ower power - arkansas children's hospital · sobjectives the students will learn: objective #1...

flower powerthe reproductive organs of a flower

Life CyCLes, RepRoduCtion & HeRedity

ACHRI/DGS/KFK/080212/V1 DRAFT COPY • ©2012 Delta Garden Study.

Frameworks

sCIeNCeLS 2.6.5 Model and explain the function of plant organs: leaves, roots, stems, flowers. LS 2.6.6 Dissect organs including but not limited to heart, eye, lung, stem and root.LS 2.7.3 Identify organ systems in vertebrates and plants.LS 2.7.4 Analyze the structure and function of tissues, organs and organ systems of a vertebrate and an angiosperm using various models or methods of dissection. LS 2.7.7 Relate the structure of vertebrate and plant body systems to their functions. LS 3.7.6 Dissect a flower to analyze the reproductive system of angiosperms (e.g., paper, plastic or clay models, virtual dissection or specimen dissection)

LaNGUaGe arTsOV 1.6.6 Contribute appropriately to class discussion.OV 1.6.7 Contribute appropriately to class discussion.OV 1.6.8 Contribute appropriately to class discussion.

maThM 12.6.1 Identify and select appropriate units and tools from both systems to measure ex. Angles with degrees, distance with feet/metersM 12.7.1 Understand, select and use the appropriate units and tools ( metric and customary) to measure length, weight, mass and volume to the required degree of accuracy for real world problems.

s objeCTIvesThe students will learn:

objeCTIve #1 To define angiosperms.

objeCTIve #2 To describe and explain the major parts of a flower.

objeCTIve #3 To draw and label the major parts of a flower.

objeCTIve #4 To distinguish female and male reproductive organs in a flower.

objeCTIve #5 To illustrate and observe pollination.

objeCTIve #6 To appropriately use verbal speaking skills in class discussion with the teacher and Garden Program Specialist.


LIFe CYCLeS, RePRODUCTIOn & HeReDITY • Flower Power: Teachers’ Guide

Most

important food crops depend on pollinators

for pollination and reproduction.

overvIewAngiosperms, also known as flowering plants, reproduce sexually through pollination. Pollen is transferred from the anther to the stigma. external agents, mainly insects and birds, function as pollinators.

GardeN aCTIvITIes▲s examine flowers

▲s Plant, harvest and work in the garden following the Garden Guide

▲s Recipes and Taste tests as time permits (refer to Delta Garden Study Recipe Book)



TIps For The CLassroomPre-lesson preparation:

1. Determine how the “Principal Parts of a Flower” visual will be used and prepare appropriately.

2. Check with the Garden Program Specialist to determine if there are flowers available from the garden for dissection.

3. Prepare supplies for the flower dissection lab activity (see supporting information for teachers).

LessoN oUTLINe

activities estimated duration actual duration

in the classroom

▲s Offer the icebreaker 5 minutes

in the garden ▲s explain angiosperms and pollination. 10 minutes▲s Dissect flowers 10 minutes▲s examine any flowers found in the

garden. Look for developing fruit.5 minutes

▲s Plant, harvest and work in the garden following the Garden Guide.

10 minutes

back in the classroom

▲s Hand out Student Workbooks, review and assign “Take it Home Activity” as homework

5 minutes

TIps For The GardeNPre-lesson preparation:

1. Prepare to discuss angiosperms, flowers, pollination, and fruits as they apply to working in the garden.

2. Prepare a brief garden work activity for students in the garden.

classroommaterials needed

▲s Student Workbooks

▲s Keep the “Principal Parts of a Flower” visual handy during class

▲s Supplies for the flower dissection lab activity.

gardenmaterials needed

▲s Garden tools



LessoN pLaN

I. Start in the classrooma. Icebreaker

Ask students “What do you think is the most popular flower grown in the world?”

AnSWeR: Roses.

II. Take class to the garden▲s Instruct students to help carry all required materials, if necessary. ▲s Point out any flowering plants and define angiosperms. explain that

flowers are important for plant reproduction and the process of pollination.

meeTs objeCTIves #1, 5

▲s In the greenhouse or garden, display the “Visual” page and have them look at it in their Student Workbook. Instruct students to dissect flowers as described on the “Supporting Information for Teachers” page.

meeTs objeCTIves #1–5

▲s Instruct students to check the flowers in the school garden or grounds for pollinators. explain pollination.

meeTs objeCTIve #5

▲s Check the plants for any fruits that might be growing. Fruits grow from a seed that was fertilized through pollination.

meeTs objeCTIve #5

▲s Time allowing, instruct students to pick and taste available vegetables. Ask for feedback. Ask students to describe which ones they recognize and which ones they eat at home.

