lesson plan title - michigan state university. est. 1855...

Lesson Plan for Educators Using Harris Nature Center

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LESSON PLAN TITLE: Plants & Pollinators Author of Lesson Plan and email address

Erica Brown [email protected]

Date 12-1-2009

Grade Level(s) 2-5

Subject(s) Science

Key words Petals, sepal, pistil, stigma, style, ovary, stamen, anther, filament, stem

Lesson Background

Big Ideas & Themes for Lesson

Understanding plant structures and functions is the basis of learning that flowering plants produce fruits. Those fruits are used by animals of all kinds. Humans use the fruits from many flowering plants to obtain nutrients needed to promote healthy living. Due to urban and suburban sprawl pollinator populations have decreased. Knowing the roles that these organisms have in pollination and humanity is key to increasing populations of those organisms. To help pollinators survive on earth, it is essential to know human impacts on the pollinators and the consequences of the impacts.

Short Description of Lesson

Teachers can begin by giving each student the “Flowering Plant Parts” definition sheet and review the term and functions with the students. When this is done the teacher will give each student a copy of the “Color and Label worksheet”. The students will color the picture and label the plant parts according to its given number. The teacher may then provide each student with a large flower (i.e. large lily) to dissect. The teacher should walk through the dissection with the students ensuring that everyone finds and identifies the structures. Plastic knives and hand lenses are required for this assignment. Next, the teacher will engage in a dialogue with students. During this time human and pollinator impacts should be discussed. The teacher will then cover the “What pollinators like!” worksheet provided. The teacher will then pair


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or triple the students and give each student a copy of the “What’s that flower & who pollinates it?!” worksheet and dichotomous keys provided in the guide. He/She will then instruct the students to go outside and complete the worksheet. The next assignment the student will be asked to create a flower and a pollinator that will love the flower. Before the last assessment the teacher will review the key parts of the plant structure and function. The final assessment will be a ten question quiz on flower structures and functions.

Lesson Objectives

All students will be able to: • Identify and describe anatomical structures of flowering

plants. • Distinguish possible pollinators for different flowering

plant at Harris Nature Center. • Elaborate on pollinators and the impacts they have on

the environment. • Describe, understand and label key plant parts by

creating a drawing and writing their thoughts about flowers and pollinators in a journal.

Michigan Curriculum Framework Benchmarks & Standards

Science (LO) III.2.2 Compare and contrast (K-12) or classify (3-5) familiar organisms on the basis of observable physical characteristics. Science (LO) III.2.5 Explain functions of selected seed plant parts.

Grade Level Content Expectations

S.IA.02.12 Share ideas about science through purposeful conversation. L.OL.03.31 Describe the function of the following parts: flower, stem, root, leaf. S.IA.04.11 Summarize information from charts and graphs to answer scientific questions. L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive.)

Additional Information about Lesson


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Materials and Logistics for the Lesson Materials Needed

Pencil, coloring utensils, safety scissors, arts & crafts material, hand lenses, clipboards, plastic knives

Length of Lesson (minutes)

3 hours

References used to develop this lesson

http://upload.wikimedia.org/wikipedia/commons/7/76/Flower_cut_clipart.gifhttp://www.mpes.org/grade2/welch/labpartsofaplant_files/image008.gif http://www.naturegrid.org.uk/gca/flowerparts.html

Vocabulary words & definitions

Petals: Are used to attract insects into the flower, they may be scented. Sepal: The sepals protect the flower when it begins to grow. Pistil: This is the flower part in the middle of the flower. The word pistil is used when the stigma, style and ovary are talked about together. Stigma: This is the top of the pistil. It has a clear sticky stuff on it so that pollen can stick to it. When the pollen lands on the stigma it goes down to the ovary. Style: The style is the “stem” of the stigma. The pollen moves down through the inside of the style to the ovary. Ovary: This is where the flower’s eggs are. When the pollen reaches the ovary the seeds begin to become fruits. Stamen: Stamen is the word used when the anther and filament are talked about together. Anther: This is where the pollen is held. There are thousands of pollen on each anther! Filament: The term is the “stem” of the anther. Stem: This is that part of the flower that holds the flower up tall and high so that insects can find it!

THE LESSON -- Details Length

of Time

What do you say? What do you and the learners do?


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5 min Warm Up 1.“With a show of hands, can I see who in her really likes flowers?!, Today we will be learning about flowers and pollinators.” 2a. “Can anyone tell me what a pollinator is?” 2b. “ A pollinator is a animal or bug that takes pollen from one flower and takes it to another so the the flowers can become fruits such a strawberries! We One example of a pollinator is a bee. What do get from bees? Honey, that is right! Great job!”

1. Students should raise hands 2a. Student(s) that know what a pollinator is should raise a hand to respond. 2b. If no student responds the teacher will give an example of a pollinator and what humans gain from it.

