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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Lesson Plans Chapter 1: The Life Cycle of Plants Total number of periods: 12 periods Overview of Lesson Plans Why Do Plants Reproduce? (2 periods) Lesson Specific Instructional Objectives 1.1 Pupils should: know why plants reproduce know the different types of plant reproduction What Happens in the Life Cycle of a Flowering Plant? (6 periods) Lesson Specific Instructional Objectives 1.2 Pupils should: recognise that flowering plants have a life cycle including seed production, germination, flower production, pollination, and fertilisation What Is Seed Dispersal? (4 periods) Lesson Specific Instructional Objectives 1.3 Pupils should: know why and how plants disperse their seeds Cambridge Primary Scientific Enquiry Skills Interpret data and think about whether it is sufficient to draw conclusions. (Eo8) Cambridge Primary Scientific Enquiry Skills Collect sufficient evidence to test an idea. (Ep5) Make relevant observations. (Eo1) Cambridge Primary Scientific Enquiry Skills Use observation and measurement to test predictions and make links. (Ep2) Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these. (Ep3) Process Skills Observing Comparing 21st Century Skills Be self-directed learners Process Skills 21st Century Skills Observing Organising Communicating Predicting Communicate clearly Reason effectively Solve problems Be self-directed learners Process Skills 21st Century Skills Communicating Predicting Observing Analysing Reason effectively Number of Periods 2 Number of Periods 6 Number of Periods 4 © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Use knowledge and understanding to plan how to carry out a fair test. (Ep4) Decide whether results support predictions. (Eo5) © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Main Lesson Plans Lesson 1.1 BSCS 5E Engage: Introduce pupils to the topic with an activity Lesson Notes Background: Pupils learnt many things about plants in the previous grades. They learnt that plants undergo reproduction and plants can be classified according to their means of reproduction. In this chapter, pupils will learn in detail how plants reproduce and the stages of plant growth and development. Chapter opener Activity: Bring five potted plants of the same species to class. Each pot should contain a plant that is in a different stage of its life cycle: seed, seedling, young plant, adult plant with flowers, and adult plant with fruit. Ask pupils to discuss and infer the correct order of plant development based on their different stages of growth. Resources Textbook page 1 Explain that: Like animals, plants also have different stages of growth. What’s In This Chapter?, What Will I Learn? Emphasise to pupils what their learning journey will be like for this chapter. Know how and why plants reproduce. There are different stages in the life cycle of plants. There are several processes that take place as plants develop and grow, including seed production, germination, flower production, pollination and fertilisation. Know the different ways seeds are dispersed. Textbook page 2 Teaching Tip: Trace the path of the mind map by reading out loud. Why Do Plants Reproduce? Background: In Grade 3 Chapter 1, pupils learnt that all living things, including plants, reproduce to ensure the continuity of their own kind. Reproduction is one of the most important characteristic of all living things. It is the process by which living organisms produce offspring. Reproduction is necessary for the continuation of the species on Earth and also to replace the dead members of the species. In plants, the modes of reproduction vary according to individual species and available conditions. It may be simply by division of the parent cell, by fragmentation of the parent body, or by formation of buds and spores, or it may be very elaborate, involving development of male and female reproductive organs (stamens and pistils). Irrespective of the mode of reproduction, plants pass on their hereditary material to their offspring during the process of reproduction. Textbook pages 3—4 © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Explore: Pupils are required to apply existing knowledge to discover new ideas Ask pupils: What would happen if plants did not reproduce? (Answer: All plants will eventually die. They may be eaten by animals or die because of lack of food or water, etc. If plants did not reproduce, they would eventually become extinct.) How do plants reproduce? (Answer: Plants reproduce in different ways. While most plants reproduce from seeds, other plants reproduce from spores or other plant parts.) Explain: