Lesson Overview (One hour)  DQ: How do seeds get planted in nature? Introducing the lesson: Introduce the Pursuits addressed Explain that in the 1900s there were black literary societies where black people came together to read and to discuss and debate different topics so that they could change laws and improve their own and others' lives. They worked on various pursuits, or goals, as they read and discussed together. One of the pursuits the people in these black literary societies worked towards was intellectualism. This means that they learn something but what they learned doesn't just sit there. It is used to change things, to see things differently or to get to know others and themselves. Another pursuit was joy. In this lesson, they will discuss how to spread joy from one person to the next so it will grow.  Lesson Snapshot Introduction: Begin the lesson with something small that can be picked up easily, such as pennies or math tokens. Explain to the students that these things represent 'joy'. Tell the students you want to spread it around so that all can have some. Ask: How should you spread it? Students turn and talk and share their plans with the class. Write on the board the ideas, such as ask someone else to give it out, throw it around and see where it ends up, hand it out, one by one, etc. Then introduce the DQ, "How do seeds get planted in nature?" Gathering information: Show the slide show. For each slide, there is animation. Start with the first picture to discuss. Then move on to the animation. In the last two slides there is a short video after discussing. Identity, joy: Ask the students to name all of the different ways seeds can be dispersed. Ask: in terms of how the seeds are spread, which ones will be the most successful? Ask for evidence. Then ask students to reflect for a few minutes. Which one of these types is the most like how they spread joy? Four Corners: In each of the corners, wind, water, fire, explosion. Animals will be in the center of the room. Ask students to choose which corner they are most like. They talk for a while in their corner about why they picked the dispersal method they did. One person from each area shares what the group said. Modeling: Ask students to model two things in their notebooks, how they spread joy and how the seeds are spread by their chosen method. There should be a similarity in both drawings since they are comparing them. Wrap Up: Students turn and talk about one thing they didn't know and learned in the lesson. They discuss if they are always the seed dispersal method they chose or if they sometimes change into a different one. Ask them to think about which they like better for themselves. Learning Performances Students will gather information from the media to create a model of the structure of plants and seeds to explain how plants disperse seeds. Building towards PE(s) 2LS22. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. 
Materials and Prep  Materials  Preparation Ensure the video link is in working order. Have an example prepared for yourself and a model to show the class (optional) If there are examples of plants that are around you that you can bring in to show the students, have these ready for sharing.


Lesson Component  How to Implement 
What are kids figuring out?  Students figure out that plants disperse their seeds with different items in nature such as wind, water, animals, fire, and explosions. Look Fors Look for students thinking about how the structures of the seeds and the plants themselves make them particularly suited for the dispersal method the plant uses for seed dispersal. 
1 Introduction (10 min)  Engaging with Phenomenon and DQ, “How do seeds get planted in nature?” Begin the lesson with something small that can be picked up easily, such as pennies or math tokens. Explain to the students that these things represent 'joy'. Tell the students you want to spread it around so that all can have some. Ask: How should you spread it? Students turn and talk and share their plans with the class. Write on the board the ideas, such as ask someone else to give it out, throw it around and see where it ends up, hand it out, one by one, etc. Introduce the DQ, "How do seeds get planted in nature?"

Gathering information from media (10 min)  Students are learning different methods of dispersing seeds Show the slide show. For each slide, there is animation. Start with the first picture to discuss. What is going on in this picture? Where is the seed? How will it be moved to another place? Then move on to the animation. In the last two slides there is a short video after discussing.

Identity, Joy (10 min)  Joy Dispersal Ask the students to name all of the different ways seeds can be dispersed. Ask: in terms of how the seeds are spread, which ones will be the most successful? Ask for evidence. Then ask students to reflect for a few minutes. Which one of these types is the most like how they spread joy? Note: You may want to give an example, such as,'I feel like I am usually like the wind. When I spread joy around, it's usually kind of random; to anyone in my area. I'll smile at someone and say something nice to someone else and offer to help someone else with something. That's why I think I spread joy like the wind.' 
3. Four Corners (10 minutes)  In each of the corners, wind, water, fire, explosion. Animals will be in the center of the room. Ask students to choose which corner they are most like. Students talk for a while in their corner about why they picked the dispersal method they did. One person from each area shares what the group said.

Modeling (15 minutes)  Students model themselves spreading joy and seeds being spread by a similar 'method'. Ask students to model two things in their notebooks, how they spread joy and how the seeds are spread by their chosen method. There should be a similarity in both drawings since they are comparing them.
Note: If you have your own version of the model, this would be when you show it. 
 Supporting Student Discourse: As students share their ways of dispersing joy, find commonalities with students with similar thoughts about how they do it and what that means about how the joy is spread. For example, if two students choose water, but for different reasons, ask them to think about what is the same about their explanations. Also what is similar about the kind of joy they are spreading? How is that similar to the way seeds that spread by water move? 
Wrap Up (5 min)  Reflection Students turn and talk about one thing they didn't know and learned in the lesson. Some students share their answers with the class. They discuss if they are always the seed dispersal method they chose or if they sometimes change into a different one. Ask them to think about which they like better for themselves.

Formative Assessment  Look Fors Look for students thinking about how the structures of the seeds and the plants themselves make them particularly suited for the dispersal method the plant uses for seed dispersal. Evidence Statement Student's models have a similarity with how the students spread joy with how the plant spreads seeds. 