10 min “Flowering Plant Parts” sheet 1. “I’m about to pass out a

definition sheet. This sheet will tell us about all of the important parts to a flower used in pollination.” (Hand out “Flowering Plant Parts” sheet)

2. “Can I have a volunteer read the first definition” (call on a student to read, if more than one raises his/her hand the teacher should give each student that raised a hand a definition to read out loud to class.)

2b. “Okay, I will call on someone to read. “Student” can you read the first definition?” (The teacher should ask for a volunteer again and repeat steps 2 or 2b.)

3. (After each definition) “Does everyone see this part on the picture? If you do not see the part or structure ask your neighbor to help you find it. If you still can’t find it please raise your hand and I will come show you.”

4. “Great job class!”

1. N/A 2. A student(s) should raise hand

to volunteer. 2b. No students raise hands. 3. If student(s) do not see the

structure of the flower he/she should be asking neighbor. If that does not help that student(s) should raise their hand.

4. N/A


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25 min Color and Label worksheet 1. “Now that we know the parts,

I am going to hand out a sheet for you to color and label the plant parts we just read about. There are crayons and/or coloring pencils buckets for each table. Decide you will come and the crayons and/or coloring pencils. Once you get your bucket please go back to table and be seated. Once your table has your coloring utensils and coloring sheets, do NOT start yet. Please wait to get further directions. While you all do that, I will hand out the coloring sheets”

2. “If you do not have a sheet please raise your hand?”

3. “ If each of you look at the sheet each plant part should have a number next to it. With a dark crayon or pencil make the numbers match with the parts. We will do the first one together. Number one is a petal. Now find a petal on the picture and write the number one on the petal. You can also draw a line to the petal and place your number next to the line. I will draw it on the board for you.”

4. “Do this with each plant part, please number all of your parts first and then color. It is okay if you do not finish coloring. (optional)You can take it home for homework and return it tomorrow.”

5. “You all can start now” 6. “You all have 5 minutes left,

please do not rush.”

1. The students should be deciding who will get the coloring utensils. After deciding one learner should go and get the coloring utensils for his/her table. The student shall then return to the table and be seated.

2. Students without a sheet should raise his/her hand. If all students have a sheet no hands should be raised.

3. Each student should be listening attentively.

4. N/A 5. N/A 6. N/A 7. N/A 8. Students should be placing all

utensils back in their respective places.

9a. Students that are finished should be placing finished sheets in the center of the table. Those that are not finished should leave them at their desks. 9b. All students should place sheets in the center of the table. 10.N/A


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7. “Two minutes!” 8. “Please put all of your

coloring utensils back in the box”

9a. “If you are not finished just place the sheet to the side so we can start the next activity. If you are finished please place your sheet in the middle of the table.” 9b. “Please place all of the sheets in the center of the table.”

10. “Great job everyone!” 30 min Flower dissection

1. “Today we will be dissecting a

flower. We will find all of the plant parts we have been discussing.”Give each student a large flower.

Steps 1. “First carefully use the plastic

knife and cut down the center of the flower.”

2. Observe all of the structures. Have the children tape the structures to a sheet of paper and label the structures.

2. This assignment can be turned in for credit or used to study for homework. Monitor everyone!

Students should be listening attentively at all steps.

25 min Human and Pollinator Impacts dialogue

1. “Class let’s talk pollinator’s! Remember I told you that a bee is a pollinator; from the bee we get honey. The flowers give bees nectar.”

2. The teacher should go through each pollinator with the students. Go through scenarios of human impact

1.N/A 2. The students should be thinking critically and responding. They may ask questions.


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such a building a store where butterflies would go to get nectar from certain flowers. Dialogue with the students by asking them what they think and why about anything brought up during this time.

45 min “What’s that flower & who pollinates it?”(Dichotomous key lesson should

be taught before this lesson) 1. “Right now I am handing out

two sheets of paper. The top sheet is a chart that we will do later on, the second is a chart that tells us about different pollinators and what flower colors they love and what smells of a flower that they love. It is such a nice day outside everyone! What do you all think?!Today we will go outside and do this activity. So everyone should listen very carefully! I will divide you all into groups. Then we will go outside and complete the chart. First, let’s go through the charts.”

2. “Now flip to the second page.” Read the chart together as class. The teacher may select volunteers or select students randomly to read out loud to the class.

3. “Now flip back to the first page. Can every one please write your name and name on the sheet? Listen very carefully; if you look in the first column you see the word flower. In this column there is the word flower. Here you will write the name of the flower you will find. To find the name of the flower you will use the dichomotomous keys I’m

1. N/A 2. N/A 3. Student should be observing the

sheet and listening attentively. 4. Students should get their

belongings wait for further instructions. Once instructed students should then go outside and wait for further instructions.


