ALEX Classroom Resource

  

Flower Power

  Classroom Resource Information  

Title:

Flower Power

URL:

https://www.knowitall.org/lessons/flower-power

Content Source:

Other
KnowItAll.org
Type: Lesson/Unit Plan

Overview:

In this lesson, students will examine the various parts of flowers through the use of dissection. At the end of the lesson, students will play a quick game of pollinator tag to help students understand how pollination works.

Content Standard(s):
Science
SC2015 (2015)
Grade: 2
6 ) Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).*


NAEP Framework
NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

NAEP Statement::
L4.7: Different kinds of organisms have characteristics that enable them to survive in different environments. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.


Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Structure and Function
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Develop a simple model that simulates the function of an animal in seed dispersal or pollination of plants.
Teacher Vocabulary:
  • Model
  • Design
  • Construct
  • Explain
  • Simulate
  • Disperse
  • Pollen
  • Pollinate
  • Mimic
  • Structure
  • Function
  • Transfer
  • Extract
  • Ask
  • Imagine
  • Plan
  • Create
  • Improve
  • Engineering Design Process
Knowledge:
Students know:
  • The structure of a plant.
  • The relevant structures of the animal.
  • The process of plant pollination.
  • The relationship between components of their model that allow for movement of pollen or seeds.
  • Relationships between the parts of the model they are developing and the parts of the animal they are simulating.
Skills:
Students are able to:
  • Develop and use a simple model to simulate how animals disperse seeds.
  • Develop and use a simple model to simulate how animals pollinate plants.
Understanding:
Students understand that:
  • The shape and structure of plants and animals are designed to interact with their environment and function to disperse seeds or pollinate plants.
AMSTI Resources:
AMSTI Module:
Plants and Bugs
Plant Growth and Development, STC
The Best of Bugs: Designing Hand Pollinators, EiE

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.2.6- Recognize that most plants produce seeds and the seeds can be transferred by animals to cause new plants to be planted in other areas.


Science
SC2015 (2015)
Grade: 4
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.


NAEP Framework
NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.


Unpacked Content
Scientific And Engineering Practices:
Engage in Argument from Evidence
Crosscutting Concepts: Systems and System Models; Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Argue from evidence to support that the internal and external structures of plants function to support survival, growth, behavior, and reproduction.
  • Argue from evidence to support that the internal and external structures of animals function to support survival, growth, behavior, and reproduction.
Teacher Vocabulary:
  • argue
  • articulate
  • evidence
  • internal
  • external
  • structure
  • survival
  • function
  • behavior
  • reproduction
Knowledge:
Students know:
  • Internal and External structures serve specific functions within plants and animals.
  • The functions of internal and external structures can support survival, growth, behavior and/or reproduction in plants and animals.
  • Different structures work together as part of a system to support survival, growth, behavior, and/or reproduction.
Skills:
Students are able to:
  • Articulate an explanation from evidence explaining how the internal and external structures of plants and animals function to support survival, growth, behavior, and reproduction.
  • Determine the strengths and weaknesses of the evidence collected, including whether or not it supports a claim about the role of internal and external structures of plants and animals in supporting survival, growth, behavior, and/or reproduction.
  • Use reasoning to connect the relevant and appropriate evidence to support an argument about the function of the internal and external structures of plants and animals.
Understanding:
Students understand that:
  • Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
AMSTI Resources:
AMSTI Module:
Animal Studies

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.9- Identify basic parts of plants and animals.


Tags: dissection, flower, plant, pollination
License Type: Attribution Non-Commercial No Derivatives
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  This resource provided by:  
Author: Stephanie Carver