Pollination Lesson
Author: Jenna Walsh
Date created: 06/01/2015 4:48 PM EDT ; Date modified: 06/01/2015 7:47 PM EDT
VITAL INFORMATION
Subject(s)
Science
Topic or Unit of Study
Pollination
Date and Time of Lesson
April 6 & 7, 2009
10­10:45
Grade/Level
Grade 3
Objective
Students will dissect lilies to explore the various structures that plants use for pollination. The students will identify the
parts of a flower and create a model of flower in pairs, including all named parts. The students will write about their
flower models.
Evaluation of Student
Learning
Students will be evaluated as they complete this lesson based on their groupwork and the written artifacts that they
produce. I will check in with groups as they work, both when dissecting and when creating their models to have them
verbally explain their thought process as they work.
Summary
This two day lesson has students first dissecting flowers and creating a poster with all the parts labeled and then using
this knowledge to create models of their own imagined flowers. Time Allotment
2 class periods. 45 Mins. per class.
IMPLEMENTATION
Learning Context
This two day lesson is in the beginning of a unit about plant life cycles and pollination. It follows lessons about plant life
cycles and is followed by a lesson on plant needs and seeds.
Universal Design for Learning
Both stages of this lesson are hands­on explorations of the structures of flowers. Information is presented visually (with
the handout and on the document camera during dissection), verbally (during dissection and in conversations with
groupmates), and kinetisthetically (with the dissection and the creation of the models). By varying the forms that
information is presented, students' various learning aptitudes can be tapped.
Additionally, students will work together. Group work will support students' mastery of the material.
Diversity Issues
Diversity issues for this particular lesson are related to ability ranges; see the above section for my plans.
Anticipatory Set
Before students arrive, the teacher will set the flowers at the front of the classroom in a vase so they are visible as the
students enter for class. When they are settled, the teacher will ask what they know about flowers. Any on­topic
comments should be accepted; comments related to plant life cycles should be present since it is the previous lesson.
Ask students what they think the flowers are for. The students will dissect the flowers to learn about the parts and
functions of each part.
Teach/Model (instruction)
Organize the students into small groups. I’ll have one member of each group come up and get a flower. As a class, we’ll
dissect the flowers. I’ll lead the class from the document camera. We’ll spend some time discussing parts of the flower.
I’ll point out the individual pieces and ask if the class knows the names/uses for them. Any misinformation or parts that
no one can identify I will explain. After we go over these, I’ll have a student hand out the flower part handouts for
reference.
The following parts/uses will be highlighted:
Petal Petals are used to attract insects into the flower, they may have guidelines on them and be scented.
Stigma Is covered in a sticky substance that the pollen grains will adhere to.
Style The style raises the stigma away from the Ovary to decrease the likelihood of pollen contamination. It varies in
length.
Ovary This protects the ovule and once fertilization has taken place it will become the fruit.
Flower stalk Gives support to the flower and elevates the flower for the insects.
Nectary This is where a sugary solution called nectar is held to attract insects.
Sepal Sepals protect the flower whilst the flower is developing from a bud.
Filament This is the stalk of the Anther.
Anther The Anthers contain pollen sacs. The sacs release pollen on to the outside of the anthers that brush against
insects on entering the flowers. The pollen once deposited on the insect is transferred to the stigma of another flower or
the same flower. The ovule is then able to be fertilized.
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The stigma, style, ovary, and ovule are often known collectively as the carpel or female parts of the flower.
The filament and the Anthers are collectively known as the Stamen or the male parts of the plant.
Attachments:
1. Parts of a Flower Handout.pdf
Guided Practice
Students will tape their flower parts to construction paper or poster board and label each of the parts. The groups will
do this together while the teacher checks in regularly.
Independent Practice
This is the start of Day 2. First, the whole class will review the parts of a flower that were discovered on the previous
day. The teacher will address any part(s) that caused confusion the previous day. Students will receive a handout with
all of the parts of a flower labeled to use during the independent practice project.
Students will work independently with their partner to create models of flowers like the one we dissected the previous
day. The teacher will give the directions verbally and in written form. The teacher will present example flowers and
explain how they were created. The teacher will check for understanding and then call the students to get materials a
few groups at a time.
While groups construct their models, the teacher will circulate, asking questions and making sure students are on task.
The teacher may also make suggestions to the students so their models work better for them.
After partners have finished their model, each student will write a little about their flower, filling out information on their
assignment sheet.
Attachments:
1. flower model handout.pdf
Closure
Students will share their flowers with their classmates, identifying parts and sharing some of what they wrote about
them.