Explanation is used to deepen pupils’ understanding Explain that: Reproduction is an important process for plants to ensure the continuity of their own kind. There are different means in the reproduction of plants, but their main purpose is to generate new offspring. Tell pupils that flowering plants make up a large proportion of all plant species. They are the most commonly seen plant types. Therefore pupils will learn more about the life cycle of flowering plants and how they reproduce. Teaching Tip: Show pupils videos of the different reproduction methods in plants and describe their differences. Common Misconception: Seeds and spores are not the same thing. Seeds are produced by flowering plants while spores are produced by non-flowering plants. Evaluate: Pupils’ understanding is tested through the discussion Teaching Tip: Discuss and compare the differences between seeds and spores. Seeds Spores Produced mostly by flowering plants Produced mostly by non-flowering plants Enclosed in fruit Enclosed in spore bags Usually bigger Usually small and cannot be seen by the naked eye Surrounded by protective coat and contain a store of Contain reproductive structure to grow into a plant nutrients Elaborate: Pupils extend their understanding when they experience new ideas in real life Project Idea: Get pupils to do an Internet search to find out more about plants that reproduce by the different methods. Plant some of these plants in or near the classroom and have pupils observe and describe the reproduction processes of the plants. Process Skills: Observing, Comparing 21st Century Skill: Be self-directed learners URLs 1.1—1.3 © 2012 Alston Publishing House Pte Ltd Internet links for Lesson 1.1 URL 1.1: Video of seed growth http://www.youtube.com/watch?v=fPTJ3qD1ikk URL 1.2: Video of fern spores http://www.youtube.com/watch?v=5hGQcmM6njY URL 1.3: Video of sugarcane vegetative propagation http://www.youtube.com/watch?v=fPraEesXRSs Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans © 2012 Alston Publishing House Pte Ltd Lesson 1.2 BSCS 5E Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Lesson Notes What Happens in the Life Cycle of a Flowering Plant? Teaching Tip: Use the diagram of the life cycle of a flowering plant to describe the different stages of growth to pupils. Resources Textbook page 4 Explain that: Flowering plants start their life cycle as seeds. Seeds germinate into seedlings and then grow into adult plants. Adult flowering plants produce flowers. The plants are now ready for reproduction. Pollination takes place first, followed by fertilisation. After fertilisation, the flower develops into a fruit containing seeds. These seeds will grow into another generation of plants and continue the plant’s life cycle. There are five important stages in the life cycle of flowering plants — seed production, germination, flower production, pollination, and fertilisation. Engage: Pupils are given an interesting activity to carry out and observe Activity: Encourage pupils to grow a plant from a seed and record its growth. Pupils can then create a poster to show and describe the life cycle of the plant as it grows. Process Skills: Observing, Organising, Communicating 21st Century Skill: Communicate clearly Seed production Explain that: A typical seed is made up of three main parts — an embryo, seed leaves and a seed coat. Each part of a seed carries out different functions/roles. The embryo develops into a new plant, the seed leaves provide nutrients for the seed to grow, and the seed coat protects the seed from damage. Ask pupils: If plants can make their own food, why does a seed need to store nutrients in the seed leaves? (Answer: A plant can make its own food only when it has green leaves which can carry out photosynthesis. Hence, in the early stages of growth, a seed depends on the nutrients stored in the seed leaves for development.) How can the seed coat protect the seed from injury and from drying out? (Answer: The seed coat is a tough layer that encloses the embryo. This outer coat acts as a physical barrier to protect the embryo and prevent water loss from the seed.) Textbook page 5 © 2012 Alston Publishing House Pte Ltd Explore: Pupils are given the chance to observe and present their observations in a drawing Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Activity: Ask pupils to soak some beans in water and open them up. Observe the beans using a hand lens and make a labelled drawing of a bean seed by identifying the parts of the seed. Process Skills: Observing, Communicating 21st Century Skill: Communicate clearly Germination Teaching Tip: Recap with pupils the conditions plants need to grow well as taught