POLLINATOR: SOMETHING THAT DROPS OF, AND PICKS UP POLLEN.
POLLINATION LESSON 3
JUNE 2 - 6
1. Pass out journals and open to the notes they took last week.
2. Pass out the flowers to each table. Instruct students not to touch them.
3. Ask kids to discuss where the pollen and nectar is found on the flower.
4. Have paper passers pass out the flower chart and dissection instructions.
5. Describe the parts of a flower using the Elmo and the sheet provided, then lead the students one step at a time through the flower dissection. Just use 1 flower per table.
6. Table teams will then re-assemble the flower and tape it to the flower chart, putting all pieces in the right places.
I CAN ANALYZE (THINK ABOUT) THE RESULTS OF THE POLLINATOR EXPERIMENT, AND GIVE MY OPINION, WITH REASONS TO DESCRIBE WHY SOME MATERIALS WORKED, AND SOME DID NOT.
1. SPEND 5 MINUTES TALKING TO YOUR TABLE GROUP ABOUT THE MATERIALS THAT DID AND DID NOT WORK AS POLLINATORS.
2. PICK THE BEST POLLINATOR MATERIAL AND GIVE YOUR OPINION, WITH 3 REASONS TO DESCRIBE WHY THIS MATERIAL IS THE BEST MATERIAL FOR A HAND POLLINATOR
In my opinion the ____________________________ was the best pollinator material because______________________________________________________________.
The three facts that support my opinion are __________________________________
PART 2: IF TIME ALLOWS
1. STUDENTS WILL FIND THE FLOWER IDENTIFICATION HANDOUT IN THEIR JOURNALS.
2. STUDENTS WILL EXAMINE A REAL FLOWER AND IDENTIFY THE PARTS OF THE REAL FLOWER, BASED ON THE DIAGRAM THEY HAVE IN THEIR JOURNALS.
3. STUDENTS WILL DRAW A FIRST DESIGN FOR A HAND POLLINATOR
POLLINATION - LESSON 2
Lesson Plan: I can test different materials to see if they would make a good pollinator.
1. 9-9:05 Discuss the pollination process. They need to know that bees and other flying animals (butterflies, bees, hummingbirds, and bats are animals we saw last week in a video) go from flower to flower eating nectar and spreading pollen from flower to flower.
2. Tell kids you are going to pass out materials that they need to test to see if these would make good pollinators.
a. Students need to have journals out.
b. First, pass out bags so that each table group has at least 1 bag, also pass out the worksheets.
c. Show students how to predict if they think the materials would make a good pollinator. Ask: Which item will pick up the most pollen? (No tin foil included, students will ask..)
d. Once they have predicted, pass out the baking soda, (put it in the little cup) and the leaf paper.
e. Have students test each item by dipping it in the baking soda, then putting the item on the leaves until the item does not drop anymore baking soda on the leaves.
f. Have students write down how many times the item will drop baking soda on the paper leaves.
3. Once they are done, have students make a hand pollinator design diagram in their journals using ONLY THE MATERIALS IN THE BAG.
4. Clean up at 9:35 while students are finishing up their designs.
If you finish early, have students discuss how the pollinators they designed work. You can do this whole group, or in table groups.
By the end of this lesson you will know the parts of a flower and how plants use pollination to reproduce.