MATERIALS AND RESOURCES
Instructional Materials
Day 1 Flowers (perfect flowers like lilies are best), paper towels, scissors, tape, construction paper or poster board, and
markers.
Day 2 Parts of a flower handout, document camera & projector, and materials to create flower models (paper, pipe
cleaners, beads, small plastic tubes or cups, etc.)
Parts of a flower handout:
Resources
Materials and resources:
http://tx.english­ch.com/teacher/bien/home/flower­facts­inside/
Technology resources:
Document camera with projector will make it much easier to display both dissection steps and models of flowers,
but it is not strictly necessary.
STANDARDS & ASSESSMENT
Standards
NY­ New York State Core Curriculum (updated)
Subject: Science
Grade Range: Elementary Science
Standard: STANDARD 4: The Living Environment Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and recognize the historical development of ideas in
science.
Key Idea: Key Idea 3: Individual organisms and species change over time.
Performance Indicator: PERFORMANCE INDICATOR 3.1 Describe how the structures of plants and animals
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complement the environment of the plant or animal.
Major Understanding: 3.1b Each plant has different structures that serve different functions in growth,
survival, and reproduction. roots help support the plant and take in water and nutrients; leaves help plants
utilize sunlight to make food for the plant; stems, stalks, trunks, and other similar structures provide; support
for the plant; some plants have flowers; flowers are reproductive structures of plants that produce fruit which
contains seeds • seeds contain stored food that aids in germination and the growth of young plants
Subject: English Language Arts (May 2005)
Grade: Grade 3
Content Area: Reading
Strand: GRADE­SPECIFIC PERFORMANCE INDICATORS
Standard: Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
Performance Indicator: Use opinions of teachers and classmates to evaluate personal interpretation of ideas
and information
Content Area: Writing
Strand: LITERACY COMPETENCIES
Area: Composition
Competency: Use grade­level vocabulary and sentence patterns in writing
Competency: Combine information from multiple sources when writing reports
Assessment/Rubrics
Day 1 Students will be assessed based on their parts of a flower posters. They should have every part of the flower
present and labeled correctly.
Day 2 Students will be assessed based on their models and how well they work together. Student performance is
optimal if students are cooperative and their models contain all the parts of a flower that we discussed in the correct
places. The writing piece will be assessed on creativity and completion. A perfect response would be well­thought
through, contain descriptive language and proper technical vocabulary.
Page 3 of 3
Petal Petals are used to attract insects into the flower, they may have guidelines on them and be
scented.
Stigma Is covered in a sticky substance that the pollen grains will adhere to.
Style The style raises the stigma away from the Ovary to decrease the likelihood of pollen
contamination. It varies in length.
Ovary This protects the ovule and once fertilization has taken place it will become the fruit.
Flower stalk Gives support to the flower and elevates the flower for the insects.
Nectary This is where a sugary solution called nectar is held to attract insects.
Sepal Sepals protect the flower whilst the flower is developing from a bud.
Filament This is the stalk of the Anther.
Anther The Anthers contain pollen sacs. The sacs release pollen on to the outside of the anthers
that brush against insects on entering the flowers. The pollen once deposited on the insect is
transferred to the stigma of another flower or the same flower. The ovule is then able to be
fertilized.
The stigma, style, ovary, and ovule are often known collectively as the carpel or female parts of
the flower.
The filament and the Anthers are collectively known as the Stamen or the male parts of the
plant.
Name:______________________________________________________
We’re making flowers! What will your flower look like? What colors will it be? Will there be guide
lines or spots on your petals? What shapes will the different parts be in? Why? Discuss your ideas
with your partner before you begin.
To make a model flower, you must first select your materials. Model flowers need all the parts that a
regular flower needs. Find something out of the flower box that has the sort of shape you want for each
of the following:
Receptacle
Stigma
Ovary
Anther
Style
Filament
First, the inside of the flower must be put together. Attach the style to the ovary and then carefully
attach the stigma to the top of that. Place the ovary inside the receptacle. Wedge your filaments around
the ovary in the receptacle and top each with an anther.
Now choose the colors for the petals and sepals. Pick a shape or multiple shapes and cut them out.
You might want to make the tops wider than the bottoms and the inside petals a different size from the
outside petals to make it easier to put together. Tape the petals onto the sides of the receptacle around
the inside of the flower. Tape the sepals on after that. You have a flower!
Now that you’ve made a flower, tell me about it. You can work with your partner, or you can work
independently.
Name of my flower:________________________________________________
The features of my flower:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Where my flower grows:___________________________________________________
What my flower needs:_____________________________________________________
How my flower is pollinated:________________________________________________
Uses of my flower:________________________________________________________