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Flower Power (K-2nd) | Series 8, Lesson #2

Flower Power

Key Topics/Vocabulary: Plant Anatomy, Pollen, Pollinators, Nectar, Insects

Grade Level: K-2nd

Click here for #8 Series Description

Science Framework

Spanish Lesson Plan


Lesson Bridge

Connect this lesson (2) to Getting Micro with Climate (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 parts of flowers through dissection. They will explore how the structures of different flowers are beneficial to a variety of different pollinators and will begin to understand how flowers and animals have coevolved. Students will also role-play flowers and pollinators and find their perfect match. Overall, students will understand how human survival is connected to pollinators through the food system!

Suggested Activities & Learning Objectives by Grade:

Essential Question(s) that Connect CCCs and SEPs:

Vocabulary:

Plant Anatomy-The different parts of a flower

Pollen- A fine powder plants make, it helps to make new flowers grow

Pollinators - Birds and bugs that bring pollen from one flower to another

Nectar- The sweet liquid a flower makes to attract insects and birds

Insects- A small animal whose body is divided into three parts

Materials:

Prep:

Activity Procedure:

Engage:

Are flowers important? Yes! They make fruit for us to eat and also make seeds. Without flowers, there would be no farms and no people! Do you know who else is important? Bugs such as bees and butterflies because they make it possible for flowers to grow!

Explore:

Let’s take a couple minutes to see if we can find some bugs/insects that might be pollinators!

Explain:

Bugs that help flowers grow are called pollinators. Pollen is a powder on plants, and when bugs come to drink nectar, a sweet, tasty syrup in the flowers, they move pollen from one flower to another, making more flowers! Today, we are going to pretend to be bugs. Refer to the following chart and choose a few bugs to act out with the kids. For example, you can say, “Let’s pretend to be honey bees. Honey bees like bright yellow or blue flowers.” Then, buzz around the garden with the kids to find those flowers. Next, you could say “Let’s pretend to be Hummingbirds. How does a hummingbird move? Hummingbirds like long red flowers that they can stick their long beaks into.” Use the chart below to guide you

Pollinator        

Type of Flower Preferred

Beetle        

Small white or light green flowers that hang down near the ground

Honeybee

Flowers with sweet smells and showy, bright petals, often blue or yellow

Fly

Reddish flowers that smell like rotten meat

Butterfly

Bright-colored, sweet-smelling flowers that they can land on

Bat

Large sweet-smelling, white flowers that bloom at night

Hummingbird        

Bright red or yellow flowers with long tubelike shape and very little scent

Moth                

White or yellow flowers with sweet smell

Pollination is happening all of the time in the garden. We learned a little about nectar, but it’s the petals that help the different bugs find how they can get to the nectar they like to eat. Some bugs like certain colored or shaped flowers.

Thumbs up/down: Do you remember what color and shape of flower hummingbirds like?

Take this opportunity to define the rest of the vocabulary terms.

Action: Flower Anatomy

  1. Review your Garden Agreements.
  2. Give students a few minutes to gather flowers from the garden.
  3. Gather back in your outdoor classroom and show students how to pull their flower petals apart carefully. Encourage the group to rub the petals between their fingers. Do their fingertips turn a different color?
  4. Together, identify the different parts of the flower. You can draw an example flower on the board and identify the petals, seeds, stems, leaves, and roots.
  5. Next, see if they can find where the pollen and nectar live on the flower. Brush their fingers on the pollen. Does it come off? This is what happens when bees and other bugs look for nectar!
  6. When the activity is complete, you can collect the remains of the flowers and add them to the compost.

Reflect:

All the parts of a flower are important just like all of our body parts are important. What was your flower like? Did it have a nice smell? Was it brightly colored? What kind of pollinator would like it? What do you think would happen if there were less flowers and pollinators in the world?

Extension Activities:

Gardens Change Lives!                                                          Page  of 5