in Grade 3 Chapter 4: Introducing… Roots, Leaves, Stems and Flowers! Plants need light, water, air and warmth to grow. Compare the conditions required for seed germination with the conditions required for plant growth. Conditions for plant growth Water Air Warmth Light Conditions for seed germination Water Air Warmth Emphasise to pupils that during germination, seeds do not need light as they are not carrying out photosynthesis due to the absence of leaves. Ask pupils: What are the conditions necessary for a seed to germinate? (Answer: Water, air and warmth, i.e. a suitable temperature.) What is the difference between the growth conditions of a seed and that of a plant? Why is there a difference? (Answer: The difference is the presence of light. A seed does not require light for germination as it does not carry out photosynthesis to make food. It uses the food stored in the seed leaves to develop and grow. Therefore, light is not a factor that affects the germination of a seed.) Why does a seed need water and air to germinate? (Answer: Although a seed does not carry out photosynthesis, it still needs oxygen from the air for respiration and water to activate the enzymes (proteins) that help it to develop and grow. Water also causes the seed to swell and break the seed coat, allowing the embryo to expand and grow as the seed germinates.) Explain: Pupils extend their Explain that: © 2012 Alston Publishing House Pte Ltd understanding through teacher’s explanation Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Germination is the process where a seed begins to grow. A seed only germinates under the right conditions — presence of air, water and warmth. When a seed begins to germinate, roots appear first, followed by shoots. The seed leaves provide the seedling with food for it to germinate. As the seedling continues to grow, leaves appear. Only when the first leaves appear, would the seedling be able to carry out photosynthesis and make food for itself as it continues to grow. Activity: Have pupils carry out Experiment Time! to investigate whether seeds need light to germinate. Follow the instructions and guide pupils to answer the questions. Make sure the cotton wool in both set-ups stays damp throughout the experiment. Get pupils to investigate the other conditions necessary for seeds to germinate in Activities 1 and 2 in the Workbook. Remind pupils that in all the experiments, only one variable is changed to ensure that the experiment is fair. Safety Note: When observing or handling seeds, first ensure that the seeds are non-toxic in their raw state. Process Skills: Observing, Predicting Textbook pages 6—7 Workbook page 1 Activity 1: Help Me Germinate! Workbook page 2 Activity 2: Do I Need Warmth to Grow? 21st Century Skills: Reason effectively; Solve problems Flower production Background: As plants grow and develop, they form flowers. The most basic function of a flower is as a reproductive structure. Flowers contain the plant's reproductive organs. Some plants may have unisexual flowers while others have bisexual flowers. In unisexual flowers, there is only one reproductive organ – either male or female – in one flower, while in a bisexual flower, there are two reproductive organs – both male and female – in one flower. Textbook pages 8—9 Explain that: A mature flowering plant has flowers. A flower may have both the male and female reproductive organs for reproduction. The male and female organs consist of different parts with different properties and functions. Evaluate: Pupils’ learning progress is assessed Teaching Tip: To assess pupils’ understanding, prepare a blank diagram of a flower to allow pupils to label the parts. Alternatively, have pupils play a flower parts puzzle where they have to put all the parts of a flower into their correct positions to form a complete flower. Activity: Bring pupils to a garden and provide them with hand lenses to observe the structures of different flowers. Remind URL 1.4, URL 1.5 © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans pupils not to damage any plants during their study. Discuss with the class what they observed. Process Skills: Observing, Communicating Workbook pages 3—4 Activity 3: Flower Power! 