Can you see the difference between wind
pollinated and insect pollinated flowers?
Age of Students
10 – 14 years
Duration
1 hour
Summary
Pollination is a very effective factor in the evolution of plants and thereby an important cause
of biodiversity.
When discovering the different ways in which indigenous plants are pollinated, insect and
wind pollination will be the first items to be discussed. By observing flowers (either living or
in images), children can make hypotheses on whether the flowers are wind or insect
pollinated. This is an ideal starting point to discover features of wind and insect pollinated
plants.
Learning outcomes
-
Students know that most indigenous plants are pollinated either by the wind or by
insects.
Students can recognize a particular plant part as a flower (including cases where it
doesn’t look like a ‘classical flower’ e.g. a catkin).
Students can describe the function of flowers in reproduction.
Students are able to carefully observe various kinds of flowers.
Students can describe the visual differences between insect and wind pollinated
flowers.
Curriculum links
Primary school, 3rd grade (10-12 year old):
1. Students can observe using all their senses and can document their observations in a
systematic way.
2. Students can, under guidance, test a hypothesis by investigating an observed natural
phenomenon.
3. Students can discover similarities and dissimilarities in organisms or materials and
classify them by using at least one criterion.
4. Students can illustrate that organisms are adapted to their environment.
Secondary school, 1st grade (12-14 year old):
1. Students can explain the functions of the following parts of plants: root, stem, leaf,
and flower.
2. Students can illustrate with examples that organisms are adapted to their
environment.
3. Students are able to carry out scientific research under guidance:
a. Formulate a hypothesis, related to question for investigation.
b. Collect and organise data, in order to classify, determine or come to a
conclusion.
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Lesson outline
Introduction
This activity is ideally introduced through a walk in nature or in a park, preferably in late
winter and spring (to observe flowering trees) or spring and summer (to observe flowering
herbaceous plants).
Ask the children to observe flowers. If possible, they may collect flowers. If it is not possible
to collect flowers, provide pictures of plants flowering in this season or let the children take
photographs of them or accurately draw them .
Discuss the following questions with the whole group:
 Can you explain what pollination is?
 Do you know how plants are pollinated?
 Do all plants have flowers? Do all trees have flowers?
Next, introduce the students to two symbols: one representing wind pollination and one
representing insect pollination.
This activity is guided by the teacher.
Main activity
Divide the class into smaller groups of about 4 participants.
Give each group several of the flowers that were collected or the photographs of observed
flowers.
Ask each group to discuss how they think each flower was pollinated. When the group has
decided, the flower (or image) is classified under one of the two symbols (insect or wind).
This is an open activity without any interaction from the teacher.
The activity can be extended by letting the students research (using books or on line
resources) the names of the collected plants and the method of pollination.
Plenary
The results of this classification activity are presented by each group, giving evidence for
their classification, and results are discussed in a plenary session.



Did all children have the same results?
What errors were made and why?
What can the students articulate about the features of wind versus insect pollinated
plants?
Assessment
To assess the knowledge, following techniques can be used:
1. Let the children make a concept map about the features of wind versus insect
pollinated plants.
2. Give each group a ‘new’ flower and observe if they can tell how it is pollinated ; check
to see whether they use appropriate arguments to defend their opinion.
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Background information
Some features of insect pollinated flowers:


Flower features that attract insects:
o Large, brightly colored petals. Attention: some flowers that don’t look colorful
to us do so to insects. That’s because insects can see ultraviolet light.
o Guide lines for insects to see where the nectoar is
o A sweet scent.
Usually a short stamen, with anthers firmly attached inside the flowers. Sticky pollen
grains that cling to the insect’s body. A sticky stigma, so the pollen grains remains in
place.
Some features of wind pollinated flowers:



Small and inconspicuous. Sometimes green or brown in color.
They have no scent or nectaries (e.g. flowers of grass plants).
The stamen usually has long filaments, with anthers that hang outside the flower. The
stigma is large, branched and feathery. Pollen grains are produced in large amounts
and are often smooth and light so that they can be carried away by the gentlest of
wind currents.
Wind pollination is typical for grasses, gymnosperms that produce cones and many shrubs
and trees that flower in winter and early spring.
Resources
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List of herbaceous flowers to classify.
Horse Chestnut
Apple
Oak
Common or Black Alder
Hazel
Lime
5
Sweet Chestnut
Willow
Silver Birch
Common Hornbeam
Wild Cherry
Hybrid Black Poplar
6
Ash
Wych Elm
Norway Spruce
Common Beech
Pollination vector:
:
Wind
(11)
Common alder, hazel, oak, sweet chestnut, hornbeam, silver birch, hybrid black
poplar, ash, beech, Norway spruce, wych elm,
Insect: (5)
Horse chestnut ,apple , lime, willow, wild cherry,
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List of tree flowers to classify.
Greater Plantain
Ragweed
Mugwort
Crested Dog’s-tail
Cornflower
Rosebay Willowherb
8
Rape
Bindweed
Helenium/
Sneezeweed
White Melilot
Heather
Ox-Eye Daisy
9
Timothy Grass
Purple Loosestrife
Dog Rose
Marjoram
Pollination vector:
Wind: (4)
Greater Plantain, Ragweed, Mugwort, Timothy grass
Insect: (12)
Crested Dog’s-tail, Rape, Cornflower, Rosebay Willowherb, White Melilot, Bindweed,
Heather, Helenium/ Sneezeweed, Ox-eye daisy, Purple Loosestrife, Dog Rose,
Marjoram
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