Seeds in Motion

Overview

Lesson Title: Exploring Seed Dispersal
Year Level: Year 6
Curriculum Area: Science — Living World
Curriculum Level: Level 3 (Science in the New Zealand Curriculum)
Duration: 45 minutes
Class Size: 30 students

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Achievement Objective

Living World – Life Processes (Level 3):
Students will:

• Recognise that there are life processes common to all living things and that these occur in different ways.

Living World – Ecology (Level 3):
Students will:

• Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced.

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Learning Intentions

By the end of the lesson, students will:
✅ Identify and describe the four main types of seed dispersal (wind, water, animal, self-dispersal)
✅ Explain why seed dispersal is important in the plant life cycle
✅ Demonstrate understanding of dispersal through a hands-on simulation
✅ Relate seed dispersal to prior learning on pollination and plant reproduction

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Success Criteria

Students will be successful when they can:

• Match seed dispersal types with real-life examples
• Act out or model each type of dispersal accurately
• Participate in group discussion using correct science vocabulary
• Record and reflect on their learning using a labelled diagram

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Resources

• A3 paper and coloured pencils/markers
• Craft materials: feathers, cotton balls, marbles, foil, balloons, string, small containers, straws
• Pre-cut seed card templates (paper circles or models representing seeds)
• Fan or hairdryer (for wind simulation)
• Bowls of water (for water dispersal)
• Laminated images of real plants/seeds (e.g. dandelion, coconut, burrs)
• Whiteboard and markers
• Sentence starters and vocabulary cards for ELL support

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Prior Learning

Students are expected to have basic background knowledge of how flowering plants reproduce, including an understanding of pollination.

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Lesson Sequence

⏰ 0:00–0:05 | Karakia & Introduction

Begin the lesson with a short karakia to set the tone for respectful learning and connection to nature.
Prompt students with:
"How does a plant make new plants?"
Brief class kōrero reviewing pollination, fertilisation, and introduction to seeds — the 'next generation' of the plant.

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⏰ 0:05–0:15 | Class Discussion & Teacher Input

Use teacher-led discussion + visuals.

1. Introduce seed dispersal

   • Ask: “Why can’t all seeds just fall right next to their parent plant?”
   • Explain that seeds need to travel to new places with enough space, water, and light.

2. Teach four types of dispersal using large visual images:

   • Wind: Dandelion, mānuka, toetoe
   • Water: Coconut, mangrove seeds
   • Animals: Sticky seeds like bidibid, seeds that pass through birds
   • Self-dispersal: Peas or kānuka pods that pop open

Use te reo Māori where possible for native NZ species (e.g. ‘mānuka’ instead of just ‘tea tree’).

Pro tip: Hold up seed models or objects and ask students to guess the dispersal method.

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⏰ 0:15–0:30 | Seed Dispersal Simulation – “Movement Mission!”

Group Activity (6-minute stations x 4)
Students rotate in cooperative groups to ‘simulate’ each seed dispersal type.

Station	Activity	Example
Wind	Blow paper seed shapes into a ‘distance zone’ using straws/fan	Dandelion seed
Water	Float seed in bowl, paddle it to shore using fingers	Coconut
Animal	Stick cotton ball ‘seed’ to woolly glove or fabric	Bidibid
Self	Plastic spoon catapults small object ‘seed’ forward	Pea pod

Teacher and one student helper will give time cues and assist transitions. Students wear 'scientist' name tags and note 1 fact at each station.

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⏰ 0:30–0:40 | Reflect & Draw

Back at desks, students draw a simple labelled diagram to show:

• One type of seed dispersal
• The plant it came from
• Their favourite simulation station

Extension:
For advanced learners, challenge them with:
"What might happen to a plant species if its preferred dispersal method became impossible?"

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⏰ 0:40–0:45 | Whakapūaki (Sharing) & Wrap-Up

• Invite volunteers to share their diagrams or ideas.
• Revisit Learning Intentions and ask students to self-assess using thumbs up / thumbs sideways / thumbs down.

Close with a whakawhetai (expression of thanks) and a plant-related whakataukī:

"Mate kāinga tahi, ora kāinga rua."
If one home fails, have another to go to. (Seeds need to find a new place to grow.)

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Assessment Opportunities

• Observation of group participation and scientific reasoning
• Quality of labelled diagrams
• Verbal responses in discussion
• Use of correct terminology (wind, animal, self, water dispersal)

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Differentiation

Supports for Diverse Learners:

• Visual aids and bilingual terminology
• Sentence starters: "I think this seed travels by ___ because..."
• Chunked instructions and visual model of each station
• Mixed-ability grouping for collaborative stations

Challenge Extension:

• Research native NZ seeds and their dispersal strategies for a follow-up project
• Create a new seed design using knowledge of dispersal types

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Teacher Reflection (Post-Lesson Prompt)

• Which dispersal method do students most easily understand?
• Were there moments of unexpected curiosity or enthusiasm?
• How might I connect this to environmental themes, such as conservation of native plant species?

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Teacher’s Note

This lesson encourages active, kinaesthetic learning tied to the real world and local environments, aligning beautifully with the Aotearoa NZ Histories and Science curricula. It also builds on students' natural curiosity and honours mātauranga Māori by referencing native plant examples and proverbs. A perfect introduction to scientific concepts that grow — just like seeds. 🌱