Lesson Plan – Heather McGee

Unit/Topic: Plants Date: 19th May 2011

Key Learning Area: Life and Living, Band 3 Year Level: 10

LESSON OUTCOME:
(Key Knowledge and Skills students should achieve in the lesson taken from relevant
curriculum documents.)

LL 3 Life and Living

• explain some interactions between living things and between living things and their environment
• explain the relationship between the structures of living things and the functions these structures perform
• compare the reproductive processes and life cycles of a variety of living things
Interdependence of living things and their Environment
• investigate interactions between animals and plants other than providing food, eg. pollination of flowers by
insects and dispersal of seeds by animals

To understand the basic structure of a flower

To understand that flowers have male and female parts
To understand that pollination is the reproductive process of plants and animals can help this

LESSON STRUCTURE:

Time Introduction (Set): Teaching Approaches

Before the lesson:

Have flower anatomy image printed for all students
Have flower dissection equipment and boards ready – or you
can cut them outside
Get students to bring flowers from their garden, or have some
ready – ideally one between two students
Have cameras if you think the students will want to take photos

8:35am Introduction
What were we working on last lesson? Organising plants into
groups with things in common – classifying.

Remember one of the things we thought about were flowers –

some plants have them and some don’t.

Watch video of the ten most beautiful flowers in the world:

http://www.youtube.com/watch?v=YtnWPquugyc&feature=fvsr
Time Main Content: Teaching Approaches
9:00am Discuss that plants have many different parts, and they all
have different functions

Put the anatomy image on the board and discuss it – male

parts and female parts. Male parts have pollen, and they
need to fertilise the female parts which is the ovum. You
can also discuss the red Ramingining flower, and show that
most of the parts are visible.

9:15am Dissection
Use the scalpel to cut the flower in half down the middle.
You should be able to see most of the flower parts. Point
these out to the students

Get students to perform their own dissection.

Get students to draw a labelled diagram of what they see.

Make sure it is a properly labelled science diagram
(straight lines to label, pencil, half a page)

9:50am Start to discuss the reasons for male and female parts
on flowers
Fertilisation requires the male pollen from one plant to
reach the female ovum in another plant
But plants can’t move themselves to do this.
How could this happen? Get the students to come up with
ideas such as wind, birds and insects.
Why would flowers be pretty colours and smells? To
attract insects

Time Conclusion: Teaching Approaches

10:05am Show the pollination video
http://www.youtube.com/watch?v=4YQ5q1cjEU4

Some of the vocabulary is complicated, but it’s a good

way of summing up.