III. Take class back to classroom▲s Hand out the Student Workbook as reference material and class

assignment. Review take it home activities and encourage students to do them.

meeTs objeCTIve #6



sUpporTING INFormaTIoN For TeaChers

baCkGroUNd

There are parts of the plant that contain the female reproductive organs and parts of the flower that contain the male reproductive organs. Pollination is the avenue to get the pollen from the male organ or stamen to the female organ or pistil. The Study Guides for Students goes into each of the plant reproductive parts.

The flower contains the four organs required for a plant’s sexual reproduction:

1. pistil

The pistil contains the female reproductive part, usually found in the center of the flower. It is shaped like a bowling pin or chicken drumstick and consists of three parts:

▲s Stigma: It is located at the top of the pistil and is covered in a sticky substance to “catch” the pollen produced by the male reproductive part.

▲s Style: It connects the stigma to the ovary and functions like a transportation chute for the pollen to fertilize the eggs.

▲s Ovary: It is located at the base of the pistil and contains the eggs which reside in the ovule. After fertilization, the ovule develops into the seed. In some plants, the ovary becomes the fruit.

2. stamen

The stamen is the male reproductive organ. Several stamen surround the pistil. They resemble cattails and consist of two parts:

▲s Anther: The anther sits atop the stamen and holds grains of pollen. The pollen will be dispersed by wind or carried to the stigma by birds and insects, so-called pollinators.

▲s Filament: The filament holds the anther in an upright position so that the pollen can be easily scattered.

3. sepals

Sepals are small, green leaf like structures at the base of the flower. They protect the flower while it develops from a bud.

4. petals

Petals are the leaves surrounding the pistil and stamen. They are the flashy part of a flower, often brightly colored and sweet-smelling to attract pollinators to the reproductive organs.

It is important for the students to be able to identify the parts of the flower and recognize which of the organs are considered male and which are considered female.

In the last two lessons we examined vascular plants. Through history, vascular plants evolved into different categories. The primary category of vascular plants is called angiosperms. Angiosperms are flowering plants that have seeds enclosed in an ovule, like a peach. The other categories of plants include the following:

▲s Mosses which are nonvascular plants.

▲s Ferns which spread via spores.

▲s Gymnosperms are non-flowering plants that have seeds which are not encased in an ovule.

Dissecting a flower will help students understand sexual reproduction of plants. This lab activity may be performed in the greenhouse or garden if tables are available.

aCTIvITIes

materials needed

▲s Fresh flowers. Any flower may be used, but some flowers contain parts that are more clearly distinguishable. These include: lily, iris, tulip, peas, poppies, gladiolus, daisy, carnation, pansy, violet, daffodil or petunia. Ask the Garden Program Specialist for availability. As an alternative, a florist might be willing to donate some flowers that are past their prime for use.

▲s Tape

▲s Ruler

▲s Magnifying glass if available

▲s Plastic knives if available

Procedure: Dissecting a flower with cutting instruments

1. Display the image from the “Visual” page.

2. Team students into pairs. Give a flower to each pair.



3. Instruct students to draw the flower on paper at actual size. They should use the ruler to measure. Have them note the color and label sepals and petals. As students are working, explain the function of sepals and petals. Magnifying glasses may be used.

4. Instruct students to make a vertical incision into their flower to open it. (If working with cutting instruments is not feasible at your school, see below for an alternative dissection.) Have them tape or pin the petals and ovary to a sheet of paper to keep them open.

5. Point out the anther, stamen, filament, stigma, style, ovary and pistil and explain each function.

6. Ask students to look for powdery residue, a sign that the anthers might be releasing pollen.

7. Instruct students to examine the ovary, an organ shaped like an n or u. Can they find the ovules? When fertilized, they develop into seeds.

