Part of Unit: Plant Growth and Development
Lesson Plan Overview / Details
In this lesson students will learn the difference between the two types of flowers, specifically the parts each type of flower contains and be able to identify and differentiate between a perfect and imperfect flower when tested with live flowers.
- One class period
- 50 Minutes
California Career and Technical Education Standards
- ANR.C.C11.1 Understand the anatomy and functions of plant systems and structures.
- ANR.C.C11.4 Examine plant sexual and asexual reproduction.
- ANR.FS.11.0 Demonstration and Application
- ANR.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
- ANR.FS.9.3 Understand how to organize and structure work individually and in teams for effe...
California Academic Content Standards (Reinforced)
Objectives and Goals
- Identify the characteristics of perfect vs. imperfect flowers
- Understand the difference between both types of flowers and identify the parts that male flowers have vs. parts the female flowers have.
- Be able to identify via visual assessment whether a flower is perfect or imperfect.
Activities in this Lesson
- Pick Your Parts - Hooks / Set
Gather a variety of perfect and imperfect flowers. Carefully de-construct them, mix up all of the parts of every flower (from petals to stems and everything in between). Spread all of your different parts of flowers all over a counter or table top. You could even spread them out over a couple of tables or desks. Instruct students that they are to run around the room to the different tables where you have laid out the flower parts and attempt to gather all the parts to make a flower. Make sure students understand the flowers that you have selected and that they are trying to gather all the parts required to put a flower on your list back together (It is suggested to provide them pictures of the flowers you are using). You could post the pictures on the board or provide a power point. Provide students with floral tape and rubber bands for students to use in putting their flower parts back together. (gathering and putting flower together 4 minutes) Previous knowledge about basic flower anatomy such as anther, sepals, stamen, ovary are recommended. Once students have constructed their flowers ask them to identify the parts that they used to re-construct their flowers. Incorporate a pair share and have them share their flowers with a partner. Have the partner make a list of the parts in the other person's flower. Have students discuss in their pairs the differences between their flowers. To make sure this is a successful activity you will want to make sure that you pair a student with a perfect flower with a student who has an imperfect flower. If they put them together correctly (based on the pictures you provided) they will be able to list the parts and notice the difference between the two flowers. (Pair share - Approximately four minutes)
- Flower Pictures [ Download ] The power point attached is one slide with two perfect flowers and two imperfect flowers. They are labeled as such. If you want to use this slide I would recommend deleting the perfect/imperfect labels and after students have assembled theirs ask for a couple of volunteers to guess what type of flower they have (imperfect/perfect) flower and how they made that determination. Discussion (2 minutes)
- Plant Reproduction Perfect vs. Imperfect - Lecture
Imperfect and Perfect flower parts. Power point includes pictures and definitions/descriptions of the parts and their functions. It also discusses very briefly the difference between asexual and sexual reproduction. This is a very basic lesson describing these items, only prior knowledge would be basic flower parts. This lesson could lead you into a more detailed lesson on plant reproduction. You should have students take notes, it is also beneficial to stop and have them draw the flowers in the slide show on their own papers and label the parts. Presentation time - approximately 15 minutes, including students drawing the parts.
- Intro to Plant Reproduction [ Download ] power point discussing the differences and parts of imperfect vs. perfect & reproduction.
- Label your flower. Is it perfect or imperfect? - Group Work
Divide students into groups of four. Give each group an envelope that holds strips of paper containing all of the flower parts and perfect or imperfect and a tape dispenser (you could also use glue sticks). Each strip contains a different word or phrase. All envelopes contain all of the parts and phrases for imperfect and perfect flowers so the group has to determine which flower they have. Ask students to keep their envelopes closed until you give further instructions.You will then pass out a piece of butcher paper to each group. The butcher paper or construction paper will say a type of flower ie. rose, lily etc. Every group has a different one. Then give instructions. Each group is to draw the flower they have been given on the piece of butcher paper or construction paper. They get four minutes to do this as a group (suggest that they do it in pencil and that they draw it enlarged on their paper.) At the end of the four minutes instruct students to open their envelopes and use tape or glue to attach the labels of the parts to their flower. Make sure you instruct them to put the perfect or imperfect label underneath their drawing and that whichever one they determine they have - they must have all the parts for that type of flower identified. This may require them to draw additional items on their flower (You will need to tell them to draw the extra parts if they are missing something). (4 minutes to finish this task).You should be walking around checking on each group and making sure with helpful tips and hints that they are headed in the write direction. When they are done ask them to have one member of their group return the glue / tape and envelopes with any extra pieces to you. Ask another member of each group to come to the front of the class with their groups posters for presentation. At this time have all students in the class closely evaluate the posters for correctness using the knowledge gained earlier in the period. When a student finds an error - ask them to come to the front, give them a marker and ask them to correct what they believe is incorrect. You need to make sure that you are paying close attention and only allow them to make corrections for things that are wrong. For example, if a student notices that a group has wrongly labeled a part of the flower and they know the correct name - let them correct it. Accurate and regular supervision should limit the group errors. I suggest having a prize available for a team that may get their flower 100% correct. (The presentation and correction part of this activity should take approximately ten minutes depending on how many groups and how many errors you have)
- Flower Part Strip Document [ Download ] Word document with all the parts of a flower including perfect & imperfect to use for the above listed activity.
- Assessment Types:
- Observations, Inquiry,
Identify four to six flowers on your farm or in your classroom. Label them ahead of time (1,2,3,....). Ask students to number their papers with how many flowers you have identified for them. Remind students that this is a quiz and that they are not allowed to talk. If doing this on your farm make sure you select a common area where the flowers are located so that you can keep an eye on all of your students and insure that they are not cheating. Ask students to quickly identify and write down if the flowers you have selected are imperfect or perfect. As a bonus question ask them to name the two ways flowers can reproduce and provide a definition of each way. This assessment will take approximately five minutes. I will usually have them write their answers and turn their papers into their periods box or hand them directly to me as they walk out the door. If you have extra time you could collect their papers and draw their attention to a drawing of a flower without the parts labeled at the front of the room. (You could place it there at the beginning of the period) If time allows you could then point to the parts and quiz them on their basic flower parts as review.