Flower Power

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

Grade Level: K-2nd

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Science Framework

Spanish Lesson Plan

Lesson Video

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 function of flowers and flower anatomy through dissection and observation with magnifying glasses.

Suggested Activities & 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 the 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

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:

• Flower specimens with pronounced male and female parts(ideally those found in the garden).

• 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 some good examples of different flower shapes and types.
• 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.

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:

• Pollinator Matching Game
• Flower Power Worksheet
• 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?

• The class 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.
• Make flower bracelets! Connect painter’s tape inside out around the wrist and have students wander around the garden to find flowers to stick onto their bracelets.
• Monarch and Milkweed Informational Guide