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ScienceLessonPlan

PartsOfTheFlower1

LessonOverview

Objectives

Standards

Materials

In this lesson, students will betaughtthebasicstructure offlowers


and how to identifytheir parts. Students will visit Horticulture Park
to pick flowers and observe their natural habitat. After visiting the
park, students will be able to dissect their flower to learn the
locationofthepartsoftheflower.Attheendof thelesson,students
will be able to identify the basic parts of the flower and show their
locationontheplant.
Givenapictureofaflower,studentsshouldbeabletolabelall
partsoftheflowercorrectly.
Givenafloweranddissectingtoolsstudentsshouldbeableto
dissectandrecognizeallpartsoftheflowerwithoutassistance.

4.3.1Describehowdifferencesinphysicalcharacteristicsamong
individualsinapopulationmaybeadvantageousforsurvivaland
reproduction.
4.3.2Observe,compareandrecordthephysicalcharacteristicsof
livingplantsoranimalsfromwidelydifferentenvironments.Describe
howeachplantoranimalisadaptedtoitsenvironment.

Plants
Eboardandprojector
Eboardflowerpicture
Flowerworksheet
HorticulturePark
PartsofaFlower
video
Magnifyingglass
Scalpel
Tweezers

AdaptedfromDr.Eichingers
DaffodilDissection
Lesson

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ScienceLessonPlan

Procedures

1. Beginwithavideodescribingallthepartsoftheflower
(0:256:07)
a. Afterthevideoisfinished,reviewwhatwasseenonthe
movie.
b. Askstudentsquestionsabouttheflowerpartstomake
suretheyunderstand.
c. Discusswiththestudentshowthedifferenttraitsof
flowersaffecttheirsurvival.
2. UsinganEboard,havestudentspointoutdifferentpartsofa
flower.
a. HaveeachstudentcomeuptotheEboardandexplain
whatthepartis.
b. Thisactivityshouldtakeabout5minutes.
3. Thestudentswillnowgetreadytoheadtotheparktopicka
flowerforaflowerdissectionactivity.
a. Explaintheactivitybeforethestudentsgooutsideand
givespecificinstructions.
i.
Theflowermustbebigenoughtodissect.
ii.
Theflowermusthavepetals.
iii.
Mentorswillcuttheflowerforthestudentafter
theyfindone.
b. Thestudentsmayonlystayinacertainareawherethe
teacherisstillabletoseethem.
4. StudentsandtheirmentorswillrideabusovertoHorticulture
Parktopicktheirflowerfordissection.
a. Thisshouldtakeabout5minutes.
5. Afterthestudentshavepickedouttheirflowertheywillsitwith
theircollegementoratthetable.
a. Thementorswillhavethedissectiontoolstohelptheir
student.
b. Thestudentswillcuttheflowerstraightdownthemiddle
toopentheflowerandseewhatisinside.
c. Havethestudentsidentifyeachoftheflowerpartsthat
werediscussedinclass.Theywillfilloutaflower
worksheetlabelingthepartsoftheflowerastheyare
dissecting.Thiswillbecollectedattheendofclass.
d. Whentheyaredonedissectingtheirflowerhavethe
studentsthrowtheflowerawayandthecollegementors
cleanthedissectingtools.
e. Thisactivityshouldtakeabout30minutes.
6. Returntotheclassroom.
7. Assignassessmentforstudenttocompletebeforetheirnext
meeting.

Assessment

AssessmentwillbedueatthenextCollegeMentorsForKids
meeting.
Studentswillcolorablankflowerpictureandlabelalltheparts
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STEMUnit

ScienceLessonPlan

oftheflower.
References

LinktoStandards:
http://www.doe.in.gov/sites/default/files/standards/science/2010Scien
ceGrade04.pdf
LinktoVideo:
https://www.youtube.com/watch?v=HuKa57OJ_iA
Journal
http://horttech.ashspublications.org/content/8/4/579.short
Eboardflowerpicture:
http://www.mundesleyjuniorschool.com/InternetResources/Science/Y5
/LifeCycles/partsofaflower.shtml

Walton,E.,&Butler,J.(1990).Teachertrainingforhandsonscience.
ThePhiDelta
Kappan,71
(9).738739.

Teachingscienceinanelementaryschoolclassroomoftenleadstotheoveruseofatextbook.
Whenwedevelopedourlessonplan,oneofourmaingoalswastoincorporateahandson
approachtothislesson.Thisarticlehighlightstheimportanceofactivitybasedprogramsin
sciencecoursesbyexplaininghowengagingthestudentsfindtheinformationbeingtaught.It
wasfoundthatstudentsintheseprogramslearnmorethanstudentswhoarein
textbookbasedprograms.Theauthorsdiscussthebenefitsofresearchinganddeveloping
thebestpossibleextensionactivitythatcanthenbeimplementedintothelesson.Thisguided
usinourbrainstormingdiscussionsofpracticalactivitiesforourfourthgradestudents.The
activitythatwecreatedforourscienceactivityhadtopromotecollaboration,motivation,and
applicationofthematerialinourstudents.

Lineberger,S.E.,&Zajicek,J.M.(2000).Schoolgardens:Canahandsonteachingtoolaffect
studentsattitudesandbehaviorsregardingfruitandvegetables?
HortTechnology,
10(3).
593597.

Ourgoalofthislessonwastokeepstudentsasinvolvedasmuchaspossibleinthelesson
andavidlylearning.However,wedidntrealizethattherewereotherbenefitsofourlesson
plan.Wechosetoteachaboutplantstructureandwheretheycanfindthepartsofplantson
theplantitself.Thislessonalsoinadvertentlyteachesstudentsthatplantsarebeneficialto
ourplanet.Thisscholarlyarticleexplainsthebenefitsofstudentsworkingwithplantsandthe
motivationstudentsneedinordertowanttolearn.ThereisaneedforstudentsintheSTEM
fields:science,technology,engineering,andmathematicalstudies.Thisarticlealsodiscusses
theneedforstudentsinthesefields.
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ScienceLessonPlan

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