Pollination Hands-On Lesson For Mrs.

Walls Third Graders 24 students activity will be done with 12 students at a time 1 IEP student 1 ELL student 1 504 plan student Topic: Science Unit: Plants Length of Lesson: 30 minutes Standards: Science: MA: Science and Technology/Engineering, MA: Grades 3 - 5, Life Science (Biology) Plant Structures and Functions 3. Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death. Objectives: 1. To observe pollination first-hand 2. To articulate what occurs during pollination Understandings: 1. Students will be able to discuss and write about how pollination works 2. Students will be able to examine what happens during the process of pollination using everyday objects. Assessment: Student journal responses Discussion students have during the activity Instruction: 1. Say to students, Today we will participate in a demonstration of how flowers are created. The lemonade powder represents pollen. The cup it is in represents a flower. When the wind comes, The teacher then blows some of the lemonade powder out from the cup. It picks up some pollen and blows it off into nature. However, notice how it is all spread around and not a lot of it will land on any one flower. This is where bees and insects come into the pollination picture. For this activity, our fingers represent bees and other insects in nature. If you would like, stick your finger in the pollen. 5 minutes 2. Have students experiment sticking different fingers into their pollen. Allow them to notice how pollen sticks differently to each of their own fingers. Then show them how pollen even sticks differently to each persons fingers. Say to students, Our fingers are like bees and insects in that pollen sticks to them in different ways, which effects how we bring pollen to another flower. 7 minutes

3. Hand each student the same kind of cups as before, but with water inside of them. Say to students, This cup of water represents another flower that has yet to be pollinated. What do you think will happen if we were to stick our fingers with the lemonade powder into the water? Respond to students answers accordingly. 7 minutes 4. Say to students, We would get lemonade, which is a completely new object than what we began with. How do you think this relates to pollination? Respond to students answers and guide them in realizing that when pollen from one flower meets another flower, a seed is formed. 5 minutes 5. Say to students, Please go to your plant journals and write or draw an explanation of pollination based on this activity. When you are finished, please show a teacher your answer. 6 minutes whenever they get a chance to have it checked Materials: 50 flower Dixie or small cups, a container of lemonade mix, water in half the cups, 24 plant journals, pencils, newspapers to cover the table surface Sponge activity: If a student were to finish their journal entry early, they should work on their plant final projects.