21st Century Skill: Communicate clearly Pollination Background: Most flowering plants rely heavily on insects such as bees, butterflies, moths, flies and beetles to pollinate them. To attract these pollinators, plants produce flowers with bright petals and sweet (or rotten) smelling nectar. The process of pollination is important to flowers as it is the initial process that must occur before fertilisation of the flowers can take place. Textbook pages 9—10 Teaching Tip: Use the illustration at the top of Page 10 to describe the process of pollination to pupils. Ask pupils: Why does a flower have an attractive colour and a pleasant smell? (Answer: The attractive colour and pleasant smell of a flower help to attract pollinators such as bees and butterflies to help in pollination.) How are pollen grains transferred? (Answer: Pollen grains are small and light. They can be blown to the stigma of a flower by wind or they can be carried by animals such as insects when the animals visit the flowers for nectar.) Explain that: Pollination is the process of transferring pollen grain from the anther to the stigma of the same flower or different flowers. Since plants cannot move from place to place, pollination is achieved by agents such as wind and animals. There are two types of pollination — cross-pollination and self-pollination. Cross-pollination happens between flowers on different plants of the same species. Self-pollination happens within the same flower or different flowers on the same plant. Common Misconception: Not all flowers look attractive and have a pleasant smell. Flowers that depend on wind for pollination do not need to attract animals. Hence, these flowers do not have large, brightly-coloured petals and nectar. Instead, they have long stamens that hang outside the flower to allow the wind to disperse the pollen grains. Their stigmas are also large and sticky to catch the pollen grains that float in the air. Teaching Tip: Use the video to show pupils how animals such as insects help in the pollination of flowers. Activity: Visit a garden and observe what bees and other insects are doing in flowers. Remind pupils not to disturb the insects URL 1.6 © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans as the insects might attack them. Process Skill: Observing Teaching Tip: Explain to pupils why cross-pollination is important in producing better plants. You can find out more about the benefit of cross-pollination in plants at the website. Elaborate: Pupils extend their understanding through a project URL 1.7 Project Idea: Get pupils to find out more about how plants have adapted to prevent self-pollination. Process Skill: Organising 21st Century Skill: Be self-directed learners Fertilisation Background: Fertilisation is the fusing of a male reproductive cell with a female reproductive cell. However, this process can only take place after the process of pollination. Workbook page 5 Activity 4: Fascinating Pollen Textbook page 11 Ask pupils: Why does the pollen grain release a tube to the ovule? (Answer: The pollen tube creates a path to allow the male reproductive part from the pollen grain to reach the female reproductive part in the ovule for fertilisation to occur.) Why do plants produce so many pollen grains when only one pollen grain is needed for fertilisation? (Answer: Not all pollen grains will be successfully transferred to the stigma. Therefore, pollen grains are produced in large numbers so that there is a greater chance of pollen grains reaching the stigma.) What will happen to the flower if fertilisation does not occur? (Answer: The flower will not develop into a fruit. In that case, there would not be any seeds to continue with the life cycle.) Explain that: After pollination, the male reproductive part in the pollen grain fuses with the female reproductive part in the ovule. This process is called fertilisation. Fertilisation results in fruit and seed formation. Teaching Tip: Use the animation of plant fertilisation at the website provided to assist teaching. URL 1.8 Activities: 1. You may create a flowchart with pupils to show the steps of fertilisation. For example: Workbook page 15 Worksheet 1: The Reproduction of © 2012 Alston Publishing House Pte Ltd Evaluate: Lesson is summarised with an activity for assessment Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Pollen grain lands on the stigma -> Pollen tube grows down through the style to the ovule -> Male reproductive part passes through the pollen tube and fuses with the female reproductive part in the ovary (Fertilisation occurs) -> Development of fruit and seeds 2. To summarise the lesson, encourage pupils to construct a diagram of the life cycle of a flowering plant. They should recognise when the five main stages occur in the life cycle and write down the important points for each stage. This summary would be useful in helping pupils recall and retain the knowledge they have learnt. Internet links for Lesson 1.2 URL 1.4: Blank flower diagram http://www.enchantedlearning.com/subjects/plants/printouts/labelflower.shtml URL 1.5: Flower parts puzzle http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/parts.htm