Procedure: Dissecting a flower without cutting instruments:

1. Display the image from the “Visual” page.

2. Team students into pairs. Give a flower to each pair.

3. Instruct students to draw the flower on paper, in a 1:1 ratio. They should use the ruler to measure. Have them note the color and label sepals and petals. As students are working, explain the function of sepals and petals. Magnifying glasses may be used.

4. Instruct students to carefully remove all the petals off the flower. They should be able to see the stamen and the pistil. Point out the anther and the filament and explain their function. Is powdery residue visible? That may be a sign that the anthers are releasing pollen.

5. Instruct students to carefully remove all the stamen. now point out the stigma and style of the pistil. explain each function. With a toothpick or tip of a pencil, carefully make a hole at the bottom of the flower and open. The ovary should be visible, shaped like an n or a u. Can the students see the ovules? If fertilized, they develop into seeds.

6. Instruct students to prepare a drawing of the open flower, using a ruler for accurate measurements.

7. Discuss with students the differences and similarities they found among the flowers.



soUrCes

Queensland Science Teachershttp://qldscienceteachers.tripod.com/junior/biology/plants.html

master Gardener manual referenceArizona Cooperative extension, College of Agriculture, University of Arizona, Plant Parts and Functions, http://ag.arizona.edu/pubs/garden/mg/botany/plantparts.html

U.s. department of educationhttp://www2.ed.gov/pubs/parents/Science/celery.html

The Complete Book of Science, Grades 5-6American education Publishing, 2005

Master Gardener Arkansas HandbookUniversity of Arkansas, Division of Agriculture, Cooperative extension Service, 2001-2002

discovery educationhttp://school.discoveryeducation.com/lessonplans/programs/plantpollination/

Middleschoolscience.comhttp://www.middleschoolscience.com/flower.pdf

md beehttp://www.mdbee.com/funfacts.html

All About Plants: How Plants Reproducehttp://library.thinkquest.org/3608/reproduce.html

Flowering Plant Reproductionhttp://www.emc.maricopa.edu/faculty/farabee/biobk/biobookflowers.html

Flower Structure and Reproductionhttp://www.biologycorner.com/sorksheets/flower_coloring.html

Learn the Flower Partshttp://treesandshrubs.about.com/od/treeshrubbasics/ss/FlowerPartsDiagram.htm

What is Pollination?http://www.pollinatorparadise.com/what_is_pollination.htm

What are Pollinators? Pollinator Partnershiphttp://pollinator.org/pollination.htm



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flower powerthe reproductive organs of a flower

Life CyCLes, RepRoduCtion & HeRedity


study guide for students“Oh, what pretty flowers!” Indeed. Flowers are usually the most eye-catching and attractive part of any garden or landscape. With their bright colors, soft fragrance and distinct shapes, flowers put on a big show. But it’s not really intended for you or me. Flowers want to attract bees, wasps, butterflies and other insects and birds. Why? Reproduction.

Scientifically speaking, flowering plants are called angiosperms. Angiosperms make up the largest group of land plants (embroyophytes). Growing flowers, or blooms, make them attractive, and distinguishes them from other seed plants.

The flower is the part of the plant that contains the reproductive organs. (You’ll recall the other three parts of a land plant: root, stem and leaves.) Most angiosperms contain both male and female reproductive organs. A process called pollination occurs when pollen from the male reproductive organ transfers to the female organ. This transfer results in fertilization, that is, sexual reproduction of the plant to produce seeds.

Sometimes, the pollen is transferred through wind, but typically, the plant depends on pollinators. Pollinators are living organisms such as insects and birds.

Here is a diagram of a flower and a detailed description of its function:

Continued next page


Page 2 LIFe CYCLeS, RePRODUCTIOn & HeReDITY • Flower Power: Study Guide

The flower contains four major parts, including the female and male reproductive systems:

sepals

Sepals are small, green leaf-like structures at the base of the flower. They protect the flower while it develops from a bud.

petals

Petals are the leaves surrounding the pistil and stamen. They are the flashy part of a flower, often brightly colored and sweet-smelling to attract pollinators to the reproductive organs.

Female reproductive system

Pistil: The pistil contains the female reproductive parts, usually found in the center of the flower. It is shaped like a bowling pin or chicken drumstick and consists of three parts:

Stigma: It is located at the top of the pistil and is covered in a sticky substance to “catch” the pollen produced by the male reproductive part.

