ED 345 Calvin College Lesson Planning Form

Teacher: Julia Lee Date: Subject/ Topic/ Theme: Science- Plants

I. Objectives
What is the main focus of this lesson?
Students will learn about what ‘pollination’ is, what parts of the flowers are involved in it, and how pollination occurs.
How does this lesson tie in to a unit plan? (If applicable.)
This ties back to the previous lesson in which students were introduced to the result of pollination (where offspring that look similar
to parent plant are made).
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

MI.HE.2.13 Identify characteristics of plants (eg. leaf shape, flower type, color, size) that are passed on from parents to young.

Students will be able to:

- Label different parts of the flower
- Describe what pollination is
- Compare how pistil/carpel looks different from stamen
- Tell the job of pistil/carpel, the stamen, and pollen
- Tell the job of insects in pollination

II. Before you start

Prerequisite knowledge and skills.
Students should know which part of the plant makes the seeds (flower part).

Assessment
Formative assessment: questioning strategies throughout the lesson
(formative and summative)
Summative assessment: ‘Parts of the Flower’ worksheet

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Auditory and visual perception. Students
will listen to teacher’s explanation, see the
PowerPoint, and also get to watch the
video.
STRATEGIC
Multiple Means of Expression (Action)
Options for action/interaction
Students will get a chance to talk in their
groups, as well as share their answers with
the whole class.
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
Doing the pollination activity with juice
boxes and Cheetos, having them walk
around the classroom, and watching video
at the end will help to recruit their interest.

Options for Language/Symbols Options for Expression Options for Sustaining Effort &
Persistence

Options for Comprehension Options for Executive Function Options for Self-Regulation

- Juice boxes (one per student)

- One bag of Cheetos
- Cut out flowers (one per student)
Materials-what materials (books, - Paper towels
handouts, etc) do you need for this - ‘Pollination’ PowerPoint
lesson and do you have them? - Computer
- Elmo/projector
- Wet wipes
- Video: https://www.youtube.com/watch?v=CUPzbTuJlgc
Do you need to set up your No specific arrangement needed, desks can stay in groups.
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities
5 Motivation
minutes (Opening/
Introduction to the activity:
Introduction/
Engagement) - Have the following prepared before students come in
from recess. Have the flowers cut out and tape them
on top of the juice box (use various colors of
flowers).
- On each desk, lay a paper towel, juice box in the
middle, and two pieces of Cheetos on each side of
the juice box.
- As students are coming in, instruct them to sit down
in their seats but do not touch anything until teacher
finishes giving instructions (“Show me that you can
handle it. If I see anyone touching anything on their desk now, they will not be able to
participate in this activity.”)
- “Today we are going to learn about how flowers make seeds. But before that I prepared an
exciting activity to show you how that is done. As you are doing the activity, think about how
it might be connected to how flowers make seeds.”
- “You will notice that there are juice boxes on your desks with flower attached to it. You will
also see some Cheetos. Here is what I want you to do. When I say go, you may start drinking
the juice. While you are doing that, I also want you to be touching the Cheetos with your
fingers.”
- “When all of you finish drinking, then I will have you all walk around the classroom and touch
any other flowers that you see.”
 Part 1:
15
minutes - Tell students that they can start drinking the juice. Walk around the classroom and remind
students that they should also be touching the Cheetos with their fingers.
- When most students are done, tell them they may start walking around the classroom and
touch other flowers (there will be students who are slower at drinking the juice. They may
have extra time to drink them, or save some for later).
- As students are walking around, teacher may put wet wipes on each desk.
- After some time, ask everyone to go back to their seats and clean their hands with wet wipes.
- Ask, “What do you think this activity has to do with flowers making seeds?” Let students
discuss in groups, and then share with the whole class. Listen for various answers.

Part 2:
- Go through the ‘Pollination’ PowerPoint.
- Introduce the terms:
➢ Pollen- fine powder that flowers use to make seeds through a process called pollination
Development ➢ Pollination- when pollen is moved from stamen (male part) to pistil/carpel (the female
part) of the flower to make seeds
- Go through each slide and have students read with the teacher. Point out the different flower
15
parts on the flower diagram,
minutes
- Show the video: https://www.youtube.com/watch?v=CUPzbTuJlgc
- Pause the video from time to time and ask questions: “Which part is that called again?” “What
does it do?”

- Call one group at a time to throw away their trash, quietly go back to their seat and wait for
10
minutes further instructions.
- Have group leaders come and collect ‘Parts of the Flower’ worksheet from the teacher.
- Instruct students to complete the worksheet on their own, turn it in when they are done and do
Closure
read to self.
- Once everyone finishes with the worksheet, get ready for the next lesson.
- If there is time left at the end, have students record the growth of their plants on their plant
journals. If not, they will do it the next day.

Your reflection on the lesson including ideas for improvement for next time:
During Part 1, when I asked students how they think this activity might be related to flowers making seeds, they were unable to give
me the answer I was hoping to receive. Instead, quite a few of them answered, “Spread of germs”, because they did a similar activity
in previous health science lesson. As for an idea for improvement, I think it may be helpful to give more details as students are doing
their activities, such as telling them in advance that Cheetos powder represents pollen and students themselves are acting as insects
such as bees and butterflies.