Lesson Plan for Educators Using Harris Nature Center

LESSON PLAN TITLE:

Plants & Pollinators

Author of Erica Brown

Lesson Plan browne47@msu.edu
and email
address
Date 12-1-2009

Grade Level(s) 2-5

Subject(s) Science
Petals, sepal, pistil, stigma, style, ovary, stamen, anther, filament,
Key words
stem

Lesson Background
Understanding plant structures and functions is the basis
of learning that flowering plants produce fruits. Those fruits
are used by animals of all kinds. Humans use the fruits from
many flowering plants to obtain nutrients needed to promote
Big Ideas & Themes healthy living. Due to urban and suburban sprawl pollinator
for Lesson populations have decreased. Knowing the roles that these
organisms have in pollination and humanity is key to
increasing populations of those organisms. To help pollinators
survive on earth, it is essential to know human impacts on the
pollinators and the consequences of the impacts.
Teachers can begin by giving each student the
“Flowering Plant Parts” definition sheet and review the term
and functions with the students. When this is done the teacher
will give each student a copy of the “Color and Label
worksheet”. The students will color the picture and label the
plant parts according to its given number. The teacher may
Short Description of then provide each student with a large flower (i.e. large lily) to
Lesson dissect. The teacher should walk through the dissection with
the students ensuring that everyone finds and identifies the
structures. Plastic knives and hand lenses are required for this
assignment. Next, the teacher will engage in a dialogue with
students. During this time human and pollinator impacts
should be discussed. The teacher will then cover the “What
pollinators like!” worksheet provided. The teacher will then pair
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Lesson Plan for Educators Using Harris Nature Center

or triple the students and give each student a copy of the

“What’s that flower & who pollinates it?!” worksheet and
dichotomous keys provided in the guide. He/She will then
instruct the students to go outside and complete the
worksheet. The next assignment the student will be asked to
create a flower and a pollinator that will love the flower. Before
the last assessment the teacher will review the key parts of
the plant structure and function. The final assessment will be a
ten question quiz on flower structures and functions.
All students will be able to:
• Identify and describe anatomical structures of flowering
plants.
• Distinguish possible pollinators for different flowering
plant at Harris Nature Center.
Lesson Objectives
• Elaborate on pollinators and the impacts they have on
the environment.
• Describe, understand and label key plant parts by
creating a drawing and writing their thoughts about
flowers and pollinators in a journal.
Science (LO) III.2.2 Compare and contrast (K-12) or classify
Michigan Curriculum (3-5) familiar organisms on the basis of observable physical
Framework characteristics.
Benchmarks & Science (LO) III.2.5 Explain functions of selected seed plant
Standards parts.

S.IA.02.12 Share ideas about science through purposeful

conversation.
L.OL.03.31 Describe the function of the following parts: flower,
stem, root, leaf.
Grade Level Content
S.IA.04.11 Summarize information from charts and graphs to
Expectations
answer scientific questions.
L.OL.05.41 Identify the general purpose of selected animal
systems (digestive, circulatory, respiratory, skeletal, muscular,
nervous, excretory, and reproductive.)
Additional Information
about Lesson

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Lesson Plan for Educators Using Harris Nature Center

Materials and Logistics for the Lesson

Materials Pencil, coloring utensils, safety scissors, arts & crafts material, hand
Needed lenses, clipboards, plastic knives
Length of 3 hours
Lesson
(minutes)
References http://upload.wikimedia.org/wikipedia/commons/7/76/Flower_cut_clipart.gif
used to http://www.mpes.org/grade2/welch/labpartsofaplant_files/image008.gif
develop http://www.naturegrid.org.uk/gca/flowerparts.html
this lesson
Petals: Are used to attract insects into the flower, they may be scented.

Sepal: The sepals protect the flower when it begins to grow.

Pistil: This is the flower part in the middle of the flower. The word pistil is
used when the stigma, style and ovary are talked about together.

Stigma: This is the top of the pistil. It has a clear sticky stuff on it so that
pollen can stick to it. When the pollen lands on the stigma it goes down to
the ovary.

