How Much Water is Just Right?

Watering seeds is a challenging task for even the most accomplished green thumb. It is especially so for Kindergarten children. They are thrilled with knowing that seeds and plants need water in order to grow so they are anxious to water them. We began an experiment with 3 beans, 3 bowls and water. We related it to Goldilocks and the 3 Bears. Setting the scene of not enough, just right and too much was related in terms of No water, Some water and Lots of Water. What would happen to the beans in each condition over the course of 8 days? The I WONDER questions came fast and furious! The children wanted to know if they should be kept in the same spot, would different water temperatures affect the beans, would water be enough to make the bean 'grow', would no water make the bean dry up? Discussion was lively and observation and collaboration was very obvious. The word choice being used was interesting as well. A lot of it related to their senses and it was amazing to hear the children evaluating their observations and predictions. Is it possible that something so simple has turned on their inner analyst? I'm definitely not hearing comments like "Good, nice, okay, fun." Their communication stems from the critical observations they are making and is meaningful "There are wrinkles in the skin, it's swollen, it's shrivelled, it's smooth". Hmmm?? Does this mean that learning activities such as this are purposeful and meaningful? YOU BETCHA!!!