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Learning Resource Type

Classroom Resource

Seeds Need to Move

Subject Area

English Language Arts




The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity will introduce students to how animals can disperse seeds or pollinate plants. This could be used as a precursor before students design and create their own models. This learning activity includes a StepRead: StepReads are less complex versions of the original article. StepRead1 (SR1) is less complex than the original article, and StepRead2 (SR2) is less complex than SR1. This will allow the teacher to use this learning activity with students of varying ability levels. 

    English Language Arts (2021) Grade(s): 2


    Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.

    Unpacked Content



    • Orally
    • Who, what, when where, why, and how questions
    • Complete sentences
    • Key ideas
    • Key details


    Students know:
    • Key ideas and details should be included when answering questions.
    • Complete sentences, which contain a subject and a predicate, should be used when answering questions.
    • Who, when, and where questions will have a concrete, objective answer.
    • What, why, and how questions may have a more abstract, subjective answer.


    Students are able to:
    • Orally answer questions about a text or conversation using complete sentences that provide information about key ideas and details.
    • Orally answer who, what, when, where, why, and how questions about a text or conversation with appropriate key ideas and details.


    Students understand that:
    • When answering who, what, when, where, why, and how questions they should provide key ideas and details from a text or conversation to demonstrate their comprehension.
    • Speaking in complete sentences helps them clearly communicate their message and their understanding.
    Science (2015) Grade(s): 2


    Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).*

    Unpacked Content



    • Model
    • Design
    • Construct
    • Explain
    • Simulate
    • Disperse
    • Pollen
    • Pollinate
    • Mimic
    • Structure
    • Function
    • Transfer
    • Extract
    • Ask
    • Imagine
    • Plan
    • Create
    • Improve
    • Engineering Design Process


    Students know:
    • The structure of a plant.
    • The relevant structures of the animal.
    • The process of plant pollination.
    • The relationship between components of their model that allow for movement of pollen or seeds.
    • Relationships between the parts of the model they are developing and the parts of the animal they are simulating.


    Students are able to:
    • Develop and use a simple model to simulate how animals disperse seeds.
    • Develop and use a simple model to simulate how animals pollinate plants.


    Students understand that:
    • The shape and structure of plants and animals are designed to interact with their environment and function to disperse seeds or pollinate plants.

    Scientific and Engineering Practices

    Developing and Using Models

    Crosscutting Concepts

    Structure and Function
    Link to Resource

    CR Resource Type

    Learning Activity

    Resource Provider


    Resource Provider other


    Audio resources: includes a transcript or subtitles

    License Type