Style: The style is the “stem” of the stigma. The pollen moves down
through the inside of the style to the ovary.
Vocabulary
words &
Ovary: This is where the flower’s eggs are. When the pollen reaches the
definitions
ovary the seeds begin to become fruits.

Stamen: Stamen is the word used when the anther and filament are
talked about together.

Anther: This is where the pollen is held. There are thousands of pollen on
each anther!

Filament: The term is the “stem” of the anther.

Stem: This is that part of the flower that holds the flower up tall and high
so that insects can find it!

THE LESSON -- Details

Length
of What do you say? What do you and the learners do?
Time

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Lesson Plan for Educators Using Harris Nature Center

5 min Warm Up 1. Students should raise hands

1.“With a show of hands, can I see who
in her really likes flowers?!, Today we
will be learning about flowers and
pollinators.”
2a. “Can anyone tell me what a
pollinator is?”
2a. Student(s) that know what a
pollinator is should raise a hand to
respond.
2b. If no student responds the teacher
will give an example of a pollinator and
what humans gain from it.

2b. “ A pollinator is a animal or bug that

takes pollen from one flower and takes
it to another so the the flowers can
become fruits such a strawberries! We
One example of a pollinator is a bee.
What do get from bees? Honey, that is
right! Great job!”

10 min “Flowering Plant Parts” sheet 1. N/A

1. “I’m about to pass out a 2. A student(s) should raise hand
definition sheet. This sheet to volunteer.
will tell us about all of the 2b. No students raise hands.
important parts to a flower 3. If student(s) do not see the
used in pollination.” (Hand out structure of the flower he/she
“Flowering Plant Parts” sheet) should be asking neighbor. If
2. “Can I have a volunteer read that does not help that
the first definition” (call on a student(s) should raise their
student to read, if more than hand.
one raises his/her hand the 4. N/A
teacher should give each
student that raised a hand a
definition to read out loud to
class.)
2b. “Okay, I will call on someone to
read. “Student” can you read the first
definition?” (The teacher should ask
for a volunteer again and repeat
steps 2 or 2b.)

3. (After each definition) “Does

everyone see this part on the
picture? If you do not see the
part or structure ask your
neighbor to help you find it. If
you still can’t find it please
raise your hand and I will
come show you.”
4. “Great job class!”

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Lesson Plan for Educators Using Harris Nature Center
25 min Color and Label worksheet
1. “Now that we know the parts,
I am going to hand out a
sheet for you to color and
label the plant parts we just
read about. There are
crayons and/or coloring
pencils buckets for each
table. Decide you will come
and the crayons and/or
coloring pencils. Once you
get your bucket please go
back to table and be seated.
Once your table has your
coloring utensils and coloring
sheets, do NOT start yet.
Please wait to get further
directions. While you all do
that, I will hand out the
coloring sheets”
2. “If you do not have a sheet
please raise your hand?”
3. “ If each of you look at the
sheet each plant part should
have a number next to it. With
a dark crayon or pencil make
the numbers match with the
parts. We will do the first one
together. Number one is a
petal. Now find a petal on the
picture and write the number
one on the petal. You can
also draw a line to the petal
and place your number next
to the line. I will draw it on the
board for you.”
4. “Do this with each plant part,
please number all of your
parts first and then color. It is
okay if you do not finish
coloring. (optional)You can
take it home for homework
and return it tomorrow.”
5. “You all can start now”
6. “You all have 5 minutes left,
please do not rush.”
1. The students should be deciding
who will get the coloring
utensils. After deciding one
learner should go and get the
coloring utensils for his/her
table. The student shall then
return to the table and be
seated.
2. Students without a sheet should
raise his/her hand. If all students
have a sheet no hands should
be raised.
3. Each student should be listening
attentively.
4. N/A
5. N/A
6. N/A
7. N/A
8. Students should be placing all
utensils back in their respective
places.
9a. Students that are finished
should be placing finished sheets in
the center of the table. Those that
are not finished should leave them
at their desks.
9b. All students should place sheets
in the center of the table.
10.N/A
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Lesson Plan for Educators Using Harris Nature Center

7. “Two minutes!”
8. “Please put all of your
coloring utensils back in the
box”
9a. “If you are not finished just
place the sheet to the side so we
can start the next activity. If you
are finished please place your
sheet in the middle of the table.”
9b. “Please place all of the
sheets in the center of the table.”

