• Quick retrieval from earlier learning (Seeds, bulbs and germination). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is this a seed or a bulb: hyacinth? (seed / bulb) → bulbPrompt: Seeds are usually small and hard. Bulbs are rounder, with papery layers.
2. Cress seeds are put on damp cotton wool with no soil. What happens? (They turn into bulbs. / They melt. / Nothing, seeds need soil. / They still germinate.) → They still germinate.Prompt: What do seeds really need to start growing?
3. Which of these is a seed? (tulip / onion / acorn / garlic) → acornPrompt: Seeds come from inside fruits and pods. Bulbs are round and have papery layers.

• Bring in a plant that has been kept in the dark next to one in the light, and ask what happened.
• Share the objective: How seeds travel: wind, water, animals and bursting pods. 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 spread: burdock burr?
• Step 1: Hooked seeds cling to fur and socks and drop off later.
• Step 2: So the answer is: hook onto animal fur
• Answer: hook onto animal fur
• 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 spread: mangrove seedling? (hook onto animal fur / carried by the wind / eaten by animals / carried by water) → carried by waterPrompt: Is the seed light and fluffy, floating, juicy, hooked, or in a pod?
2. Why is it good for a plant's seeds to travel far away? (Parent plants eat their seeds. / Seeds can only grow in the sea. / Seeds get bored near the parent. / The young plants will not fight the parent for light, water and space.) → The young plants will not fight the parent for light, water and space.Prompt: What would happen if all the seeds landed under the parent?

• 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 fruits taste sweet and look brightly coloured? (So the wind can see them. / To keep animals away. / To help them float. / To attract animals to eat them and spread the seeds.) → To attract animals to eat them and spread the seeds.Prompt: What would a hungry bird be looking for?
2. True or false? Dandelion seeds have tiny parachutes. (True / False) → TruePrompt: Think about parachutes, hooks, juicy fruit and floating.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-2.