Science: How do plants use their parts to grow and survive?

Museum of Leafology Grade Level(s): 1st

Driving Question 3: How are seeds dispersed?

Content Area(s): Science, ELA, ELD

Materials: prepared Google slide deck, Planting the Time Frame: 30 minutes
Wild Garden Read Aloud, TWIG Book pg. 30 print out

Learning Objective:
Students will:
● Review the functions of seeds
● Listen closely to identify the various ways that plants spread their seeds to find new places to grow
● Work toward the Performance Task by gathering information from text and illustrations to explain
how seeds disperse
● Describe how methods of seed dispersal are alike and how they are different
● Discuss the way seeds travel using everyday language, and make connections to the academic
language in the text.

Next Generation Science Standards

Performance Expectations
● 1-LS1-2Read texts and use media to determine patterns in behavior of parents and offspring that help
offspring survive.
Disciplinary Core Idea statements
● 1-LS1.A All organisms have external parts. Different animals use their body parts in different ways to
see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in
food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help
them survive and grow.
● 1-LS1.B Adult plants and animals can have young. In many kinds of animals, parents and the
offspring themselves engage in behaviors that help the offspring to survive.
Science and Engineering Practices
● SEP-8Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts
● CCC-1Patterns
● CCC-2Cause and Effect

California CCSS for English Langauge Arts

Reading:
● Key Ideas and Details
​ RI.1.1 Ask and answer questions about key details in a text.
​ RI.1.2 Identify the main topic and retell key details of a text.
 ​ RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in
a text.
● Craft and Structure
​ RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic
menus, icons) to locate key facts or information in a text.
● Integration of Knowledge and Ideas
​ RI.1.7 Use the illustrations and details in a text to describe its key ideas.
Speaking and Listening
● Comprehension and Collaboration
​ SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
​ SL.1.2 Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
​ SL.1.3 Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.

California English Language Development Standards

Part 2: Learning About How English Works

● A. Structuring Cohesive Texts
​ P2.1.1 Understanding text structure

Anticipatory Set:

Exploring Seeds: Ask students to share what they know about seeds
● Add details to a chart so students can see their learning
● Prompt: What do seeds need to survive?

Read Poem:

Use actions when reading to support ELD learners

Modifications in place:
● Small group instruction (one-on-one instruction as needed)
● Access to Assistive Technology (as needed)
● Reinforcements [PBIS Reward points, food reinforcers, first-then charts, choice, earned breaks]
● Modeling
Teaching: Whole Group

Vocabulary: dispersed [scattered or spread out]

Close Read:
1. Read students the title - ask students what they think the book might be about.
2. Read “Planting the Wild Garden”
a. What happens to the seeds when they are planted?
b. [pg. 2] Who might be planting the seeds in the wilds meadow garden if it’s not the farmer?
c. [pg. 3-4] What does the author want us to know about how seeds are planted in the wild
meadow garden?
d. [pg. 5-6] What are the waves of black and gold?
e. [pg. 7-8] How does the Scotch broom disperse, or scatter, seeds?
f. [pg. 9-10] What does the author tell us about how the rain disperses seeds in the wild meadow
garden?
g. [pg. 11-12] How does the stream disperse seeds? What clues from the texts and illustrations
help you figure this out?
h. [pg. 13-14] How does the rabbit disperse seeds in the wild meadow garden? Do you think
other animals scatter seeds in the same way? Why or why not?
i. [pg. 15] Who is the hungry shadow?
j. [pg. 17-18] What is the fox doing? What do you think will happen?

Discuss:
1. How did the seeds move?
2. What did you learn?
3. What questions do you still have about seeds?

Modifications in place:
● Small group instruction (one-on-one instruction as needed)
● Multiple examples to help with understanding
● Modeling/repeating
● Access to Assistive Technology (as needed)
● Reinforcements [PBIS Reward Points, food reinforcers, first-then charts, choice, earned breaks]
● *Brain breaks as needed*

Activity: Small Groups

Small-Group Teaching/Practice:
Draw Seed Dispersal:
● Students choose one of the ways that seeds were dispersed as discussed in the reading.
● Students illustrate the way that seeds are dispersed.
● Students label and/or add notes [red group: label; blue group: label and add notes]

Assessment:
● During small groups, engage students in conversation about the method of dispersion they are
illustrating and what they learned about seeds.
● Check for understanding of the word dispersed.

Modifications in place:
● Small group instruction (one-on-one instruction as needed)
○ Check-in throughout
● Model skill (small groups or one-on-one as needed)
● Multiple examples to help with understanding
● Monitor small group progress and offer feedback
● Reinforcements [Class Dojo, food reinforcers, first-then charts, choice, earned breaks]
● Access to Assistive Technology (as needed)

Closure:

Whole group:
“Today we learned all about seeds and the many ways that they can move around. When you are outside,
exploring or playing, look around for seeds. You can ask yourself how those seeds may have gotten where
they are”

Modifications:
● Small group instruction (one-on-one instruction as needed)
● Model skill (small groups or one-on-one as needed)
● Reinforcements [Class Dojo, food reinforcers, first-then charts, choice, earned breaks]
● Access to Assistive Technology (as needed)