before they’re ready to be taken out or planted.

Many seeds found in nature (from native trees or wildflowers) require a dormant period in a cold environment before being ready to germinate, and this mimics the winter to spring period of time they typically experience outdoors Seed Preparation & Storage

Part 1: Many seeds need to be dried in a warm, open environment for a few weeks and then cleaned before being ready for storage.

Part 2: Once dried and cleaned, most seeds prefer a cool, dark, dry place. Typically seeds will continue to germinate for 3 5 years after storage, but there are exceptions.

Ultimately each seed type will need different things so refer to the guides below/other references to get the specifics.

Further References

To start learning more about the science of these processes and get more detailed information read on here and here

Saving/growing tree seeds

Collecting Acorns

Growing oaks from acorns

More about Acorn collecting and planting in Ireland

Free Irish seed processing/tree planting guide from Our Trees resource

Saving wildflower seeds video from LifeLab

Wildflower seed saving guide from All Ireland Pollinator Plan

Mangetout Seed Saving from Betterplants ie

Growing mangetout peas from seed from Quickcrop ie Growing mangetout advice from School Earth Education

DIRECTIONS

Use the Oak, Calendula and Mange tout Worksheets for seed collecting guidance

AN DAIR

Ábhair riachtanach:

Buicéad nó ciseán

Sessile (Irish) vs. Pedunculate (English) Oak Guide

Mála (heiseán nó mála oinniún)

Lipeád (píosa páipéir le tead)

Peann/Peann luaidhe

Conas Síolta an Darach a Shábháil - Dearcán Cad é an dearcán? I gcnóshliogán, is crann dair é.

Cáthain siolta a shábháil:

Déan cinnte go bhfuil tú ag obair leis an gcrann ceart.

De gnáth, bíonn dearcán réidh le bailiú i mí Mheán Fómhair agus i mí Dheireadh Fómhair.

Sábháil:

Deán seic ar an ithir faoin gcrainn darach. Tá na dearcán ar an talamh réidh le bailiú.

Déan cinnte go bhfuil na dearcáin:

Donn i ndath (ní bhíonn na cinn glas réidh)

Saor ó greimeanna (gan poill)

Bailigh na dearcáin i do chiseán nó buiceád.

Stóráil:

Cuir na dearcáin i mála a ligeann aer isteach chun cinnte a dhéanamh nach dtagann caonach orthu.

Scríobh cén saghas dearcán a aimsigh thú chomh maith le do anim agus an dáta ar an lipeád. Cuir an lipeád ar do mhála.

Déan cinnte go gcuirtear in áit sábháilteach ó ainmhithe cosúil le francaigh. Coimeád na dearcáin in áit atá fionnuar agus tirim.

Conas crainn darach a fhás…

Deán triail: (ag féachaint an fásfaidh na dearcáin): Nuair atá tú réidh le athphlandú, cuir na dearcán i mbuiceád uisce. Má théann na dearcáin faoin uisce, níl siad réigh le bheith cúrtha. Má snámhann siad, Ní fhásfaidh siad.

Cuir ar ais san ithir.

Plandáil crann darach

Is é an Fómhar an t-am is fearr don dhearcán a chur. Is féidir na síolta bainte a chur díreach tar éis iad a bhailiú. Is feidir na dearcáin a chur san ithir suas le ceithre mhí. Déan cinnte go bhfuil caipín an dearcáin bainte de agat. Coinnigh na dearcáin i gcoimeádán san áit nach mbeidh an ghrian ag soilsiú go díreach orthu. Péacfaidh na síolta san Earrach. Fág do chrann darach i bpota ar feadh cúpla bliain roimh a bheith curtha taobh amuigh.

