Plant Seed Dispersal

CCSS:
RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RI.2.3: Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
W.2.7: Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations).
SL.2.1: Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
Learning Targets:
I can discuss key details, and answer questions about the text.
I can make scientific observations of local plant life, and how they disperse seeds.
I can share my observations with my crewmates.
Materials: 1 per student
Graphic organizer
Ziploc bag
Clipboard
Pencil
Lesson:
Framing: 15 minutes
Read-Aloud- From Seed to Plant pg.12-17: 5 minutes
Minilesson: 10 minutes
Now that we have read the pages, what are the main ways that
seeds move through the environment? (Turn/Talk)
How might the seeds of the plants outside of our school be moved?
(Turn/Talk)
Lets list some of the animals that might move seeds in our local
environment! (Hands up, Scribe on board).

Work-Time: 35 minutes (Transition time not included)

Outside Observation/Plant Sampling: 20 minutes
Now that we have all this information on our mind, it is time for us
to be scientists outside and study our surroundings! There are so
many plants outside that we could spend all day studying them and
making observations, so for today you are each responsible for
taking ONLY two plant samples. Once you find a sample, get a
sandwich bag from me and place your sample inside.
 When all of us have gotten our two plant samples, we will come
back inside to record our observations.
Because we are scientists, it's our job to keep our environment
healthy. How can I take a sample without hurting the plant?
(Hands up)
Line students up, hand out first plastic bag, review time
expectations, hallway and bike-path behavior.
Observation Recording: 15 minutes
Send students back to seats, two student volunteers to pass out
graphic organizer.
Now that we have our samples and are back inside, it is important
for us as scientists to record key details about our plants.
Model for students:
This is my first sample. I am going to sketch what my
sample, or the plant itself, looks like in this space using as
many details as I can.
Next, using complete sentences, I am going to describe
KEY DETAILS about my sample, such as WHERE I found
my plant. Was it close to the water? Was it growing under a
tree? Was it growing alone or with more of the same plant?
WHAT does my plant look like? What color was it? Is it
large or small?
Now, I am going to create a HYPOTHESIS, or
EDUCATED GUESS, about how the seeds of my plant
move through the environment. Are the seeds moved by
wind? By animals? By the river? Using a complete
sentence I will write my description in the final box.
Use this time to complete your observations. In 10 minutes we will
share our research with our crewmates.
Closing: 5 minutes
Hand Up Stand Up Pair Up

Students have 10 sec. To find a partner (triads if necessary).
First partner share (2 min.)
Second partner share (2 min.)
Rotate if time.