STRUCTURES OF LIFE
SPRING
Curriculum Guide for Learning on the Greenway
Grades 3-4
Time
45 mins
When to Go Out
Late May and June are good times to investigate how flower attract pollinators because flowers are in full bloom.
Learning Objective
1. Students will be able to describe how flowers attract pollinators through their use of colorful petals,
fragrance, and landing surfaces.
Life Science (Biology) Standards Met
Grades 3-5
Structures and Functions
2. Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production,
support, water transport, reproduction, growth and reproduction.
Materials
For each student
Diagram, Student Sheet, clipboard and pencil
For each group of 2-3 students
Magnifying glass
For the teacher
Extra pencils and magnifying glasses
Getting Ready
Schedule the Field Trip
Scout public transportation to and from park if possible. With advance notice, teachers can get free passes through
MBTA Revenue Department by filling out School/Group Trip Information Form. If you cannot take public
transportation and cannot get a bus through the school, contact [email protected]
Site
Choose a site that provides a variety of flowers in bloom. Options include Wharf District, Fort Point Channel, Dewey
Square, and Chinatown parks. See plant lists of each location. It is recommended that the teacher take a pre-trip
visit to select a site that provides the appropriate flowers. This activity was piloted successfully in Fort Point Channel
North located across from the Intercontinental Hotel. You can see maps of the Greenway on our website:
http://www.rosekennedygreenway.org/visit/greenway-info/maps/.
Safety
The flowers will attract pollinators such as butterflies, bees, and wasps. Students should be mindful of their own
safety as well as the well-being of the pollinators (after all, they play an important role in new life!). Remind students
to stay calm and not wave their hands or run when they encounter bees.
Conservation
Remind students that the flowers are part of the Rose Fitzgerald Kennedy Greenway and are there for everyone to
enjoy. Students should take care not to destroy the flowers or the surrounding environment during their
investigations.
STRUCTURES OF LIFE
SPRING
Curriculum Guide for Learning on the Greenway
Grades 3-4
Guiding the Investigation
1.
Select an opened, easy to see flower or use the diagram to point out some major parts of a flower:

Petal: brightly colored and sweet smelling part of the flower;

Pistil (the female part): a large center stalk, often shaped like a water bottle;

Stigma: the sticky tip on top of the pistil.

Stamen (the male part): the tall, thin stalk with a knobbed tip holding the pollens.
2.
Discuss pollination:

Pollinators: Different flowers have evolved to attract different
kind of pollinators. Ask students to name some common pollinators such as bees, butterflies,
and wind. Other insects such as moths, ants, and beetles; birds such as hummingbirds; and
even mammals such as bats help pollinate flowers. Bees have pollen sacs on their legs to carry
pollen and their mouths to eat nectar. Butterflies use their proboscises (long tongues) to drink
the nectar.

Pollination: As the pollinators feed on the pollens or the nectar, they brush some pollen onto
their bodies. They then carry the pollen from one flower to another. Once a pollen grain is
carried to the pistil of another flower, pollination occurred.
3.
Students will pretend they are pollinators such as butterflies or bees. Visit at least three different kinds
of flowers to find out what the flowers do to attract their attention.
4.
Introduce the student sheet. Tell student that they need to record their observations of one flower.
Allow time for the students to select one particular flower to draw and write about how the flower has
attracted the pollinators.
5.
Leave time for students to discuss their results. Ask students to think about the purpose of flowers and
why they are so colorful.
a.
b.
c.
Though many people enjoyed looking at flowers, the reason for a flower is reproduction.
Brightly colored flowers evolved over time to attract pollinators.
Some flower petals have lines or markings called nectar guides to help lead the insects to the
center where the nectar and pollen are.
STRUCTURES OF LIFE
SPRING
Curriculum Guide for Learning on the Greenway
Grades 3-4
Stigma
Stamen
Petal
Sepal
Flower stalk
Flower part
Part function
Petal
Petals are used to attract insects into the flower. They may have nectar guides on
them and be scented.
Stigma
Is covered in a sticky substance that the pollen grains will adhere to.
Style
The style holds up the stigma. It varies in length.
Ovary
This protects the ovule and once fertilization has taken place it will become the
fruit.
Ovule
The ovule is like the egg in animals and once fertilization has taken place it will
become the seed.
Receptacle
This is the flower's attachment to the stalk.
Flower stalk
Gives support to the flower and elevates the flower for the insects.
Sepal
Sepals protect the flower when it was 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.
Flower diagram adapted from www.andromeda.cavehill.uwi.edu
Flower parts table adapted from www.naturegrid.org.uk
STRUCTURES OF LIFE
SPRING
Curriculum Guide for Learning on the Greenway
Grades 3-4
How Flowers Attract Pollinators
Name _________________________
1. Pretend you are one of these pollinators. (Circle one)
A butterfly
A bee
A moth
2. Describe how your flower looks. (What color(s); Number of petals; Number of stamens; What color are
the pollen?)
3. Describe how your flower smells. (Sweet; Pleasant or unpleasant; What does the smell remind you of?)
4. Describe how you can land on your flower. (Is the flower strong enough to support you? Is the center of
the flower opened up for easy access? Can the flower support more than one pollinator?)
5. Draw your flower here: