Understanding the needs of plants, the function of their structures, and plant reproduction, is part of the National Science Education Content Standard C: Life science (NRC 1996). "A Framework for K-12 Science Education" (NRC 2012) states that by the end of grade 2, students should understand that plants have external parts, used to help them survive, grow, and produce more plants. By looking at the plant structures closely and then considering the plant-soil-environment as a system, children can begin to understand how a plant functions as a part of a larger system (NRC 2012, p. 93). Strawberry plants produce seeds like beans and peas, but unlike beans and peas, they usually spread by growing a stolon (runner) from the original plant with a new plant on the end. Comparing different types of plant reproduction--seed sprouting and stolons--focuses children's attention on the diversity of plant form and function. Further inquiry about the question, "How do plants make baby plants?" could include planting seeds, looking for seeds in snack and lunch items, reading about plants, searching for seeds and baby plants while outside on a walk, examining a flower closely, helping to pollinate flowers, and perhaps harvesting some seeds from a plant. Each of these simple activities keep the question in the forefront throughout the year while providing opportunities for students to make observations, gather evidence, and make their claims about how plants make baby plants. A lesson plan on "growing with plants" is included.