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Name: Katie Henkel, Kiernan Meyer, Meghan Tighe

Title: How Do Plants Reproduce?


Subject: science
Grade: 4th grade
Summary: before the lesson begins, the students will watch a video about plant reproduction
and will take a pre-test as a class. Then the students will be learning about the life cycle of a
plant. The four steps of the life cycle will be reviewed in detail and the concept of plant
reproduction will be introduced. Students will have to be able to identify crucial reproductive
plant parts and engage in a hand on activity where they will act out the role of a bee in a flowers
pollination.
Standards:
3-LS3-1: Develop models to describe that organisms have unique and diverse life cycles but all
have in common birth, growth, reproduction and death.
S4.B.1.1.5- describe the lifestyle of different organisms (e.g.: moth, grasshopper, frog, seed
producing plant)
S4.B.1.1.2- compare similar functions of external characteristics of organisms
Objectives :

students will be able to label the reproductive sex cells of a flower


students will be able to describe the role of pollination in plants
students will identify the stages in the life cycle of a flowering plant

Vocabulary: germination, maturity, fertilization, stamen, pistil, cones, pollination.


Time: this lesson should take approximately 30 minutes.
Materials: workbook, water, straws, cups, paper flowers, napkins, Cheetos, video.
Procedure:
ENGAGEMENT:

Teachers will show a video on parts of the flower that are required for reproduction and
will take a pre-test as a whole class.
Class will do Engage Your Brain question as a class
Students will be able to answer the question bees need flowers for food. How do
flowers need bees?

EXPLORATION:

The class will do a role playing hands on activity. The students will act out the part that
the bees play in a plants reproduction.
o Students will pretend to be bees and students will be attracted to their own flower
(with their names on it) to show how bees are attracted to certain flowers. The
students will drink their drinks from their straws which will signify bees sucking
out nectar. The students will dip their fingers into water and will eat their Cheetos
(pollen). The students will be instructed to not wipe their hands off while eating.
Then they will go to another flower where they will wipe their hands on that
flower (pollination).
Big Idea/Essential Questions:
o How do the structures and functions of plants allow them to meet their needs?
o What is the role of a bee in a plants reproduction?

EXPLANATION:

Students will be going through their workbooks in order to define and understand
vocabulary words
Teacher will have students do a think/pair/share after the hands on engaging activity in
order for them to verify that they understand what the activity represents.
Higher order thinking question:
o How do plants produce seeds?
o How does pollen get from the male part to the female part?
o Where do all of the plants that you see in everyday life come from?

ELABORATION:

After going through and reading each of the individual sections, students will complete
worksheets that show understanding and will complete activities at the end of the packets.
Vocabulary introduced: germination, maturity, fertilization, stamen, pistil, cones, and
pollination. This vocabulary will connect with students observations because they will be
using the vocabulary in order to complete the engagement activity.
This knowledge is applied in our daily lives because during the different seasons students
will be able to understand how the different plants come about.

EVALUATION:

Students will be able to identify the steps of the bees role in plant reproduction.
Students will be able to answer all of the questions in the workbook.

E-LEARNING:

We will be using a YouTube video to engage students before the lesson.


http://studyjams.scholastic.com/studyjams/jams/science/plants/flowers.htm