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Flower

by Otisa, published

Flower by Otisa Aug 27, 2016
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Flower by Otisa is licensed under the Creative Commons - Attribution license.

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Summary

There are many parts to pollination and parts of a flower. This lesson will examine the parts of a flower, their functions and how flowers go through pollination.

Print Settings

Printer Brand:

MakerBot

Printer:

MakerBot Replicator (5th Generation)

Rafts:

No

Supports:

No

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Flower Fun

“Project: Flower Fun”

o ○ Objectives: This lesson will examine the parts of a flower, their functions and how flowers go through pollination.

o ○ Audiences: I would recommend 3rd grade, as it would be a great lesson to tie to the Next Gen Science standards.

Subjects: STEM, Science

Skills Learned (Standards):
Grade 3:
Science:
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

○ Preparation:
In this activity, your students will make flowers from paper and bees from pipe cleaners. They’ll fly their bees from flower to flower, carrying pollen.
Each student will need:
a Make-a-Flower sheet and a Flower Base sheet
markers or colored pencils to color with (green and two other colors)
scissors
two or three pipe cleaners
a sticky label (you can buy these at an office supply store or old address labels, you can use those instead.)
school glue
To see that pollen is transferred from one flower to another, students need two different kinds of pollen. For each table, you need:
two small paper cups
a tablespoon of pollen for each cup
Here are powders that work as pollen and are available at the grocery store. Choose two.
ground coffee
cornmeal
cinnamon
ground sage, dill weed, or other leafy herb

○ Lesson/Activity:

Part one:
The students will be asked to “Get a bag of flower parts from your teacher and put the flower together. Then, using your device, make a video or an Explain Everything of the parts of the flower and why they are important.” on the end of lesson quiz. Use your printed flower parts as you introduce flower parts. When placing the parts together, use some clay so that it can be taken apart again (unless you plan to do a flower for each group of 3. Then they can use glue.) Talk about why each part of the flower is important.

Part 2:
Hand out materials and have students color the flower parts.
DON’T USE CRAYONS TO COLOR THE FLOWER! The sticker which represents the sticky stigma won’t stick with wax of the crayons. USE markers or colored pencils.
Cut out flower template, press and glue the triangle of the base to the triangle of the flower. Make the flower into a cone shape and glue it down. Then make a bee out of pipe cleaners - as simple or as complex as you want. Find a partner and get some “pollen”. Each partner needs a different kind of pollen (remember this is the spice or coffee, etc.) To add the stigma you need to take a label and wrap it around your thumb with the sticky side out. Stick it to the inside of the cone on your flower. Put a pinch of “pollen” inside your flower. Then using your bee, let your bee “search for nectar” in your partner’s flower. Then have it come back to your flower and search for nectar. Look at the stigma of the flower and see if there is pollen on it.

Part 3:
Discussion questions:
What is the bee looking for in the flower?
What needs to happen for your flower to make seeds?
Why do you think the stigma is sticky and not the whole flower?
What parts of your flower had pollen on it after the bees came?
Will your flower make seeds? What evidence do you have to support this?
How could you change your flower to make it easier for the bee to carry pollen to the stigma?

Part 4: Have students complete the end of lesson quiz. Remember this quiz will ask them to use the printed flower pieces, so decide in advance if you would like them to use clay and then dismantle it after taking a picture, or if they will work in small groups and use glue to put the pieces together.

here is the doc. https://docs.google.com/document/d/1L5P-JPiRDhiH52iEP0WmxnWtDqlSg4_WfbwJ2grcBfg/edit?usp=sharing

Possible Extensions:
Experiment with where you put the sticky stigma. Can you make a flower where the bee ALWAYS gets pollen on the stigma when he enters the flower?
Make a garden of flowers of different colors using construction paper or coloring the flower template.
Make flowers of different shapes. You can make a narrower cone using the flower template. Just cut off the gray triangle and overlap two or three petals.

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