In the class, one child is given the role of the sun, one child is given the role of rain, and the other children are given the role  of plants. The child in the role of  the sun wears yellow wristbands, the child in the role of rain  wears blue wristbands, and the children in the role of plants  wear green wristbands. The children in the role of plants run away. The aim of  the child playing the role of the sun is to catch the plants. When  the plants are caught by the Sun, they dry up / become  sculptures / freeze. The child who plays the role of Rain has to touch and animate the plants one by one after the Sun. The  teacher can turn on a moving music for this game and play it indoors or outdoors. The aim of this game is to convey that without water the sun will  dry the plants.  At the end of the first lesson, the teacher informs the children  that they will work on the effects of climate change on the Earth  in this theme. "What do you think the effects might be? What  did we do today?" and directs the children to work on the  effects of climate change on the Earth. At the end of the activity, the butterfly says goodbye and leaves  for the next activity. 

At the end of the lesson, the teacher tells the children that they  have started a new theme. "What do you think this theme might  be about? What did we do today?" and directs the children that  

they will work on the effects of climate change on seeds and  plants in this theme. 

To help students explore the conditions necessary for vegetable rooting through collaborative research, presentation, and drama-based play.

Preparation: Before the lesson, the teacher prepares a vegetable that can demonstrate rooting (e.g., potato, turnip, carrot, radish, celery) and brings it into the classroom as a sample for observation.

Part 1: Research and Collaboration

1. Group Formation: Students are divided into small groups of 3–4 members.

2. Research Task: Each group uses computers or tablets to research what vegetables need in order to root successfully.
   Focus areas include:
   sunlight, water, healthy soil, appropriate pH levels, essential nutrients (e.g., nitrogen, potassium, phosphorus, calcium)

3. Note Taking and Sharing: Groups take clear notes on their findings. They write or draw their results on paper or sticky notes and post them on the classroom board.

4. Presentation and Consolidation: Each group presents their research findings to the class. The teacher summarizes and organizes the shared information on the board for collective understanding.

The class is divided into two large groups:

Group A: Represents vegetables trying to root and grow.
Group B: Represents various environmental elements and nutrients needed for growth (e.g., sun, water, soil, pH, nitrogen, potassium, etc.), along with elements that are not beneficial.

The names of all elements—both helpful and harmful—are printed in large A4 size and taped to students.

A circle or designated "growth area" is marked on the floor.

Game Phase 1: Rooting Challenge

• The vegetables from Group A must identify and catch the elements they need and bring them into the growth area (the circle).

• Elements that are not needed (e.g., pollutants or excess elements) try to avoid being caught.

After the game, students reflect and discuss:

• Which helpful elements were collected?

• Were any unnecessary elements caught by mistake?

• What might happen if a plant receives something it doesn’t need?

Game Phase 2: The Sun Scenario

• The number of students playing the "sun" role increases.
  
  

• The "suns" now try to tag all other students. When tagged, students freeze in place.
  
  

• The teacher asks students to reflect: What changed? What did the sun do in this round?

“In the first game, you learned what seeds need to grow into plants, and what plants need to become productive. In the second game, there were too many suns, and that dried you out. In the first game, one sun helped you grow. In the second, too much sun harmed you. Today, we experienced what happens when temperatures are higher than normal.”

Seed banks are becoming increasingly important as the world faces worsening climate change problems and geopolitical instability. With 40% of plant species at risk of extinction, and humanity heavily dependent on just three crops—maize (corn), rice, and wheat—seed banks become increasingly important for global food security.

Globally, around 1,700 seed banks store plant species in order to preserve biodiversity and cultural heritage, ensure crop survival in changing climates, support research for disease resistance and sustainable agriculture, and provide backups in case of natural disasters or conflicts. 

Key Seed Banks Around the World are:

Svalbard Global Seed Vault in Norway holds up to 4.5 million seed varieties in Arctic permafrost, which is a global backup.

Millennium Seed Bank in the UK stores 2.4+ billion seeds from 40,000 species with a focus on wild plants.

ICARDA seed bank in Lebanon that was relocated from Syria was first to withdraw from Svalbard to recover war-lost seeds.

Vavilov Institute in Russia, which was founded over 100 years ago, holds 325,000+ samples from as early as WWII. 

The National Laboratory for Genetic Resources Preservation in the state of Colorado stores 500,000+ samples and supports crop research and disease resistance. 

Potato Park in Peru is indigenous-led and preserves 2,300+ potato varieties and Andean crops. 

Seed banks are not just about storing seeds — they are lifelines for future food systems, especially as climate change increases. By keeping genetic diversity, they provide humanity with tools to adapt, survive, and thrive.

These seed banks are essential for protecting biodiversity and ensuring food security, especially as global challenges continue to rise.

