• Quick retrieval from earlier learning (Parts of a plant). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which part of a plant makes food using sunlight? (the leaves / the seeds / the roots / the stem) → the leavesPrompt: Which part is usually green and flat to catch the light?
2. Plant parts: which statement is true? (Leaves take in water from the soil. / Trees are not plants. / A tree trunk is a stem. / Roots grow up towards the sky.) → A tree trunk is a stem.Prompt: Picture a plant from its roots to its flower.
3. Which part holds the plant up and carries water to the leaves? (the flower / the stem / the roots / the petals) → the stemPrompt: It is like a straw and a pole at the same time.

• Bring in a plant that has been kept in the dark next to one in the light, and ask what happened.
• Share the objective: Pollination and seed dispersal. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: How are the seeds of this plant mainly spread: burdock burrs?
• Step 1: Hooked seeds stick to fur; seeds in tasty fruit are eaten and dropped elsewhere; nuts are buried and forgotten.
• Step 2: So the answer is: animals
• Answer: animals
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. How are the seeds of this plant mainly spread: coconut? (wind / animals / water / exploding pods) → waterPrompt: Are the seeds light and fluffy, hooked or tasty, able to float, or in a pod?
2. Which part of the flower makes pollen? (the anther (part of the stamen) / the petal / the stigma / the root) → the anther (part of the stamen)Prompt: It is at the top of the stalks in the middle of the flower.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Why do many flowers have bright petals and a sweet smell? (to scare animals away / to take in water / to keep warm / to attract insects that carry pollen) → to attract insects that carry pollenPrompt: Which visitors do flowers want?
2. Which plant's seeds are mainly spread by exploding pods? (thistle / gorse / cherries / sea bean) → gorsePrompt: Think about the shape of each seed or fruit.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.