AN DAIR

Tarraing dearcán

Nótaí

BLÁ TH FIÁ IN Á bhair riachtanach:

Ceann bláth calendula (triomaithe)

Calendula Flower Identification

Siosúr

Buicéad nó ciseán

Babhla nó pláta

Peann/Peann luaidhe

Cludach litreach

Tonnadóir (roghnach)

Cáthain siolta a shábháil:

Déan cinnte go bhfuil tú ag obair leis an bplanda ceart. Bíonn na síolta ón mbláth buí agus oráiste réidh nuair atá ceann go hiomlán tirim. De gnáth bíonn siad réidh i mí Mheán Fómhair agus Deireadh Fómhair.

Tá na síolta réidh le fómhar nuair atá na síolta:

Lúbtha cosúil leis an litir C nó péist. Donn i ndath

Fómhar:

Gearr, go cúramach, gas an bhlátha faoin gceann atá triomaithe.

Cuir ceann an bhlátha sa chiséan leis na bláthnanna eile a bhailíonn tú.

Sórtáil:

Úsáid do mheara chun na síolta a bhrú as ceann an bhlátha. Cuir na síolta ar phláta nó i mbabhla.

Sábháil na píosaí ón mbláth atá fágtha don araid múirín.

Stóráil:

Scríobh ainm an bhlátha, an dáta agus d’ainm ar an clúdadh litreach. Cuir na síolta an bhlátha isteach san clúdach litreach. (Úsáid an tonnadóir má tá sé áisiúil).

Dún an clúdach litreach. Cuir sé in áit fionnuar agus tirim. Uaireanta, cuireann daoine a síoltaí sa chuisneoir nó sa reoiteoir!

Mairfidh na síolta in áit stórála idir 3 and 5 bhliain.

Ceiliúir:

Is féidir na síolta calendula a chur taoibh amuigh idir mí na Márta agus mí Lúnasa.

CALENDULA

Tarraing síol Calendula

Nótaí

b h a i r

MANGE-TOUT A SHÁ BHÁ IL

Piseanna Mange tout atá lánfhásta

Buicéad/ciseán do gach ghrúpa

2 Babhla do gach ghrúpa

Peann/Peann luaidhe

Cludach litreach*

Tonnadóir (roghnach)

Cathain na síolta a shábháil ?

Déan cinnte go bhfuil tú ag obair leis an bplanda ceart. Fán go bhfuil na piseanna mange-tout lánfhásta ar an dreapaire.

Beidh cuma triomaithe agus donn ar an planda. Beidh thart ar trí nó cúig piseanna san fhaighneog.

Beidh na piseanna mór agus ciorclach san fhaighneog. Tiocfaidh torann cnagarnaí as na piseanna. De gnáth bíonn siad lánfhásta thart ar 3 4 mhí tar éis cúrtha ó síol.

Fómhar:

Tarraing na faighneoga as an planda go cúramach. Cuir na faighneoga i gciseán/i mbuiceid. Tóg iad chuig an áit sórtála.

Sórtáil:

Oscail gach faighneog agus bain na síolta amach.

Cuir an faighneog i mbabhla amháin don mhúirín agus na piseanna i mbabhla eile.

Stóráil:

Scríobh ainm an cineál pís, an dáta agus d’ainm ar an clúdadh litreach.

Cuir na piseanna isteach i gclúdach litreach. (Úsáid an tonnadóir má tá sé áisiúil).

Dún an clúdach litreach.

Cuir é in áit fionnuar agus tirim. Uaireanta, cuireann daoine a síoltaí sa chuisneoir nó sa reoiteoir!

Mairfidh na síolta in áit stórála are feadh 3 bhliain.

Ceiliúir:

Bí ag dámhsa, tá tú críochnaithe!

Is féidir do piseanna a chúr idir mí Márta agus mí Meithimh.

MANGE-TOUT A SHÁ BHÁ IL

Tarraing faighneog Mangetout agus síol

Nótaí

S E E D J O U R N E Y S A C T I V I T Y P A C K

Activity B: Seed Travel Observations

BACKGROUND

Developmental Group: 8 9 year olds

This activity engages learners with investigating seed features, using sensory methods to observe seeds with close attention, and creating scientific drawings of seeds. The activity seeks to guide learners to use evidence from their observations to make predictions about how seeds travel.

