Colorado Agriscience Curriculum Development

Section: Plant and Soil Science

Unit: Reproduction

Lesson Number: 7

Lesson Title: Male and female reproductive anatomy

Agriculture Education Standards: 10.10;1

Colorado Science Standard: 3.32, 3.35, 3.36

Student Learning Objectives/Enablers As a result of this lesson, the student will. . . 1. Students will learn the parts of the flower 2. Students will learn the importance of each part of the flower

Time: Instruction time for this lesson: 50 minutes.

Resources: Scientific Farm Animal Production, Robert E. Taylor. Biology The Dynamics of Life, Biggs, Kapicka, and Lundgren.

Tools, Equipment, and Supplies PSS.HO.1- one per group PSS.HO.2- one per student PSS.HO.3- one per student PSS.HO.TERMS- one per student Glue stick- one per student Scissors- one per student

Key Terms. The following terms are presented in this lesson and appear in bold italics: Stamen Pistil Anther Filament Stigma Style Ovary Ovule Sepal Petal Calyx Interest Approach

Students are going to relate certain flowers to states. Using PSS.HO.1 students will draw a line from the state to its official flower.

Would everyone please find a partner? You have 10 seconds. Thank you. Now that you have your partners we are going discuss flowers and their importance. Does anyone know what flowers do for a plant? Good they are the part of the plant that is in charge of reproduction. Does anyone know what a flower does for people? Good they play an important role for us as well? Not only are they used by us for beauty, they also are used for smell such as potpourri; they are also used as food. Flowers are such an important part of our lives that we even name certain flowers to represent a state. States sometimes base this on whether they are flowers that are native, or maybe their just pretty, or maybe they have a large economic impact on the state. Each group should get one piece of paper (PSS.HO.1); on this page are some states with a list of flowers. Do not begin until I say, “Go.” Using any resources in this room I want each group to find out and draw a line matching the state to its state flower. Are there any questions? You will have five minutes. “Go.”

Walk around the room and assist students if needed. You may use PSS.HO.1.KEY in order to help them.

Time. Everyone return to your seats. Did everyone find them? Would any one like to volunteer their answers to the group?

SUMMARY OF CONTENT AND TEACHING STRATEGIES

Objective 1. Students will learn the parts of the flower

Students will be handed one PSS.HO.2 and PSS.HO.TERMS. You may choose to have them work in small groups, no larger than three. However you decide, each student should still get a copy of PSS.HO.2 and PSS.HO.TERMS; this will ensure that every student has a study guide. You may use PSS.HO.2.KEY to help students.

Today we are discovering what flowers are. They play a vital role in whether a plant is able to reproduce. If plants do not produce plant would become wiped out. Now as with animals there are several reproductive parts that have very specific duties in order to reproduce. You should all have a piece of paper with a picture on it of a flower. As I give you directions do not begin until I say, “Go!” The flower that you have has both the male and female parts of the plant displayed. You have received a list of terms that you will cut and paste to the flower where they belong. If you do not see a line that is pointing to the part that you have, you may draw one in. Is everyone ready? You will have five minutes and can use any resource in the room. “Go!” Give students five minutes; you might count down to give them an idea on time left. Once they have completed, you will cover the male parts of the flower.

Time. Everyone return to your seats. You now need to find a partner. Compare you and your partner’s worksheet to make sure that both of you have the right terms in the right place.

Objective 2. Students will learn the importance of each part of the flower

Students are going to add to PSS.HO.2 by inserting the definitions of each part found on PSS.HO.3. If you had them work as a group before, it is better to have them work with a different partner now. If you choose to still have them work individually that is fine.

Everyone has the flower filled in. You now are getting another list that has what each part does for that flower. When I say, “Go,” you are going cut these out and paste them next to the right part. Is everyone ready? “Go.”

Give students five minutes. After five minutes are up they will either find a partner or swap partners to check their answers.

Stop. Now you need to find a partner, one that you did not work with previously today. You have one minute to make sure you have everything placed in the appropriate place. Go.

You might count down the last ten seconds.

Time. Return to your seats and we will prepare to review this new information.

Review/Summary

Have students do a Karaoke Moment. Have students divide into groups of three to four students. Challenge them to create a song using all of the terms they have learned, remind them that it is a team project and everyone needs to be involved, even if it means back up singers. They will need to perform their Platinum hit in front of the class.

Application

Extended Classroom Activity:

Have students research five different plants that have been altered through cross- pollination, and genetic engineering. They may bring these to class the following day to present their findings.

FFA Activity Have students compete in the Career Development events that relate. I.e. horticulture, landscape management and floral design.

SAE Activity

Have students go to a local greenhouse that utilizes insects to pollinate. I.e. tomatoes greenhouses are known for using bees. They can discuss why this process would be a good or bad investment with their SAE, or their Agriculture Greenhouse.

Evaluation

(PSS.Flower.Assess)

Answers to Assessment:

1. Female plant far left- pistil Top to bottom- stigma, style, ovary, ovule

2. Male plant far right- stamen Top to bottom- anther, filament

3. Short answer- The pollen from the anther must penetrate the ovule, this occurs because the pollen sticks to the stigma and then grows downward until it penetrates the ovule.

Suggested Scoring: 1. 2 points per answer total 10 points 2. 2 points per answer total 6 points 3. 4 points

Total points for assessment- 20 points You may offer extra credit if they label petal, calyx and sepal (PSS.Flower.Assess) Name: ______

Flower Anatomy

Please put the correct term in the correct place on the correct flower.

1. Female flower parts 2. Male flower parts

Short Answer:

3. Describe what must take place to for the plant to reproduce. Make sure you use names of various parts and how they contribute to the process.