PIKO · PLAN · BUILD · TEST
Start a seed observation station
Sustained observation, controlled conditions, measurement, records and cautious causal reasoning.
Suggested years: 1 / 2 / 3 / 4 / 5 / 6 · 3–5 students · 14 days
What might affect seed growth, and how can the comparison be fair?
Create a team record →What you will make
Six seed cups, two observation cycles, condition records and an evidence-based conclusion
Materials
Six identical cups, one seed variety, matching paper towels, water, a measuring spoon, ruler and labels.
Constraints
Keep seed count, location and light constant. Run two seven-day cycles of three cups; change only the water allowance. Observe at the same time each day.
Discuss this trade-off
Is more water always better? Should a cup that did not germinate be omitted? Each member makes a prediction first.
How to test fairly
Log date, water and state daily. On day seven measure the tallest seedling in each cup; record zero for no germination. Repeat with new seeds after revising the plan. Note weather and other differences; this observation is not a universal rule.
Skills you will practise
Sustained observation, controlled conditions, measurement, records and cautious causal reasoning.
Extend the challenge
Young learners draw daily changes with adult recording support. Years 5–6 discuss season, seed differences and sample limitations.
Plan the time
Suggested calendar days: 14 days. Days describe a suggested calendar schedule, not continuous working time. Allow discussion, role rotation and tidying between rounds. The seed project uses two consecutive seven-day observation cycles.
Seven steps for working together
Form a team
Choose distinct nicknames, confirm everyone is present and assign first-round responsibilities.
Hear different proposals
Each member proposes an idea and a reason; compare trade-offs and retain alternative views.
Plan a fair test
Record a prediction, build steps, measurement method, and what will change or remain constant.
Build & test version one
Build a physical first version or drawing. Retain three original readings and notes on failures.
Revise & test again
Revise using evidence, rotate responsibilities and take three readings with the same method.
Share & reflect
Show the product or a paper chart, explain the limits of both rounds, and collect each member’s contribution and reflection.
Review your evidence
Check the evidence is complete and discuss four feedback dimensions with a teacher or another team.
Original readings from both rounds
Tallest seedling in each cup on day seven (mm) · 0–1000
A blank means not measured yet; zero means a measured zero. Keep the original readings, including failures.
Record the date, water and seed condition every day, then measure three cups on day seven of each cycle. Taller growth does not mean a better experiment.
| Version | Reading 1 | Reading 2 | Reading 3 |
|---|---|---|---|
| Version one | ________ | ________ | ________ |
| Version two | ________ | ________ | ________ |
Share the work in teams of 3–5
Use these roles in round one; rotate one position in round two. In teams of three, combine recording and coordination with other duties; teams of four share coordination. Everyone proposes an idea and takes part in testing.
- Designer / questioner
- Builder / materials
- Tester / measurer
- Recorder / presenter
- Listener / coordinator
Teacher notes
Check materials and constraints, then group by readiness. Notice who hears an alternative, changes their mind and explains evidence. Rotate roles between tests. Accept failure or no improvement, using a next-step plan to continue learning.
Give feedback on the actual process
- Question and trade-offs: compare reasons for two proposals and consider who is affected.
- Fair testing: explain what changed and what stayed constant; retain failures and repeated readings.
- Evidence: use original data, state limitations and propose a testable next step.
- Collaboration: everyone contributes, hears an alternative and rotates duties in round two.
Describe each dimension as needing support, explaining independently, or transferring to a new situation, with an observed example. Hear from every member.
Design references and scope
These original Piko Game primary projects draw on Astra Nova’s emphasis on problem solving, constructive disagreements and collaboration, and Synthesis’s emphasis on team discussion. Astra Nova currently serves ages 11–18. These age-adapted activities are independent of both organisations and are not their official curriculum.
Choose by readiness
Years indicate participation readiness. Teachers can adapt for reading, measuring and collaboration; young learners may draw or dictate with adult recording support. China 5–4 recommendations are readiness labels, not a certified curriculum mapping.
What to record
Team records stay in this browser and are never published on these public guides. Use nicknames. Export and import a file to change devices; export a backup before leaving if saving is unavailable.