LOS POLINIZADORES

POLLINATORS
Grade 3 | Week 3
Developed by: J Burns

OVERVIEW

This lesson introduces third graders to

pollinators and their roles in ecosystems
and our society by examining several
different types of pollinators and their
functions. Students will build awareness of
pollinators and practice drawing connections between them and our environments
through activities that require artistic expression.

TIME: 45 MINUTES

● Getting Started: 5 min

● Introducing Pollination: 5 min
● Pollination Fact or Fiction: 10 min
● Flower Observation activity: 15 minutes
● Assessment Questions and Wrap Up: 5 minutes

MATERIALS

Instructor:

Week 3 Slideshow (QR code available in overview)

Students:

One piece of red and green paper per student

Activity worksheet, one per student
Student Posters
Crayons, markers or colored pencils

BACKGROUND

Pollination is the process that allows flowering plants to reproduce and it occurs
when a plant’s male reproductive system creates pollen which is then transferred
to the plant’s female reproductive system. One way plants are able to transfer pollen
is through attracting and utilizing pollinators. Pollinators are animals who eat
pollen or nectar, produced by plants, and accidentally help with plant reproduction.
There are many different types of pollinators, including: birds, bees, bats, and insects
that co-depend on plants for survival. Some plants have evolved specialized
structures which only a select few, or even one, pollinator(s) can access. For example,
rufous hummingbirds have needle-like beaks to access and drink nectar from
plants’ particular morphologies. While drinking nectar, rufous hummingbirds may get
pollen stuck to their bodies, and subsequently transfer pollen grains to plants after
feeding.
Pollinators aid somewhere between 75% and 95% of all flowering plants on earth with
pollination (Pollination Partnership 2021). Pollinators add 217 billion dollars to the
global economy with the pollinating services and produce they provide (Pollinator
Partnership 2021). Without pollinators, we would not have access to most produce, such
as fruits, nuts, and vegetables. Pollinators are integral in maintaining healthy
ecosystems, supporting biodiversity and contributing to soil stabilization
and fertility, clean air, and clean water (Pollinator Partnership 2020). Pollinators
also add recreational value to both natural and built environments, in the beautiful plant
and wildlife we may experience outdoors.
Pollinator populations are declining worldwide; climate change, pesticides,
disease, and habitat loss are all contributing factors. While many farmers can buy
pollinators (such as bees) to aid their crops, this may not be sufficient; agricultural
workers are now hand-pollinating because of widespread population decline. Habitat
restoration, limiting chemical use, and planting pollinator-friendly gardens
are all ways people can aid pollinators.

KEYWORD TRANSLATIONS

English Spanish

Pollination Polinización

Pollen Polen
Nectar Néctar

Flower La flor
VOCABULARY

● Pollinators: an animal that moves pollen from the male anther of a flower to the
female stigma of a flower
● Pollen: a fine powdery substance, typically yellow, consisting of microscopic
grains discharged from the male part of a flower or from a male cone. Each grain
contains a male gamete that can fertilize the female ovule, to which pollen is
transported by the wind, insects, or other animals
● Nectar: a sugary fluid secreted by plants, especially within flowers to encourage
pollination by insects and other animals
● Flower: the seed-bearing part of a plant, consisting of reproductive organs

PREPARATION

Step 1: Download the powerpoint slideshow, or print slides if necessary

Step 2: Print enough worksheets so each student can have one. Collect enough red and
green pieces of paper so students can have one of each

ACTIVITIES

Step 1: Getting Started ~5 minutes

● “Bienvenidos estudiantes de tercer grado! Welcome third graders! My name is
______. Me llamo _______. Today, we’ll be learning about the extraordinary
world of pollinators”
● Start with class expectations, asking students to help you read them aloud
○ Please listen quietly while instructor is giving instruction
○ Raise your hand to be called on
○ Please be respectful to each other and the flowers