Far above the Arctic Circle, on the remote Norwegian island of Svalbard, lies a facility that quietly protects one of humanity’s most valuable treasures: seeds. Officially called the Svalbard Global Seed Vault, this icy underground vault is often nicknamed the “Doomsday Vault”, because it holds backup copies of the world’s most important crop seeds—just in case disaster strikes.

Located approximately 1,300 kilometers north of the Arctic Circle, the vault is built into the side of a mountain, buried beneath layers of permafrost and reinforced rock. It is designed to withstand natural disasters, war, power outages, and even rising sea levels. Its purpose? To ensure that even in the face of global catastrophe, humanity cancontinue to grow food.

The Svalbard Seed Vault has the capacity to store up to 4.5 million seed samples, each one representing a unique variety of crops from all around the world. As of now, it holds over 1.1 million seed samples from nearly every country on Earth, making it the largest and most diverse collection of agricultural biodiversity in the world.

Inside the vault, the seeds are stored in sealed, airtight packages and kept at a constant temperature of –18°C (0°F). The cold, dry, and dark conditions are ideal for seed preservation, allowing many seeds to remain viable for decades or even centuries without sprouting or decaying.

The facility does not operate like a bank where seeds are removed regularly. Instead, it serves as a backup storage—a kind of global insurance policy. National seed banks around the world send duplicates of their collections to Svalbard for safekeeping.

While most of the seed vault is filled with staple crops like wheat, rice, and maize, it also contains rare and culturally significant plant varieties. Here are three exceptional species stored in the vault:

1. Amaranth (Amaranthus spp.) – The Ancient Grain of the Aztecs Amaranth was a staple crop of ancient civilizations such as the Aztecs and Mayans. It is high in protein, gluten-free, and extremely resilient to drought and poor soil. Although nearly lost during colonization, traditional communities in Central and South America have worked to preserve it—and now it's safely stored in Svalbard.

2. Nagoya Daruma Rice – Japan’s Heritage Variety This rare, traditional rice variety from Japan is known for its short stalks and early maturity. It has been cultivated for over 300 years, but modernization led to its near-extinction. Japanese scientists deposited it in the vault to protect a piece of the country’s agricultural heritage.

3. Abyssinian Banana (Ensete ventricosum) – Ethiopia’s Hidden Lifeline Also called “false banana,” this plant is a vital food source for millions in Ethiopia. Unlike regular bananas, the starch is harvested from the stem, not the fruit. It’s resistant to drought and disease but remains largely unknown outside its native region. Its preservation in Svalbard ensures this climate-resilient crop won’t be lost.

In a world facing climate change, conflicts, and biodiversity loss, seed vaults like Svalbard are crucial for future food security. They help protect us from losing entire crop varieties due to floods, fires, or war—like when Syria’s seed bank in Aleppo was damaged during the civil war, and scientists had to request seeds back from Svalbard to restart their agriculture.

Svalbard reminds us that while modern life often looks to the future, our survival depends on preserving the past—the seeds, knowledge, and biodiversity passed down through generations.

Founded by environmental activist Vandana Shiva, the Navdanya Seed Bank in India is a powerful movement to protect local and traditional seeds that are perfectly adapted to India’s diverse climate. Unlike industrial seeds, these do not rely on GMOs or chemical fertilizers.

Navdanya works directly with local farmers, helping them to grow, exchange, and pass down native seeds from generation to generation. It’s not just about farming—it's about protecting biodiversity, food independence, and cultural heritage. Through this work, Navdanya empowers communities to take back control of their seeds, soil, and future

Located in Sussex, England, and run by Kew Gardens, the Millennium Seed Bank is the world’s largest wild plant seed bank. It holds over 2.4 billion seeds, including rare and endangered species from all over the globe. This incredible project is part of a global mission to save 25% of the world’s plant species by 2025. Deep underground in specially designed vaults, seeds are stored safely to protect biodiversity and ensure that no species disappears forever. 

To observe and investigate different types of plant roots through hands-on exploration and collaborative research.

• Examine the pre-rooted vegetables (prepared by the teacher) using a magnifying glass or microscope.

• Observe the details of the roots: shape, thickness, direction, and texture.

 "Do all plants have the same kind of roots?"

Research

• Use computers to research different types of plant roots (e.g., taproot, fibrous root, adventitious root, etc.)

• Find and print out images or diagrams of the various root

• types you discover.

Discussion:

• Each group presents their observations and research findings.

• Discuss the similarities and differences between the roots you examined and the roots you found in your research.

Practical Application:

• Bury the rooted vegetables into the soil in a designated area (e.g., school garden or classroom pots)

• Observe the environment and work together as a group to overcome any challenges during the planting process (e.g., hard soil, too many weeds, lack of space).