Further References

Seed Hunt activity from RHS Seed dispersal investigation from Science Spar

S E E D J O U R N E Y S A C T I V I T Y P A C K

DIRECTIONS

To prepare: Discuss with your group what do you already know about seeds?

Where do you find them? How did they get there?

What do they need to grow?

What is mysterious about seeds? What do you still want to discover?

Read the Seed Journeys Stories together to connect the idea of seed saving to the seasons and wider ecosystem in Ireland. Use the questions on each page to reflect together about seed cycling.

Refer to other books like Gail Gibbons’ From Seed to Plant (read aloud linked here) to access the bigger picture around the science of pollination, seed development, and dispersal.

Go on a walk around your school’s area. You can do this in advance, ask children to do it at home with their family if you are in a school setting, or you can go with the group you’re learning with.

Collect whatever (nonpoisonous, not protected) seeds are available.

Then

It doesn’t matter if it’s rural or urban seeds are available from dandelions growing in cracks in the pavement, etc. Lay the seeds out in front of you.

Observe one seed at a time. We recommend having a sampling of seeds that travel in different ways, You can use the ideas/illustrations provided too in "A Closer Look" .

Finally, observe new seeds, predicting and testing their travel methods using the "Seed Observations" worksheet as a guide.

SÚILNÍOSGAIRE

Le do pháirtí, plé, cad a thugann sibh faoi dheara faoi gach síol in bhur mbailiúcháin?

Usáid na ceisteanna mar spreagadh do bhur gcomhrá:

Cén saghas cruth an bhfeiceann tú?

Deán cur síos ar an uigeacht?

An bhfuil sé éadroim nó trom?

Cnádán

Hitchhiker

Síol sailí

Gaoth nó uisce

feá / cnó feá Éan/ mamach

Síol Cornflower Gaoth

Nó taí

BREATHNIREACHT SÍ L

Ainm síl/planda:

Cén áit ar aimsigh thú an síol?:

Tarraing: (lipéadaigh)

Cur síos air: (cruth,uigeacht, boladh, fuaim, meácha)

TUAR AGUS TÁ STÁIL

Tuar:

Mar: (liostaigh do chúiseanna):

Sílim go dtaistealaíonn mo shíol (ar an ngaoth, ar an uisce, le cabhair ó ainmithe…)

Ag tástáil do thomhais: (Scríobh nó tarraing)

Chun seiceáil a dhéanamh an raibh thuar ceart agam, seo céard a rinne mé:

Céard a fuair mé amach: (Scríobh nó tarraing) Tar éis mo thomhais a thástáil, d’fhoglaim mé…

S E E D J O U R N E Y S A C T I V I T Y P A C K

Activity C: Make a Seed Bank

BACKGROUND

Developmental Group: 10 12 year olds

This activity guides learners in creating their own seed bank. It is a multifaceted, active process involving teamwork and ideally community engagement. Seed saving is all about sharing and collective food resilience, and a seed bank is a practical way to bring people together for this nourishing practice

WHY save seeds??

Affordability

Independence

Genetic diversity preservation

Build meaningful relationships with community and land Food security/food justice Flavour

Can support pollinators and building biodiversity …and the list goes on!

Further References

Design a seed bank

More seed saving activity ideas

Importance of Seed Saving, a message from Irish Seed Savers

S E E D J O U R N E Y S A C T I V I T Y P A C K

DIRECTIONS

Read and discuss background information about the history and importance of seed saving This link has a good summary under the headings “Background Information” and “Making Connections” (though it has a U.S. centric narrative).

Questions to guide your discussion:

What do you already know about seeds how they are made and how they travel?

Why would we save and share our own seeds from our local area, if we can just buy them at the store?

Plan a Seed Bank

1 a.

