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This lesson provided by:
Author: Debra Spiller
System:Fayette County
School:Hubbertville School
Lesson Plan ID: 24127
Title:

Angiosperms - Plants With Flowers

Overview/Annotation:

By using a hands-on activity,the students will learn about the Life Cycle of the Angiosperms. Students will learn about the female and male parts of a flower. This would be a great activity to follow a unit on reproduction in flowering plants.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project, funded by the Malone Family Foundation.

Content Standard(s):
SC(9-12) Biology10. Distinguish between monocots and dicots, angiosperms and gymnosperms, and vascular and nonvascular plants.
SC(9-12) Botany Elective10. Describe the structure and function of flower parts.
SC(9-12) Botany Elective12. Describe the ecological and economic importance of plants.
TC2(9-12) Computer Applications9. Practice ethical and legal use of technology systems and digital content.
TC2(9-12) Computer Applications11. Critique digital content for validity, accuracy, bias, currency, and relevance.
Local/National Standards:

National Academies of Science NS.9-12.3# Plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital connection between the sun and the energy needs of living systems.

Primary Learning Objective(s):

The student will identify the parts of the flower.

Additional Learning Objective(s):

The students will explain reproduction in flowering plants. The students will be using math skills by using a ruler to measure.

Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

Colored tissue paper (from an arts and crafts store),one pair of scissors per group,and one roll of tape, and one container of glue per group. Be sure to watch the students with the scissors. Rulers will be need if you tell them measurements, this works well if you can allow more time.

Technology Resources Needed:

Over head projector or SMART board, Computer with Internet and printer.

Background/Preparation:

Students should know the parts of a flower and reproduction in flowering plants. Teacher should construct the flower first, so teacher can help the students.(attachment)

Procedures/Activities:
1.)The teacher will show a transparency or use the SMART board to show the Life Cycle of an Angiosperm (flower). The transparency will be with the resource material that comes with the textbook. The students will view the life cycle at this web site. http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookflowers.html
(Flowering Plant Reproduction)
Free teacher resources on plants.

2.)One way to help students remember the difference in angiosperm and gymnosperm is this cute sentence "Gym Cones brings Angi flowers." Angiosperm are flowering plants and Gymnosperm are cone bearers.

3.)The teacher will use the transparency to explain the Life Cycle of Angiosperms.

4.)Be sure to review with the students the process of meiosis (division of the sex cells).

5.)Place a transparency of a flower on the overhead projector and tell the students they are to make a flower. They can use the transparency picture or their textbook picture of a flower to look at.

6.)Divide the students into groups. Be sure to pair students with exceptional needs with a student who can work more independently. At this time students should access the attached web site, "Flowering Plant Reproduction" to study the parts of the flower.
(Parts of the Flower)

7.)Give each group a pattern of the flower (see attachment), a pair of scissors, a roll tape, a bottle of glue and colored tissue paper.

8.)Instruct students to cut four petals, four sepals, one pistil, four stamen, and twelve or more pollen grains from the tissue paper.

9.)Tell the students to label each part of the flower including the female ovary, ovule, eggs, the male anther, and filament.

10.)The students should cut enough pollen grains to glue some on each anther and some on top of the stigma.

11.)Math measurement skills will be utilized. Students will be given specific instructions for measurement of flower parts for example: twelve centimeters for the petals, eight centimeters for the sepals, ten centimeters for the pistil, twelve centimeters for the stamen and pollen grains may be cut with a hole punch.

12.)Students will be instructed to leave the long part at the bottom of the pattern to allow the flower to be pulled together for taping.

13.)Students should label each part of the pattern.

14.)When the flower is cut and labeled, groups should work together to put their flower together.

15.)The completed flower can be hung in the classroom or in the hall to help students remember the parts of a flower.

16.)Have students complete the parts of flower quiz on the attached web site.
(Parts of Flower Quiz)

Attachments:**Some files will display in a new window. Others will prompt you to download. flowerpattern.jpg
Assessment Strategies:

Students will be given a grade for their flower project and a quiz will be given at the end of the lesson (see attached website used in number 16 of the procedure). At the end of the plant unit a unit test will be given.

Extension:

The lesson can be modified by allowing the student(s) who already know or can do the Primary Learning Objective to include extra research on an angiosperm plant that is endangered or one used for medicine. This research can be shared with the class by a presentation.

Remediation:

Students who need remediation before or extra assistance after the lesson should be paired with a student who is able to work more independently.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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