As a group, discuss and propose solutions to any problems you faced while planting.
Document the solutions and share them with the class.

To help students discover how small actions, ideas, and creativity—just like a tiny chickpea—can lead to big change. Through observation, germination, philosophical thinking, and imaginative creation, students explore growth, potential, and innovation.

1. Experiencing Rooting:
   
   

• After learning about plant roots, students now try rooting themselves by germinating chickpeas.

• The germinated chickpeas are placed in the classroom for ongoing observation.

• This session focuses specifically on learning the method of germination—planting will happen later.

Visual Comparison:

• If available, the teacher brings real green chickpeas with visible roots to class (grown earlier with students or bought from a store).

• If not available, photos or printed visuals are used instead.

• Students compare what they see with what they already know about roots and plants.

• They are encouraged to reflect on what new things they observe and learn

Students imagine a new 3D product using chickpeas. The product must:

• Be functional

• Combine two existing products into one creative invention
  (Example: a telephone combined with a drinking glass)

Students draw or build their idea, explaining its purpose and how it could help or improve something in the world.

Optionally, for more advanced or older groups:

• Students build the tallest tower using chickpeas and toothpicks.

You can add extra criteria depending on the group’s level, such as:

tallest and strongest, tallest, strongest, and most aesthetically pleasing. 

After learning about the value of seeds and their role in nature, students are guided to develop a deeper awareness of sustainability and the importance of preserving local varieties. One week before the start of the project, the teacher asks students to collect local seeds from their homes, families, or communities—this can include seeds from home gardens, nearby villages, or traditional markets.

The project encourages students to take ownership of seed preservation and share what they’ve learned with others. It unfolds across four main phases: research, analysis, design, and implementation.

To begin, students are introduced to the difference between local, ancestral, and genetically modified (GMO) seeds. Through class discussion and reflection, they explore how local seeds have been passed down through generations, and why it’s important to protect and share them for the future.

In the next step, students brainstorm ways to store and display the seeds in a way that raises awareness. They reflect on how people can be encouraged to value local seeds and think about creative ways to make this message visible.

Then, students work together to turn their ideas into a plan. They decide how they want their seed piggy bank to look and function—whether it will be a box, a board, jars, envelopes, or another format. They also identify what materials they will need, how to get them, and how to organize their work. The focus is on collaboration, planning, and creativity.

During the implementation phase, students begin by sorting, grouping, and labeling the seeds they collected. They bring their designs to life and start building the storage and display system they imagined. Once this is complete, the focus shifts to learning more about the seeds themselves. The class is divided into four groups, and each group is assigned a selection of seeds. They research the following questions:

• Where does this seed grow best?

• What does it need to thrive?
  
  

• When and how should it be planted?
  
  

Is it common or rare in their region?

Each group writes up their findings on the computer and creates small information cards to accompany their seeds. These cards are displayed as part of the final exhibition.

To share their project with the wider school or community, students create posters using digital tools like Canva. These are printed and used to decorate the exhibition space, where the seed piggy banks are showcased. Visitors can learn about the seeds and the stories behind them, as well as the importance of protecting local biodiversity.

Through this creative and research-based project, students not only learn practical skills but also develop long-term sustainable thinking. By connecting their personal experiences with environmental responsibility, they begin to influence those around them and encourage others to value seeds as a shared treasure worth protecting.

Some seeds, such as wheat or maize, can survive for decades or even hundreds of years if stored correctly. Under the right conditions, seeds can remain viable far longer than we might expect. 

• Seeds are carefully dried and stored at very low humidity and temperature to slow down the natural aging process. This preservation technique helps maintain their germination ability for as long as possible.

• Some seed banks don't just store seeds—they also preserve plant DNA. This allows scientists to regenerate species in laboratories if the original plants are lost in nature or agriculture.

• In addition to large global seed banks, there are community seed banks where people exchange and share seeds freely. These grassroots initiatives help protect local and heirloom varieties, keeping traditional knowledge alive.

• Seeds must “sleep” to survive:
  In seed banks, seeds enter a kind of suspended animation. Cold, dry storage slows down their metabolism so they can “sleep” without aging.

• Some seeds are harder to store than others:
  Not all seeds can be dried and frozen. Tropical species, like cocoa or avocado, produce recalcitrant seeds, which must be stored in different ways—often requiring live plants in field gene banks.

• Seed banks protect against political and environmental crises:
  During the Syrian civil war, researchers used the Svalbard Global Seed Vault to recover lost crops from Aleppo’s seed bank, proving how crucial these backups can be in emergencies.

• There are over 1,700 seed banks around the world:
  From small community collections to massive facilities like Svalbard, these banks form a global network dedicated to preserving food security and biodiversity.