10. “Great job everyone!”

30 min Flower dissection Students should be listening attentively
at all steps.
1. “Today we will be dissecting a
flower. We will find all of the
plant parts we have been
discussing.”Give each student
a large flower.
Steps
1. “First carefully use the plastic
knife and cut down the
center of the flower.”
2. Observe all of the structures.
Have the children tape the
structures to a sheet of
paper and label the
structures.
2. This assignment can be
turned in for credit or used to
study for homework. Monitor
everyone!

25 min Human and Pollinator Impacts 1.N/A

dialogue 2. The students should be thinking
1. “Class let’s talk pollinator’s! critically and responding. They may ask
Remember I told you that a questions.
bee is a pollinator; from the
bee we get honey. The
flowers give bees nectar.”
2. The teacher should go
through each pollinator with
the students. Go through
scenarios of human impact

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Lesson Plan for Educators Using Harris Nature Center

such a building a store where

butterflies would go to get
nectar from certain flowers.
Dialogue with the students by
asking them what they think
and why about anything
brought up during this time.
45 min “What’s that flower & who pollinates 1. N/A
it?”(Dichotomous key lesson should 2. N/A
be taught before this lesson) 3. Student should be observing the
1. “Right now I am handing out sheet and listening attentively.
two sheets of paper. The top 4. Students should get their
sheet is a chart that we will do belongings wait for further
later on, the second is a chart instructions. Once instructed
that tells us about different students should then go outside
pollinators and what flower and wait for further instructions.
colors they love and what
smells of a flower that they
love. It is such a nice day
outside everyone! What do
you all think?!Today we will
go outside and do this
activity. So everyone should
listen very carefully! I will
divide you all into groups.
Then we will go outside and
complete the chart. First, let’s
go through the charts.”
2. “Now flip to the second page.”
Read the chart together as
class. The teacher may select
volunteers or select students
randomly to read out loud to
the class.
3. “Now flip back to the first
page. Can every one please
write your name and name on
the sheet? Listen very
carefully; if you look in the
first column you see the word
flower. In this column there is
the word flower. Here you will
write the name of the flower
you will find. To find the name
of the flower you will use the
dichomotomous keys I’m

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Lesson Plan for Educators Using Harris Nature Center

going to give you. In the

second column write down
the color of the flower’s
petals. In the third column you
will write down the smell of
the flower. Each person in
group should smell the flower
and you all should decide
together what smell to put
down. The smell should be
strong, light, fruity, sweet, or
stinky!!! The different smells
are on the “what pollinators
like!” sheet. In the last column
you go back to the “what
pollinators like sheet and
decide what are the different
pollinators may like your
flower. Put down all of the
possible pollinators because
there can be more than one. I
will give everyone a clipboard
for your sheets of paper.”Put
the students in groups of two
or three. Remind them to stay
with their group members at
all times!
4. “Let’s get our coats and go
outside.” Remind the students
of the rules outside.”
5. This assignment can be
modified. The students can
be split into groups, one
student be the recorder, one
with the dichotomous keys
and another with the “what
pollinators like!” sheet.
Students should still work
collectively and put their
names on the “What’s that
flower& who pollinates it?!”
sheet.
20 min “My flower is called…” Journal Entry 1. Students should be listening
1. “Since we are experts on attentively.
plant structures and 2. Students should open their
pollinators, you now get to journals and begin to work.

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Lesson Plan for Educators Using Harris Nature Center

create a flower and pollinator

of your own! In your journals,
create a flower and labels its
key parts that we have been
talking about. We will label
the petals, sepals, pistil,
stigma, style, ovary, stamen,
anther, filament and stem.
Your pollinator must like your
flower! Also in your journals,
describe the pollinator’s name
and the smell of the flower.
You should also write down
where your flower is located it
can be a city, town, or under
a porch. The location and
pollinator should also match.
If my flower is under a porch
my pollinator should not be
like a bird, it should be like a
beetle. Beetles like white or
green flowers. My flower will
have a fruity smell because
that is what beetles like. You
may use the “What pollinators
like” table. If you do not have
please raise your hand so
that I can give you another
one.”
2. “Open and journals and have
fun!”
3. “If you finish early, you can
color your flower and
pollinator.”

