• 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. The trunk of a tree is a very thick… (leaf / stem / flower / root) → stemPrompt: It holds the tree up.
2. Plant parts: which statement is true? (Leaves take in water from the soil. / Only flowers are part of a plant. / Roots hold a plant in the ground. / Roots grow up towards the sky.) → Roots hold a plant in the ground.Prompt: Picture a plant from its roots to its flower.
3. Which part of a plant takes in water from the soil? (the leaves / the roots / the stem / the flower) → the rootsPrompt: Which part is under the ground?

• 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: thistle? (wind / animals / water / exploding pods) → windPrompt: Are the seeds light and fluffy, hooked or tasty, able to float, or in a pod?
2. What is pollination? (leaves falling in autumn (fall) / moving pollen from the male part of a flower to the female part / watering a plant / planting seeds in soil) → moving pollen from the male part of a flower to the female partPrompt: Pollen has to reach the stigma.

• 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 8 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 take in water / to scare animals away / 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? (burdock burrs / thistle / Himalayan balsam / water lily) → Himalayan balsamPrompt: 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.