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going to give you. In the second column write down the color of the flower’s petals. In the third column you will write down the smell of the flower. Each person in group should smell the flower and you all should decide together what smell to put down. The smell should be strong, light, fruity, sweet, or stinky!!! The different smells are on the “what pollinators like!” sheet. In the last column you go back to the “what pollinators like sheet and decide what are the different pollinators may like your flower. Put down all of the possible pollinators because there can be more than one. I will give everyone a clipboard for your sheets of paper.”Put the students in groups of two or three. Remind them to stay with their group members at all times!

4. “Let’s get our coats and go outside.” Remind the students of the rules outside.”

5. This assignment can be modified. The students can be split into groups, one student be the recorder, one with the dichotomous keys and another with the “what pollinators like!” sheet. Students should still work collectively and put their names on the “What’s that flower& who pollinates it?!” sheet.

20 min “My flower is called…” Journal Entry 1. “Since we are experts on

plant structures and pollinators, you now get to

1. Students should be listening attentively.

2. Students should open their journals and begin to work.


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create a flower and pollinator of your own! In your journals, create a flower and labels its key parts that we have been talking about. We will label the petals, sepals, pistil, stigma, style, ovary, stamen, anther, filament and stem. Your pollinator must like your flower! Also in your journals, describe the pollinator’s name and the smell of the flower. You should also write down where your flower is located it can be a city, town, or under a porch. The location and pollinator should also match. If my flower is under a porch my pollinator should not be like a bird, it should be like a beetle. Beetles like white or green flowers. My flower will have a fruity smell because that is what beetles like. You may use the “What pollinators like” table. If you do not have please raise your hand so that I can give you another one.”

2. “Open and journals and have fun!”

3. “If you finish early, you can color your flower and pollinator.”

20 min Plant part and function dialogue 1. “Since we are all experts on

plant structures and pollinators, who can tell me what a petal is? ...without looking at the definition sheet!”

2. The teacher should alternate the plant parts and functions as he/she asks the students what they are. The teacher

1. The student(s) that know the correct function of the given part should raise their hand(s).

2. Students should be enjoying the dialogue. They should not feel or look intimidating by any of the questions being asked.


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should also give a few examples of false information in question form. Example: “Does the petals hold pollen?” If wrong answers are given, do not tell the student that they are wrong. Politely correct answer and telling the student “that was an excellent guess but…” or “that was a great guess but who else can tell me if petals hold pollen?” The teacher should continue to engage students in the dialogue until all of the plant structures and pollinators are covered.

15-20 min

Quiz 1. “I am handing everyone a

quiz. Make sure all of your desks are clear. All you need is a pencil. I’m handing them to you face down. Please leave them face down until I say you can begin. Remember, it is a quiz so you cannot ask your neighbor for help. Everyone should get an A++ because we are experts on plant structures and pollinators! If you finish early you can just put your head down or wait patiently for the class to get finished.”

2. “You may now flip your quizzes and begin.”

1. Students should be listening attentively.

2. Students should start their quizzes”

Ideas for Assessing Student Learning, or Extending/Adapting LessonStudent Assessment Label and color worksheet, Identification worksheet, multiple choice and label quiz, creative flower and pollinator journal entry. Extending or Adapting this Lesson (to different settings, different age groups, etc.)


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Petals: Are used to attract insects into the flower, they may be scented.

Sepal: The sepals protect the flower when it begins to grow.

Pistil: This is the flower part in the middle of the flower. The word pistil is used when the

stigma, style and ovary are talked about together.

Stigma: This is the top of the pistil. It has a clear sticky stuff on it so that pollen can stick to it.

When the pollen lands on the stigma it goes down to the ovary.

Style: The style is the “stem” of the stigma. The pollen moves down through the inside of the

style to the ovary.

Ovary: This is where the flower’s eggs are. When the pollen reaches the ovary the seeds begin

to become fruits.

Stamen: Stamen is the word used when the anther and filament are talked about together.

Anther: This is where the pollen is held. There are thousands of pollen on each anther!

Filament: The is the “stem” of the anther.

Stem: This is that part of the flower that holds the flower up tall and high so that insects can

find it!


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Color and Label


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Flower Color of petals Smell of flower Possible pollinators

1.

2.

3.


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Wind Bats Bees Beetles Birds Butterflies Flies Moths

Color Green, brown,

no color, no petals

White, green or purple

Bright white, yellow, or

blue

White or green

Orange, red or white

Red or purple

Brown or

purple

Red, purple, pink or white

Odor None Strong smell

Fresh light smell

None to strong fruity smell

Non Light fresh smell

Stinky Strong sweet smell


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QuizName: Date:

1.What is the flower stem for?

2.Which part of the flower protects it when it begins to grow?

3.What does the anther hold?

4.What is the ovary?

5.What does the petals do?

Put a “X” on these five different plant part1. Pistil2. Stamen3. Sepal4. Stem5. Style

lesson plan title - michigan state university. est. 1855...

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