Style: It connects the stigma to the ovary and functions like a transportation chute for the pollen to fertilize the eggs.

Ovary: It is located at the base of the pistil and contains the eggs that reside in the ovule. After fertilization, the ovule develops into the seed and the ovary becomes the fruit.

male reproductive system

Stamen: The stamen is the male reproductive organ. Several stamens surround the pistil. They resemble cattails and consist of two parts:

Anther: The anther sits on top of the stamen and holds grains of pollen. The pollen will be dispersed by wind or carried to the stigma by birds and insects, the pollinators.

Filament: The filament holds the anther in an upright position so that the pollen can be easily scattered.

reprodUCTIoN IN proCess

If successful, the ovule develops in to a seed. As the plant completes its life cycle, it drops the seeds or the wind scatters them. In fruit-bearing plants, the ovary turns into a fruit. Once ripe, the fruit will be eaten by animals, including the seeds. The seeds survive the digestion process and end up in the animal’s droppings on top of the soil.

Another plant begins to grow and the life cycle starts all over again. When a plant

produces new individuals or offspring, that’s reproduction.

The ovule develops into a seed and the ovary into a fruit. Once ripe, the fruit will be eaten by animals, including the seeds. The seeds survive the digestion process and

end up in animal droppings on top of the soil. Another plant begins to grow

and the life cycle starts all over again.

pollinators living organisms that transfer pollenpistil contains the female reproductive part of the flowerovary located at the base of the pistil and contains the eggsstamen the male reproductive organ in a plantpetals leaves surrounding the pistil and stamen

anther sits on top of the stamen and holds grains of pollen

sepals small green leaf structures at the base of the flower

nectar a sweet liquid made by flowers that insects and some birds like as food, and bees collect for making honey

fertilization sexual reproduction; when the male sperm from the pollen grain and the female egg from the ovary join

angiosperm a flowering plant with seeds enclosed in a fruit such as an apple

reproduction the production of offspring by an organism


flower powerLife CyCLes, RepRoduCtion & HeRedity

Aclass

assignment

LS 2.6.5 Model and explain the function of plant organs: leaves, roots, stems, flowers.

1. Define the term angiosperm.

2. Complete the diagram by labeling all flower parts:

Take it HomeGarden and yard work will

keep you active. While you’re at it, smell the roses and remember

that flowers are not only beautiful; they play an essential role in plant

reproduction. Do 30 minutes of yard work today.



Aclass

assignment

answer key

1. Define the term angiosperm.A flowering plant


.



Bclass

assignment

LS 2.6.5 Model and explain the function of plant organs: leaves, roots, stems, flowers. LS 2.7.5 Compare and contrast vertebrate systems and plant organ systems.


2. Which edible plant parts do you eat at home? List five vegetables you ate today and identify them as a plant’s root, stem, leaf or flower.

veGeTabLe parT oF pLaNT

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________

Take it HomeGarden and yard work will

keep you active. While you’re at it, smell the roses and remember

that flowers are not only beautiful; they play an essential role in plant

reproduction. Do 30 minutes of yard work today.



Bclass

assignment

answer key


2. Which edible plant parts do you eat at home? List five vegetables you ate today and identify them as a plant’s root, stem, leaf or flower.Answers will vary.



Cclass

assignment

LS 2.6.5 Model and explain the function of plant organs: leaves, roots, stems, flowers. LS 2.7.5 Compare and contrast vertebrate systems and plant organ systems.


2. Which edible plant parts do you eat at home? List five vegetables you ate today and identify them as a plant’s root, stem, leaf or flower.

veGeTabLe parT oF pLaNT

▲s 1.

▲s 2.

▲s 3.

▲s 4.

▲s 5.


3. What are the three parts of the pistil?

1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

4. What are the two parts of the stamen?

1. ________________________________________________________

2. ________________________________________________________

flower power s▲ class assignment C s page 2 of 2



Cclass

assignment

answer key


2. Which edible plant parts do you eat at home? List five vegetables you ate today and identify them as a plant’s root, stem, leaf or flower.Answers will vary.

3. What are the three parts of the pistil? 1. Stigma

2. Style

3. Ovary

4. What are the two parts of the stamen?1. Anther

2. Filament

ower power - arkansas children's hospital · sobjectives the students will learn: objective #1...

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