Check what seeds you have growing in the local area

Use an identification key (and the help of experts!) to guide you. You must be 150% sure that the plant is what you think it is! The main categories of seed you might save are from native trees, meadow wildflowers, or vegetables and fruit in the garden

Identification keys/guides/games to start you off: fruit/seed identification

Autumn tree leaf ID to help identify trees that seeds might be hanging on tree/seed matching

Wildflowers pictured at different stages of growth Some apps that could be useful (but need to double check with other sources!):

Seek Picture This Plant Net

S E E D J O U R N E Y S A C T I V I T Y P A C K

a. i 1. a. b. c. d. i. ii. iii. 1. 2.

Keep a log of the plants you find that you are interested in using the "Local Plant Log" worksheet to help Research seed saving strategies/details for these plants

Information to start you off: Main difference in strategy between seed saving for fleshy fruits (like tomatoes) vs dry receptacles (like pea pods): pg. 37 39 Tree seed saving instructions

Excellent overview of wildflower seed collection and storage

Vegetable seed saving advice

Starting page 19 Seed Saving for different vegetables overview Books to buy Book from Brown Envelope Seeds

Seed Saving Handbook from Irish Seed Savers website

Design & Create a Seed Bank using the "Seed Bank Planning" document.

1. Keep in mind, while the Seed Bank is a place to store seeds you’ve saved, it can also be a great opportunity for building community a place for gathering and connecting people with place. Hold onto that idea as you make your plans…

Decide which plants from the log to harvest/store and make sure you have collected all the information you need

1. 2 Make a list of materials needed (for the seed harvest, seed storage, and seed bank itself)

S E E D J O U R N E Y S A C T I V I T Y P A C K

Find a suitable location/shelter

Things to consider:

Is it accessible? Nearby?

Will it be cool and dry year round?

Collect/harvest your seeds (refer to Activity A)

Things to consider:

What needs to happen before they are stored? Do they need to dry for a few weeks first in a warm, open place before storage?

Start your seed storage

Things to consider:

What packaging will you use? Is everything labelled with the seed variety name/location/date of harvest?

Let people know!

Are the seeds safe from mice and fully clean of insects? How are you going to share the seeds? Things to consider: Hold community seed sharing days Include skill shares too?

Events

Communication will you name the seed bank and share info online? With flyers?

Can other people add their seeds to the seed bank?

What’s Next? Future Plan Ideas

CUNTAS PLANDA Á ITIÚ IL:

Tarraingt

Tá sé suimiúil mar… (inite, maith do phailneoir, álainn, srl.)

Ainm an phlanda

Ainm an phlanda Tarraingt

Tá sé suimiúil mar… (inite, maith do phailneoir, álainn, srl.)

CUNTAS PLANDA Á ITIÚ IL:

Tarraingt

Tá sé suimiúil mar… (inite, maith do phailneoir, álainn, srl.)

Ainm an phlanda

Ainm an phlanda Tarraingt

Tá sé suimiúil mar… (inite, maith do phailneoir, álainn, srl.)

DÁTA:

PLEANÁ IL - BANC SÍ OLTA

An foireann: Cé hiad na daoine atá ag cabhrú leis an tionscadal? Daoine fásta, cairde, srl

Ról: Cur síos: Ainm: Eagarí

Dearthóir/ Ailtire

Tiomsaitheoir airgid

Cisteoir

Comhordaitheoir tionscadail

Bainisteoir stóráil síl

PLEANÁIL - BANC SÍOLTA

Banc Síolta: plean deartha Áit fionnuar agus tirim

An mbeidh sé i seid? I gcófra, i do theach, nó i do scoil?

Áit

Cén áit a mbeidh an banc síolta? Cé atá i gceannas air?

Ábhair:

Céard atá ag taisteál uait? An féidir ábhar athchúrsáilte a úsáid?

Sábháil síl: Stóráil síl: Banc síolta:

Maoiniú:

Cé mhéad an gcosnóidh sé? Cé a íocfaidh as an banc síolta?

Cumarsáid:

Conas an roinnfidh tú eolas faoin banc síolta agus faoi na hoócáidí ag baint leis an banc síolta?

SEED JOURNEYS

connectingpeopleandplace through seed stories & seed saving