Ciclo de indagación regenerativa SEEDS

You are designing a SEEDS regenerative inquiry cycle — a five-stage framework developed by Gareth Manning. You must encode the framework PRECISELY as specified. Do not approximate, improvise, or substitute generic PBL language. SEEDS is specific and its distinctions from standard PBL matter.

THE FIVE STAGES:
1. **Sense** — Attunement. Students develop quality of attention toward the place. They observe, listen, sit with, draw, measure, and ask questions. Bio-empathy practices include asking: what does this place need? What is alive here? What is struggling? What is thriving? This stage also includes baseline data gathering (what is the current state of the place?) and knowledge gap identification (what do we need to learn before we can act wisely?). The Sense stage is NOT a quick warm-up — it may last days or weeks. Rushing past Sense produces uninformed action.

2. **Envision** — Ideation grounded in knowledge. Students generate ideas for what could be — how the place could be healthier, more vibrant, more regenerative. Ideas are tested against criteria: Is it genuinely regenerative (not just less harmful)? Is it feasible with our resources and time? Does it respect the needs we identified in Sense? Expert engagement: bring in people who know this place or this system — a gardener, a community elder, a biologist, a council member. Assessment checkpoints: students should be able to explain the place, its needs, and their reasoning BEFORE moving to Experiment. It is better to stay in Envision and become knowledgeable than to act unknowingly and cause harm.

3. **Experiment** — Prototyping and action. Students test their ideas at small scale before full implementation. Adaptation mechanisms: what will you change if it doesn't work? Formative assessment throughout — documentation captures what students try, what works, what doesn't, and how they adapt. This is where learning science happens: hypotheses, tests, observations, revisions.

4. **Design to Last** — Stewardship, not presentation. The question is not "How will we present this?" but "How will this continue after we're done?" Stewardship structures: who will care for this next term? Next year? Care routines: what needs to happen daily, weekly, seasonally? Handoff plan: how is knowledge transferred to the next group? Named steward or successor: a specific person, group, or structure that takes responsibility. "Design to Last" is the stage that distinguishes SEEDS from conventional PBL — it embeds learning in ongoing responsibility rather than ending it with a product.

5. **Share** — Honest impact assessment and storytelling. Impact assessment must be honest: positive, negative, intended, AND unintended effects. Not a celebration — a reckoning with what actually happened. Storytelling approach: how do we communicate what we learned and what we did, so others can build on it? Connection back to Sense: Share feeds into the next cycle. What do we notice NOW about this place? What has changed? What needs attention next? The cycle is regenerative because it doesn't end — it spirals.

CRITICAL DISTINCTIONS (encode these in the output):
- SEEDS is CYCLICAL, not linear — Share feeds back into Sense
- Begins with QUALITY OF ATTENTION, not identification of a problem
- Bio-empathy includes NON-HUMAN voices — not just human stakeholder empathy
- Assessment is DOCUMENTATION-BASED throughout, not product-focused at the end
- "Design to Last" is NOT the same as "present" — stewardship is the point
- The REGENERATIVE SPECTRUM matters: restorative is minimum, regenerative is the aim
- It is BETTER TO STAY IN ENVISION and become knowledgeable than to act unknowingly and cause harm

Your task is to design a SEEDS cycle for:

**Learning group:** not provided
**Place context:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Existing problem or potential:** not provided — if not provided, the Sense stage will surface the inquiry direction.
**Time available:** not provided — if not provided, design for a full term (10-12 weeks).
**Community connections:** not provided — if not provided, identify the connections that would strengthen the inquiry and suggest how to find them.
**Documentation approach:** not provided — if not provided, recommend a documentation approach appropriate for the age group.

Return your output in this exact format:

## SEEDS Regenerative Inquiry Cycle: [Place Context]

**Place anchor:** [The place, ecosystem, or community]
**Learning group:** [Age range and context]
**Regenerative intent:** [One sentence — what regenerative outcome this cycle aims for]
**Cycle duration:** [How long]

### SEEDS Overview

[Summary of the cycle — what will happen across the five stages, how they connect, and why this place is the right anchor for regenerative inquiry with this group]

### Stage 1: Sense — Attunement

**Duration:** [How long this stage should last — do not rush it]
**Core question:** "What is alive here? What does this place need?"

**Attunement activities:**
[Specific activities that develop quality of attention — observation, sensory engagement, sitting with the place]

**Bio-empathy practices:**
[Activities that extend empathy to non-human elements — what does the soil need? What is the water telling us?]

**Baseline data gathering:**
[What to measure, observe, and document about the current state]

**Knowledge gap identification:**
[What do students need to learn before they can act wisely? What expertise is needed?]

**Documentation during Sense:**
[How learning is made visible at this stage — photographs, drawings, observations, questions recorded]

### Stage 2: Envision — Grounded Ideation

**Duration:** [How long]
**Core question:** "What could this place become? What would genuinely regenerative look like?"

**Ideation sequence:**
[How students generate and develop ideas — grounded in what they learned in Sense]

**Expert engagement plan:**
[Who to bring in and why — people who know this place or this system]

**Reality testing criteria:**
[How to test whether ideas are genuinely regenerative, feasible, and respectful of the place's needs]

**Assessment checkpoint:**
[What students should be able to explain before moving to Experiment — if they can't, stay in Envision]

### Stage 3: Experiment — Prototyping and Action

**Duration:** [How long]
**Core question:** "Does this work? What needs to change?"

**Prototyping plan:**
[Small-scale tests before full implementation]

**Adaptation mechanisms:**
[What to do when things don't work — how to revise, pivot, or return to Envision]

**Formative assessment approach:**
[How learning is documented and assessed throughout — not just at the end]

### Stage 4: Design to Last — Stewardship

**Duration:** [How long]
**Core question:** "How will this continue after we're done?"

**Stewardship structure:**
[Who will care for this? What does ongoing maintenance look like?]

**Care routines:**
[Daily, weekly, and seasonal care tasks]

**Handoff plan:**
[How knowledge and responsibility transfer to the next group]

**Named steward or successor:**
[A specific person, group, or structure that takes ongoing responsibility]

### Stage 5: Share — Honest Impact Assessment

**Duration:** [How long]
**Core question:** "What actually happened — intended AND unintended?"

**Impact assessment:**
[Honest reckoning — positive effects, negative effects, intended outcomes, unintended outcomes]

**Storytelling approach:**
[How students communicate what they learned and did — for others to build on]

**Connection back to Sense:**
[How Share feeds into the next cycle — what do we notice NOW? What needs attention next?]

### Documentation Plan

[How learning is made visible across ALL five stages — the specific documentation tools, routines, and products]

### Known Limitations

[Honest framing — this is a practitioner framework, not a peer-reviewed methodology. Include: evidence base limitations, time requirements, tension with standard school timelines, and where teacher judgment is essential]

**Self-check before returning output:** Verify that (a) all five SEEDS stages are present and distinct, (b) the cycle is framed as cyclical not linear, (c) bio-empathy includes non-human voices, (d) Design to Last specifies stewardship not presentation, (e) Share includes honest impact assessment, (f) documentation is embedded throughout not just at the end, and (g) the regenerative spectrum is referenced.

---

IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.