Seed Sense Station

Overview

In this first lesson of the “Growing Science: Exploring Seeds” unit, students (Pre-Primary to Year 6) begin by exploring seeds using their senses. They will handle seeds safely, describe observable properties (colour, shape, texture), and share ideas with others. The lesson ends with a sensory seed station where students create a class mural using seed textures.

Learning intentions

• Students will observe and handle a range of seeds using their senses (sight, touch, smell where appropriate, and listening/looking for features).
• Students will describe seeds using simple scientific language such as colour, shape, size, and texture.
• Students will compare their observations with classmates’ observations and notice similarities and differences.
• Students will follow safety rules when using materials during a sensory investigation.
• Students will communicate their findings using spoken words, drawings, or photos.

Success criteria

• I can name at least one seed feature (for example, colour or texture).
• I can sort or group seeds by a feature I notice.
• I can describe what I observed using a sentence starter.
• I can show safe seed handling during the station activity.

Curriculum links

• Science — Content: Students observe and describe material properties and share questions, predictions, observations, and ideas with others.
• Science — Investigations: Students begin to compare observations with others and consider fairness/safety in simple ways.
• Literacy/communication (Science focus): Students communicate observations through speaking and simple created texts.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and safety. Teacher gathers students on the mat, shows a “seed handling” model (clean hands, gentle touch), and explains rules: do not put seeds in mouths, wash hands after, and stay seated during station time. Students repeat key rules (teacher-led call and response) and show “safe hands” with thumbs-up.

2. 5–15 min · Seed sensory circle (observe, then share). Teacher places a small basket of assorted seeds at the front. Students take turns choosing one seed, holding it carefully, and describing what they notice (colour, shape, texture). Students use sentence starters: “I notice…”, “It feels…”, “It looks like…”. Teacher records student words on a class chart: Colour / Shape / Texture.

3. 15–25 min · Mini investigation: sorting by a feature. Teacher explains: “We will sort seeds into groups by one feature that we choose.” Teacher demonstrates sorting one example (for example, smooth vs rough, or round vs flat) and models careful handling. Students in small groups sort seeds on trays, then share one group they made with the class.

4. 25–35 min · Compare observations (notice similarities/differences). Teacher prompts: “Do all seeds with the same colour have the same texture?” and “What do we do when people see different things?” Teacher reinforces that scientists share observations. Students turn-and-talk, then report: “Some seeds…” and “I think… because…”

5. 35–50 min · Sensory seed station (class mural). Teacher sets up 3–4 stations around the room (or one central station for Pre-Primary), each with trays of seeds and mural paper/board. Students add seed pieces using glue/adhesive that teacher controls, pressing gently to create texture patterns. Students rotate (or remain at one station if needed): they choose a seed, describe its texture, place it onto the mural, and wash/sanitise hands between rotations.

6. 50–55 min · Reflect and label. Teacher asks quick prompts: “Which textures did we notice most?” “What words did we use?” and “How did our observations help us make the mural?” Teacher adds labels to the mural using student vocabulary (e.g., rough, smooth, spiky). Students do a short gallery walk (teacher-guided) and point to an area: “This part feels…”

7. 55–60 min · Exit ticket (quick check). Teacher gives each student a small card with a picture frame and asks them to draw one seed feature they noticed and write one word or dictate. Students complete: “I observed…” with a word bank option (colour/shape/texture) and hand in cards.

Resources

• Assorted clean, dry seeds (large enough for safe handling; include a mix of shapes/textures)
• Small seed trays, sorting mats, and tongs (if needed for safety)
• Sentence starter cards and a class observation chart (Colour/Shape/Texture)
• Glue/child-safe adhesive (teacher-controlled), mural paper/board, markers
• Hand sanitiser and/or access to handwashing facilities
• Magnifying glasses (optional for older students, used as teacher-directed)
• Exit ticket cards with simple word bank (colour/shape/texture)
• Disposable gloves (optional for students needing extra support)

Assessment

• Teacher checklist during discussion and sorting: uses at least one observation word (colour/shape/texture) and demonstrates safe handling.
• Observation of student communication: can describe a seed feature to a peer or teacher.
• Exit ticket: drawing plus one labelled feature to show individual understanding.

Differentiation

• Support:
• Provide visual word bank for colour/shape/texture and picture cues for Pre-Primary.
• Use teacher modelling and guided hand-over-hand for students needing extra assistance.
• Offer limited seed choices (2–3 options) during the first rounds for younger students.
• Extension (for older students within P–6 class context):
• Ask older students to compare two seeds using two features: “Both are…, but one is…”
• Encourage students to suggest another way to investigate (for example, sort by size or count seeds in each group).
• EAL/SEN considerations:
• Use consistent repeating phrases (“I notice…”, “It feels…”) and pair students with a supportive buddy.
• Allow non-verbal responses (pointing, drawing, choosing from images) for students who need it.
• Behaviour/attention:
• Rotate roles in station time (chooser, observer, recorder) to keep students engaged and reduce crowding.

Curriculum fit note for WA teachers

This lesson builds directly toward students planning investigations later in the unit by starting with careful observation, safe handling, and sharing observations with others—skills required for repeatable investigations and communicating findings as students progress through the unit.