URL 1.6: Video of pollination http://www.youtube.com/watch?v=xHkq1edcbk4 URL 1.7: Benefit of cross-pollination in plants (corresponds with Internet Link 1.1 in Textbook) http://curiosity.discovery.com/question/what-benefits-of-cross-pollination URL 1.8: Animation of plant fertilisation http://www.youtube.com/watch?v=KMQtLWpAdXI Flowering Plants Consolidation Worksheet 1 © 2012 Alston Publishing House Pte Ltd Lesson 1.3 BSCS 5E Engage: Pupils answer questions to get involved in the topic Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Lesson Notes What Is Seed Dispersal? Ask pupils: What will happen if seeds simply fall to the ground near their parent plant? (Answer: The seedlings will have to compete with their parent and one another for space, water, nutrients and sunlight.) Why do some fruits and seeds have distinct differences in appearance and structure? (Answer: The fruits and seeds are adapted to disperse the seeds in different ways.) Resources Textbook page 12 Workbook pages 7—8 Activity 5: Give Me Some Space! Explain that: Seed dispersal prevents competition between seedlings and parent plant and ensures that seeds reach a good place to develop. Seeds are dispersed in different ways — by wind, water, explosive action or splitting, and animals. Explore: Pupils are given a chance to observe objects that are related to the topic Teaching Tip: Prepare fruits and seeds that have different dispersal methods for pupils to examine and discuss when teaching the different methods of dispersal. Process Skill: Communicating Common Misconception: Although seeds and pollen grains may both be dispersed by wind and animals, seeds and pollen grains are not the same thing. Pollen grains are found on the anther in flowers and contain the male reproductive parts of the plant, whereas seeds contain immature plants which will grow into new plants under the right conditions. Pollen grains are necessary for fertilisation, whereas seeds are formed as a result of fertilisation. Explain: Concepts are clearly and comprehensibly explained to prevent confusion Elaborate: Teaching Tip: To prevent confusion between seeds and pollen grains, help pupils recall what seeds and pollen grains are, and their functions. Compare the differences between seed dispersal and pollen grain dispersal. Seeds dispersed by Wind Water Explosive action or splitting Animals Pollen grains dispersed by Wind Animals Dispersal by wind Activity: Carry out a simple experiment to study the characteristics of seeds dispersed by wind. Drop a maple seed and a Textbook page 13 © 2012 Alston Publishing House Pte Ltd Pupils apply the concepts in new situation and assess their understanding Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans normal seed (without wing-like structure or hairs) of the same size from the same height at the same time. Before doing so, ask pupils to predict which seed would land on the ground first. Then observe which seed hits the ground first and where the seeds land. Workbook pages 9—11 Activity 6: Make Your Own Paper Shorea! Ask pupils: What do you observe? (Answer: The normal seed hit the ground first. The normal seed landed directly under the point it was dropped from, but the maple seed landed away from the point it was dropped from.) How is the maple seed different from the normal seed? (Answer: The maple seed has a wing-like structure that helps it to keep afloat in the air longer.) What can you conclude about how this difference in the maple seed helps in dispersal? (Answer: The wing-like structure of the maple seed helps it to be dispersed away from its parent plant.) Explain that: Wind-dispersed seeds are specially adapted to be carried by the wind. These seeds are usually small and light. These seeds may have a wing-like structure or hairs to help them stay afloat. Process Skills: Observing, Predicting Dispersal by water Activity: Have pupils examine a coconut and discuss how it is adapted to dispersal by water. Prepare a tub of water to test if it floats. Ask pupils: Can a coconut float on water? Why? (Answer: Yes, it can float on water. There are many air spaces inside the coconut to give it buoyancy.) How can a coconut be dispersed by water? (Answer: When the coconut falls on water, as it floats on water, it moves with the water current until it reaches a new piece of land and starts to grow.) What characteristics of the coconut make it possible to be dispersed by water? (Answer: The coconut is able to float because of the air spaces inside it. It has a hard and impermeable covering that prevents water from entering the seed, as this may cause the seed to rot.) Explain that: Many plants that live in or near water disperse their