Flower Power

Key Topics: Plant Anatomy, Stamen, Pistil, Ovary, Sepal, Pollination, Adaptation, Coevolution

Grade Level: 3rd-6th

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Science Framework

Spanish Lesson Plan

Lesson Video

Lesson Bridge

Connect this lesson (2) to Seasons in Our Garden (1) by having students recall how different plants and animals are adapted to different climates. We will discuss the function of flowers and learn that although many are adapted for different climates, they all have some parts in common to help them survive and thrive.

Lesson Overview:  

In this lesson students will learn about the function of flowers and flower anatomy through dissection and observation with magnifying glasses.

Learning Objectives by Grade:

• 4-LS1-1 What are the internal and external structures of plants that support reproduction?

Essential Question(s) that Connect CCCs and SEPs:

• What are the different parts of a flower and how do these parts function to help the flowers grow? (Structure & Function; Obtaining, Evaluating, & Communicating Information).
• What flower structures help attract bees and other pollinators? (Structure & Function; Obtaining, Evaluating, & Communicating Information).
• Does the size of a flower have to do with the size of the animal that pollinates it? (Scale; Engage in Argument from Evidence).

Vocabulary:

Plant Anatomy- The different parts of a flower

Stamen- The part of the flower that produces the pollen

Pistil- The part in the very center of the flower that collects pollen from a pollinator and makes a seed

Ovary- The part of the pistil at the very bottom where the seed is created when the pollen is received

Sepal- The very base of the flower, it is shaped like a leaf

Pollination- Plants and animals helping plants to reproduce by moving pollen from one flower to another

Adaptation- When plants or animals learn and change to survive in their environment

Coevolution- When plants and animals evolve in a way that if good for one another

Materials:

• Paper
• Colored Pencils and regular pencils.
• Clipboards
• Flower specimens with pronounced male and female parts (ideally those found in the garden)
• Magnifying glasses
• Different Climates, Different Habitats Series Garden Journal (optional)

Prep:

• Make sure your garden has a good selection of flowers. If necessary, bring some to the school from elsewhere to provide good examples of different flower shapes and types.
• Reserve clipboards from the school and put the paper into them beforehand.
• Sharpen pencils.
• Lesson Photos

Activity Procedure:

Engage:

Do you think flowers are important? What do plants make after flies die? (“seeds”). That’s right, in the process of turning into seeds flowers die. Do any of you know what a flower needs in order to make seeds? (“Pollen from another flower”).

Explore:

Invite the students to explore the flowers in the garden with magnifying glasses observing their different parts and noting the diversity of flowers.

Think, Pair, Share: What did you notice about the flowers when you looked up close at them with the magnifying glasses?

Explain:

 To understand more about how flowers make seeds, let’s look at flower anatomy! On the board draw a flower and label the different Structures and Functions. Explain that some flowers such as sunflowers and daisies are called composites and are actually a lot of tiny flowers. Take this opportunity to define the rest of the vocabulary terms.

Action: Flower Anatomy

1. Review your Garden Agreements
2. Have students gather flowers from the garden.
3. Hand out pencils, clipboards and paper to each and have colored pencils at hand.
4. Have students put their names on their paper and draw their flowers. Instruct the class to identify and label as many flower parts as they are able to.
5. Go around to students individually and help them identify the parts correctly and title their paper with the correct name of the flower.
6. Once finished with the anatomy, they can color their flowers in!

Reflect:

What kind of flower did you find? Have students volunteer to share their drawings with the class. Was it easy to find the stamen on your flower? What about the ovaries? What else did you notice about your flower? What sort of animal would like to pollinate your flower based on its color, shape, and smell? What do you think would happen if there were less flowers and pollinators in the world?

Extension Activities:

• Pollinator Matching Game
• Go outdoors with students and sit quietly near some flowers. Watch carefully. What pollinators do you observe? How long does a pollinator stay on each flower?

• Classes can adopt a space in the garden (bed, row) and plant a pollinator garden.

• Have students in the Garden Club or Green Team pick flowers, herbs, and greens to make a bouquet for the teachers you work with! It is such a positive way to give, create joy, and remind them of the beauty of engaging outdoors. Our teachers need a reminder of how appreciated they are and spreading joy is never a waste of time to create abundance and gratitude in our social system.

• Monarch and Milkweed Informational Guide