Step 2: Introducing Pollination ~5 minutes

● Q: What are some things birds need to survive? Talk with your partner, or table,
and then raise your hand to share with the class
● A: “To meet their habitat needs, birds need water, shelter, space, and food! These
aspects are so important, that our shared migratory birds will fly all the way from
Oregon to Mexico to meet these needs.”
● Q: “What are some things you think a bird would find tasty?”
 ● A: Nuts, insects, plants, berries, fish, rodents, grains, etc.
● “Many of the food items birds find tasty I find delicious too! Some birds actually
help plants produce these wonderful foods, such as fruits, nuts and grains, as well
as eat them”
● Q: Think, pair, share- “What comes to mind when you hear the word
“pollination?”
● A: No right or wrong answer. Let them guess. Be excited about their answers! If
they say “bees,” let them know bees have a crucial role in some plants’ pollination
● Define pollination
● Pollination: Pollination happens when the plant's male reproductive system
creates pollen. This pollen is moved to a plants’ female reproductive system, and
allows the plant to reproduce. Without pollination, we wouldn’t have fruit to eat
or beautiful flowers to enjoy.
● Define pollinator
● Pollinator: Animals that eat pollen or nectar, and accidentally help with plant
reproduction. They move these pollen grains from flower to flower.
● Like bees, birds can also be pollinators! In fact, one of our shared migratory birds
is a pollinator! This is the Rufous Hummingbird.
● It’s possible that some plants in Oregon and in Mexico have been pollinated by
the same bird!
● Today, we will be learning all about pollinators.

Step 3: Pollinator Fact or Fiction ~10 minutes

● Have supporters pass out one square of red and green paper to each student and
remind students not to touch these papers before we begin the activity.
● "Today, we are going to play a game called fact or fiction where we will be
guessing if these statements about pollination are true or false. Everyone will
have a red piece of paper that represents fiction and a green piece of paper that
represents fact. When I read off the statement, hold up the green or red paper
depending on if you think it is a fact or myth. These questions are not meant to
be easy so don't worry if you aren't sure; this activity is all about using our
scientist skills to make educated guesses.”
● Ask students to demonstrate which paper to hold up for fact (green). Then, ask
students to demonstrate which paper to hold up if they think a statement is fiction
(red).
● Ask the following questions:
○ Flowers need to be pollinated in order to make fruit and seeds to
reproduce. True.
 ○ Pollinators are responsible for helping create one in every three bites of
food we eat. True
■ Fruits, vegetables, nuts, seeds, wheat, corn etc. are all created by
pollination.
○ Bees are the only insect who pollinates False
■ Beetles (like ladybugs), butterflies, flies, hummingbirds are all
pollinators
○ All pollinators produce honey. False
■ Honeybees are the only insect, (and the only species of bee) that
produce honey
○ Hummingbirds remember every flower they visit, and know how long it
takes for the flowers’ nectar to replenish. True
■ Hummingbirds have great memories and are very smart! Although
they are tiny, they have the largest brain to bodyweight ratio of all
wild birds.