seeds by water. The fruits of most plants that are dispersed by water are characterised by their ability to float on water and their waterproof covering. Textbook page 14 © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Process Skills: Observing, Analysing 21st Century Skill: Reason effectively Dispersal by explosive action or splitting Teaching Tip: Show pupils the video of seed dispersal in the touch-me-not. URL 1.9 Ask pupils: What is inside the pod? (Answer: The pod contains seeds.) What happened when the seed pod was touched? (Answer: The seed pod split to scatter the seeds in it.) Explain that: Some plants accomplish seed dispersal by explosive action or splitting. This happens when the pods or capsules burst open with a force and throw the seeds away from the parent plant. Dispersal by animals Ask pupils: What do the fruits that you can find in the supermarket look and taste like? (Answer: They are usually brightly-coloured and fleshy and taste sweet.) Do you eat the seeds of the fruit? Why or why not? (Answer: Usually, we do not eat the seeds as the seeds are hard or too big to be swallowed. However there are some seeds which are soft and small enough to be swallowed e.g. seeds in a tomato.) Textbook pages 15—16 Explain that: Some fruits are fleshy and brightly-coloured to attract animals. The seeds of these fruits are dispersed when the animals discard the seeds or excrete the swallowed seeds. Activity: Ask pupils to bring seeds with hooks, spines or stiff hairs or photos of such seeds to class to explain to one another how these seeds are dispersed by animals. Textbook page 16 Ask pupils: Why do seeds with hooks stick to mammals? (Answer: The fur of a mammal’s body provides an attachable surface for these seeds to stick on.) Workbook pages 13—14 © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Explain that: As animals move, seeds that stick to animals’ fur can be carried away from the parent plant. Activity 7: How Am I Dispersed? Activity: Carry out Build Your Skills! to predict the dispersal methods of different seeds. Get pupils to go to the supermarket to observe and collect fruits and seeds. Ask pupils to predict their dispersal methods. Prompt pupils with questions to help them determine how the seeds are dispersed: What is the appearance of the fruit or seed? Are there any wing-like structures, hairs or hooks? Is it fleshy or brightlycoloured? Is it small and light to keep afloat in the air? Does it fall slowly when you drop it? Textbook page 17 Pupils can read up more on examples of seeds and their various methods of dispersal at the website. URL 1.10 Process Skills: Observing, Predicting Workbook page 16 Worksheet 2: Seed Dispersal 21st Century Skill: Reason effectively Wrap up the chapter with the following: Talk It Out Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to pronounce the words correctly. Then, have pupils pair up to test each other on the meaning of the words. Workbook pages 17—18 Worksheet 3: Disperse Me! Consolidation Worksheet 2 Fun and Games Exam Practice Map It Out Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by reading out loud. You may wish to draw the map as you speak. Plants can be flowering or non-flowering. Non-flowering plants can reproduce by spores or by plant parts. Flowering plants go through life cycles to ensure the continuity of their own kind. Flowering plants reproduce sexually by pollination. Textbook page 18 © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans Pollination can be by wind or animals. Pollination is followed by fertilisation. Fertilisation is a process where the male reproductive part fuses with the female reproductive part to form a fertilised egg. Fertilisation produces fruits and seeds which must be dispersed so as to prevent overcrowding. Dispersal of seeds can be by wind, water, splitting or animals. Work It Out Go through the worked example with pupils. Read the hint when answering part ‘d’. Textbook page 19 Process Skills: Analysing, Inferring Science @ Work Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage e.g. each pupil could read one paragraph. Encourage pupils to read with enthusiasm and emotion. Background: Pupils have learnt that fruits contain seeds, which can then be grown into plants and continue the plant’s life cycle. However, in these modern times, fruits developed may be seedless. 21st Century Skill: Environmental literacy Internet links for Lesson 1.3 URL 1.9: Video of touch-me-not seed dispersal http://www.youtube.com/watch?v=Wsc4GfXdCQE URL 1.10: Examples of seeds and their various dispersal methods (corresponds with Internet Link 1.2 in Textbook) http://theseedsite.co.uk/dispersal.html Textbook page 20