Lesson Plan for Educators Using Harris Nature Center
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
Short Description of
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.
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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Lesson Plan for Educators Using Harris Nature Center
Lesson Objectives
Michigan Curriculum
Framework
Benchmarks &
Standards
Grade Level Content
Expectations
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.
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.
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.
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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Lesson Plan for Educators Using Harris Nature Center
Materials and Logistics for the Lesson
Materials
Needed
Length of
Lesson
(minutes)
References
used to
develop
this lesson
Pencil, coloring utensils, safety scissors, arts & crafts material, hand
lenses, clipboards, plastic knives
3 hours
http://upload.wikimedia.org/wikipedia/commons/7/76/Flower_cut_clipart.gif
http://www.mpes.org/grade2/welch/labpartsofaplant_files/image008.gif
http://www.naturegrid.org.uk/gca/flowerparts.html
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.
Vocabulary
words &
definitions
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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Lesson Plan for Educators Using Harris Nature Center
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?”
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.
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!”
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.)
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
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!”
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Lesson Plan for Educators Using Harris Nature Center
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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Lesson Plan for Educators Using Harris Nature Center
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.”
30 min
10. “Great job everyone!”
Flower dissection
Students should be listening attentively
at all steps.
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!
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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Lesson Plan for Educators Using Harris Nature Center
45 min
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.
“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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Lesson Plan for Educators Using Harris Nature Center
20 min
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.
“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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Lesson Plan for Educators Using Harris Nature Center
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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Lesson Plan for Educators Using Harris Nature Center
15-20
min
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.
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 Lesson
Student 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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Lesson Plan for Educators Using Harris Nature Center
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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Lesson Plan for Educators Using Harris Nature Center
Color and Label
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Lesson Plan for Educators Using Harris Nature Center
Flower
Color of petals
Smell of flower
Possible pollinators
1.
2.
3.
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Lesson Plan for Educators Using Harris Nature Center
Wind Bats Color Green, brown, no color, no petals White, green or purple Odor None Strong smell Bees Beetles Birds Butterflies Flies Moths Bright white, White or yellow, or green blue Orange, red or white Red or purple Brown or purple Red, purple, pink or white Non Light fresh smell Stinky Strong sweet smell Fresh light smell None to strong fruity smell 14
Lesson Plan for Educators Using Harris Nature Center
Quiz
Name: 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 part
1. Pistil
2. Stamen
3. Sepal
4. Stem
5. Style
15