Seed Travel Ads

Overview

In this lesson, students learn how plants spread (disperse) seeds in different ways. They then design a “mysterious seed” that uses one dispersal method and create an advertisement card to persuade an audience to care about their seed’s journey.

Learning intentions

• WALT plan talk and sentences carefully before writing about a seed dispersal method.
• WALT work towards a specific writing goal to improve our advertisement card.
• WALT use simple steps and clear sentences so the reader understands how the seed travels.

Success criteria

• I can say and write 2–4 clear sentences about how my seed travels (by wind/water/animals/exploding/rolling).
• I can plan my sentences by thinking first, then checking them before I write.
• I can include key information on my advertisement card: name, dispersal method, how it travels, and why it is great.

Curriculum links

• Writing / Writing Processes — Planning: Planning a short series of sentences through talk, thinking carefully about each sentence before writing it.
• Writing / Writing Processes — Planning: Working towards specific writing goals helps writers focus on particular areas for improvement and enhances the overall quality of their writing.
• Writing / Composition — Writing to inform: Numbered simple steps in writing can help the reader understand what to do.

Lesson structure (45 minutes)

1. 0–5 min · Hook: seed mystery. Teacher shows 3 quick “seed picture cards” (e.g., dandelion puff, burr/animal hook, coconut float) and asks: “How might each seed travel to a new place?” Students turn-and-talk, then share one idea.

2. 5–12 min · Mini-teach: dispersal methods. Teacher briefly introduces 4 dispersal methods (wind, water, animals, rolling/exploding) using the picture cards, naming one key clue for each. Students chorally repeat one sentence frame: “My seed travels by ___.”

3. 12–18 min · Model planning: ‘Think–Talk–Write.’ Teacher demonstrates planning for one example seed using a planning strip:

• Sentence 1: “My seed is called ___.”
• Sentence 2: “It travels by ___.”
• Sentence 3: “First/Next/Then it ___.” (simple steps)
• Sentence 4: “It will grow into a new ___ plant.” Students practise silently, then with a partner, selecting which 3–4 sentence frames they will use.

4. 18–28 min · Students plan their mysterious seed (talk first). Teacher gives each student a small planning sheet with headings: Seed name / Dispersal method / Step plan / Why it’s amazing. Students:

• Say their 2–4 sentences to a partner (teacher listens for clarity and sentence sense).
• Use the step box to plan 2–3 simple steps for the journey (numbered 1–3). Teacher reminds: “Think carefully about each sentence before writing it.”

5. 28–39 min · Write & design the advertisement card. Teacher models how to place writing onto the card: a bold title (seed name) and short sentences underneath, plus a labelled drawing. Students write using their plan and teacher focus goal: one method and clear steps. Teacher circulates, offering sentence-start prompts and encouraging students to reread before moving on.

6. 39–45 min · Share and quick check. Students do a “gallery whisper” in pairs: partner reads one sentence and points to the dispersal method. Each student completes a 1-sentence exit check: “My seed travels by ___ because ___.”

Resources

• Picture cards showing seed dispersal examples (wind/water/animals/rolling/exploding)
• Planning sheet (Seed name, method, 1–3 numbered steps, reason)
• Advertisement card template (title space, writing lines, drawing space)
• Pencil, colours, scissors/glue (optional for decorations)
• Teacher sentence frame strip (“My seed is called…”, “It travels by…”, “First/Next/Then…”)
• Clipboard for teacher observation notes
• Timer for transitions

Assessment

• Teacher observation during partner talk: students correctly identify a dispersal method and can say their sentences clearly.
• During writing, teacher checks for “planning first”: students consult their step plan and reread for sense.
• Exit check sentence: students state their dispersal method and give a reason (at least one clear link).

Differentiation

• Support:
• Provide sentence starters and a word bank (wind, water, animals, roll, float, spread, seeds, new plant).
• Offer an easier plan: 2 sentences total (name + method) with a required numbered step as a scaffold.
• Targeted feedback:
• Confer with students who need clarity by asking, “What happens first? What happens next?” to strengthen sequencing.
• Extension:
• Challenge advanced writers to add a persuasive line: “You should help it travel by…” or “Look out for it near…”.
• Encourage richer adjectives for the advertisement (e.g., “light”, “sticky”, “bouncy”, “swoopy”).
• EAL/SEN considerations:
• Keep dispersal categories visual and consistent; allow oral planning responses before writing.
• Use short, repeated sentence frames to reduce cognitive load during sentence construction.