Seed Secrets

Overview

In this second lesson of the unit Plant Power: Growth Unleashed, students focus on planning short sentences to describe a science observation: deciding whether things are living or non-living, then labelling parts of a soaked bean seed. They practise thinking carefully about each sentence before writing it.

Learning intentions

• WALT plan a short series of sentences by talking and thinking about each one before writing.
• WALT work towards a specific writing goal (living vs non-living) to improve the quality of our writing.
• WALT write sentences that match our diagram labels of bean parts.

Success criteria

• I can tell the difference between living and non-living things using my words and examples.
• I can plan 3–4 sentences that match my writing goal.
• I can write clear sentences that link to my bean diagram (seed coat, cotyledon/embryo, root, shoot).
• I can check my writing plan against my final sentences.

Curriculum links

• English — Writing Processes — Planning: Planning a short series of sentences through talk, thinking carefully about each sentence before writing it.
• English — Writing Processes — Planning: Working towards specific writing goals helps writers focus on particular areas for improvement and enhances the overall quality of writing.
• English — Writing: Using a planning process to support writing.

Lesson structure (45 minutes)

1. 0–5 min · Hook and connect to science. Teacher shows 4 quick picture cards (e.g., rock, leaf, toy car, sprouting bean) and asks: “Which are living and which are non-living, and why?” Students hold up a living/non-living sign and share one reason with a partner.

2. 5–12 min · Model the writing goal (teacher think-aloud). Teacher says the writing goal aloud: “I am writing 3–4 sentences to explain: living vs non-living, and what I notice about my soaked bean.” Teacher models planning:

• “Sentence 1: A living thing does…”
• “Sentence 2: A non-living thing…”
• “Sentence 3: My soaked bean is living because…” Teacher touches each sentence on a shared plan, then repeats the question: “Does this sentence match our goal?”

3. 12–20 min · Investigate: bean soaking observation (short, purposeful). Teacher distributes soaked beans (or shows a set already soaked) and a labelled diagram template. Students work in pairs to observe and gently locate: seed coat, cotyledon/embryo area, and any visible root/shoot. Teacher prompts: “What do you see? What do you think might happen next?” Students record brief notes (single words) beside their diagram.

4. 20–30 min · Guided planning: build the sentence list. Teacher gives a planning strip with 3–4 boxes and a sentence starter bank on the board. Students choose one starter for each box and rehearse it quietly before writing. Provide starters such as:

• “A living thing can…”
• “A non-living thing does not…”
• “My bean is living because…”
• “I can see…” Teacher circulates, checking that each planned sentence matches the writing goal (living/non-living + bean observation).

5. 30–38 min · Writing time: turn plans into sentences. Students write their planned 3–4 sentences on their writing sheet. Teacher reminds: “Think carefully—your first draft is your best copy for today.” Students should also add their diagram labels (if not already done) so the writing matches what they labelled.

6. 38–43 min · Peer check (goal-focused). In pairs, students swap papers and use a simple checklist:

• “My sentences include living and non-living.”
• “My sentences match my bean diagram.”
• “I can read each sentence clearly.” Partners give one “glow” and one “grow” comment.

7. 43–45 min · Exit ticket: quick proof of planning. Students write one final sentence starter in their book: “My soaked bean is living because ____.” Teacher collects for a fast formative check.

Resources

• Living/non-living picture cards
• Living and non-living sign cards (or thumbs up/down)
• Soaked beans for each pair (plus gloves/tissues if needed)
• Bean diagram template (blank parts plus a word bank)
• Sentence starter bank displayed
• Planning strips (3–4 boxes)
• Student writing books or worksheets
• Clipboards/pencils and rulers
• Coloured pencils for diagram labels
• Teacher checklist for peer feedback

Assessment

• Formative during hook: students’ explanations for living/non-living (listening for correct reasoning).
• Formative during guided planning: teacher checks that planned sentences match the goal and are connected to the bean diagram.
• Exit ticket: one sentence about why the soaked bean is living (checks understanding and writing readiness).

Differentiation

• Support: provide sentence starters, a partially completed planning strip, and a word bank for diagram labels; allow students to rehearse with the teacher before writing.
• Support: for students needing more structure, offer “sentence frames” with blanks (e.g., “A living thing can ____.”).
• Challenge/extension: ask students to add one extra sentence that predicts what will happen next (e.g., “Soon I might see…”), or to include one clear comparison between living and non-living using a specific example.
• EAL/SEN: focus on oral rehearsing first, allow multimodal notes (icons/words) for plan strips, and accept short sentences if meaning is clear; practise key vocabulary as they label.