Step 4. Flower Observation Activity ~17 minutes

● Ask students if they have ever sat outside (like their backyard or a park) and
quietly observed what was happening around them.
● Time spent outside in a place where you feel safe, such as your backyard, can
sometimes be called a Sit Spot. Sitting in one spot, still and quiet, can help you
open up all your senses (vision, smell, touch, sound, taste) and connect to nature.
You can sit outside for as long as you want, and even bring a notebook and
drawing supplies to make notes of what you see. The longer you sit, the more
magic you might see!
● Show students an image taken of flowers you saw before telling the story. Ask
students to look to their table groups and discuss:
○ Q: What do you notice about this image?
○ Q: What do you wonder about this image?
● Call on a few students to share what they discussed.
● Tell a personal story about your experience with a pollinator during a sit spot,
such as a bumble bee or hummingbird. Use storytelling skills such as eye contact,
dramatic pauses, and sound effects. Good storytelling connects with the listener
and feels like a conversation.
○ Example Story: “The other day, I was sitting in the park near my house
and I was looking at a beautiful flower that smelled sooo good. As I was
looking at this flower, I noticed something – or somebody– moving
around inside. I stayed very quiet, and began using my observational
 skills to get a closer look without disturbing whoever was on this flower.
As I moved closer, slowly and silently, I saw a black and yellow hairy
bumble bee buzzing her wings as fast as a helicopter!! I could see the
yellow pollen stuck to her legs, and falling off of the flower. Soon after she
flew away, and I wondered where she was off to next.
● Divide students into pairs
● Introduce the activity instructions, asking students to help read them aloud.
● Assign each pair one observer and one drawer
● Remind students that the observer is going to use their observational skills to
describe what they notice about the flowering plant. They can describe the shape,
size, and colors of the plant.
● Pass out a piece of paper and drawing materials to the student who will be
drawing.
● Have the drawer face their desk and the observer face away from the observer so
they can not see the flower they will be drawing.
● Pass out 1 flower to each observer and remind drawers to not show the observers
their flowers.
● Ask students to get started. Start a timer for 5 minutes.
● If students are having trouble describing the flower prompt the observer to notice
the size, shapes, colors, and patterns on the birds
● After 5 minutes, have the students compare the flowers they drew to the original
● Have the pairs switch roles and prompt the supporter to redistribute the flowers
to different team members.
● Repeat the activity, with the observers becoming drawers and vice versa.
● Collect materials at the end of the next round.

Step 5: Assessment Questions and Wrap Up ~5 minutes

● Thank students for listening to directions, and using their observational skills like
scientists do. Ask students the following questions:
○ Q: Show of hands, who’s plant had only a few big flowers? Who’s plant
had many small flowers?
○ Q: Could you see the yellow pollen on the flowers?
○ Q: Who do you think would come to your flower? A hummingbird with a
long beak? Or a bumblebee with a round body?
■ A: Flowers with small skinny openings may be more attractive to
hummingbirds, since bumblebees and other insects cannot reach the
pollen. Flowers with larger openings may be more attractive to bees.
○ Q: Who can remind me, what is a pollinator?
 ■ A: Pollination happens when the plant's male reproductive system
creates pollen. This pollen is moved to a plants’ female reproductive
system, and allows the plant to reproduce.
○ Q: Can someone remind me while pollinators are important?
■ A: Pollinators aid in plant reproduction. This helps plants
reproduce, and create a lot of the food we eat like fruits, vegetables,
nuts and grains.
● Ask students if they can think of a way to help pollinators like the Rufous
Hummingbird
○ Leaving flowers on their plants, rather than picking them, is one way we
can help preserve food sources for pollinators.

LESSON ADAPTED FROM

Hannah Gershone, 2020

SOURCES

"Who Are the Pollinators?" Xerces Society, Xerces Society for Invertebrate Conservation,
xerces.org/pollinator-conservation/about-pollinators. Accessed 15 Mar. 2021.
"Pollination for Kids!" Kremp Florist, https://tinyurl.com/3w944upw. Accessed 15 Mar.
2021.
"Pollinators Need You. You Need Pollinators." Pollinator Partnership,
www.pollinator.org/ pollinators#fn. Accessed 15 Mar. 2021.
"Pollinators: What You Can Do." U.S. Fish and Wildlife Service, U.S. Department of the
Interior,www.fws.gov/pollinators/pollinatorpages/yourhelp.html. Accessed 15
Mar. 2021.
 APPENDIX FOR WEEK 3 LESSON
(Refer to or print out the following page(s) as needed)
Lesson 4: Pollinators / Polinizadores Nombre / Name: ______________

Draw a plant with flowers here! ¡Dibuja una planta con flores aquí!

Lesson 4: Pollinators / Polinizadores Nombre / Name: ______________

Draw a plant with flowers here! ¡Dibuja una planta con flores aquí!