20 min Plant part and function dialogue
1. “Since we are all experts on
plant structures and
pollinators, who can tell me
what a petal is? ...without
looking at the definition
sheet!”
2. The teacher should alternate
the plant parts and functions
as he/she asks the students
what they are. The teacher
1. The student(s) that know the
correct function of the given part
should raise their hand(s).
2. Students should be enjoying the
dialogue. They should not feel or
look intimidating by any of the
questions being asked.

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Lesson Plan for Educators Using Harris Nature Center

should also give a few

examples of false information
in question form. Example:
“Does the petals hold pollen?”
If wrong answers are given,
do not tell the student that
they are wrong. Politely
correct answer and telling the
student “that was an excellent
guess but…” or “that was a
great guess but who else can
tell me if petals hold pollen?”
The teacher should continue
to engage students in the
dialogue until all of the plant
structures and pollinators are
covered.
15-20 Quiz 1. Students should be listening
min 1. “I am handing everyone a attentively.
quiz. Make sure all of your 2. Students should start their
desks are clear. All you need quizzes”
is a pencil. I’m handing them
to you face down. Please
leave them face down until I
say you can begin.
Remember, it is a quiz so you
cannot ask your neighbor for
help. Everyone should get an
A++ because we are experts
on plant structures and
pollinators! If you finish early
you can just put your head
down or wait patiently for the
class to get finished.”
2. “You may now flip your
quizzes and begin.”

Ideas for Assessing Student Learning, or Extending/Adapting Lesson

Student Assessment
Label and color worksheet, Identification worksheet, multiple choice and label quiz,
creative flower and pollinator journal entry.
Extending or Adapting this Lesson (to different settings, different age groups, etc.)

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 Lesson Plan for Educators Using Harris Nature Center

Petals: Are used to attract insects into the flower, they may be scented.
Sepal: The sepals protect the flower when it begins to grow.
Pistil: This is the flower part in the middle of the flower. The word pistil is used when the
stigma, style and ovary are talked about together.
Stigma: This is the top of the pistil. It has a clear sticky stuff on it so that pollen can stick to it.
When the pollen lands on the stigma it goes down to the ovary.
Style: The style is the “stem” of the stigma. The pollen moves down through the inside of the
style to the ovary.
Ovary: This is where the flower’s eggs are. When the pollen reaches the ovary the seeds begin
to become fruits.
Stamen: Stamen is the word used when the anther and filament are talked about together.
Anther: This is where the pollen is held. There are thousands of pollen on each anther!
Filament: The is the “stem” of the anther.
Stem: This is that part of the flower that holds the flower up tall and high so that insects can
find it!

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 Lesson Plan for Educators Using Harris Nature Center

Color and Label

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Lesson Plan for Educators Using Harris Nature Center

Flower Color of petals Smell of flower Possible pollinators

1.

2.

3.

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Lesson Plan for Educators Using Harris Nature Center

Wind  Bats  Bees  Beetles  Birds  Butterflies  Flies  Moths 

Color  Green,  White,  Bright white,  White or  Orange, red  Red or  Brown  Red, 

brown,  green or  yellow, or  green  or white  purple  or  purple, 
no color,  purple  blue  purple  pink or 
no petals  white 

Odor  None  Strong  Fresh light  None to  Non  Light fresh  Stinky  Strong 

smell  smell  strong  smell  sweet 
fruity  smell 
smell 

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Lesson Plan for Educators Using Harris Nature Center

Quiz
Name:  Date:

1.What is the flower stem for?

2.Which part of the flower protects it when it begins to grow?

3.What does the anther hold?

4.What is the ovary?

5.What does the petals do?

Put a “X” on these five different plant part

1. Pistil
2. Stamen
3. Sepal
4. Stem
5. Style

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