Megan Fahrenkrug, Caelyn Dallman, Joe Klitzke

Destination Pollination

3 - 5th grade

Environmental and sustainability education

Science and biology

Essential Questions

● Why is pollination important?● How does pollination work?● What are some pollinators?

Learning Outcomes

● Students will identify different types of pollinators● Students will be able to describe the pollination process● Students will be able to identify different types of pollination

Materials and Resources

● Straws● Pre-made construction paper flowers● Juice ● Cotton Balls● Cut out pictures of pollinators ● Powerpoint presentation for lesson 2 (attached)● Scavenger hunt bingo card (attached)● Color pencils or crayons● Poster board● Yellow sand or glitter● Glue● Fake Flowers

Standards

Green & Healthy Schools Standards

Green & Healthy Schools Wisconsin supports and encourages schools to create safe learning environments and prepare students to understand, analyze, and address the major environmental and sustainability challenges now and in the future through providing resources, recognition, and certification.

Next Generation Science Standards

3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the samespecies may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and

characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.] 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change.

Assessment does not include the greenhouse effect or climate change.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Disciplinary Core IdeasLS2.C: Ecosystem Dynamics, Functioning, and Resilience

§ When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)

LS4.A: Evidence of Common Ancestry and Diversity

§ Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: moved from K-2) (3-LS4-1)

§ Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3-LS4-1)

LS4.B: Natural Selection§ Sometimes the differences in

characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

LS4.C: Adaptation§ For any particular environment, some

kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)

LS4.D: Biodiversity and Humans§ Populations live in a variety of habitats,

and change in those habitats affects the organisms living there. (3-LS4-4)

Crosscutting ConceptsCause and Effect

§ Cause and effect relationships are routinely identified and used to explain change. (3-LS42),(3-LS4-3)

Scale, Proportion, and Quantity§ Observable phenomena exist from very

short to very long time periods. (3-LS4-1)

Systems and System Models§ A system can be described in terms of

its components and their interactions. (3-LS4-4)

-------------------------------------------------Connections to Engineering, Technology,

and Applications of Science

Interdependence of Science, Engineering, and Technology

§ Knowledge of relevant scientific concepts and research findings is important in engineering.

-------------------------------------------------Connections to Nature of Science

Scientific Knowledge Assumes an Order andConsistency in Natural Systems

§ Science assumes consistent patterns in natural systems. (3-LS4-1)

Science and Engineering Practices

Analyzing and Interpreting DataAnalyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

§ Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

§ Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)

Engaging in Argument from EvidenceEngaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

§ Construct an argument with evidence. (3-LS4-3)

§ Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-LS4-4)

Connections to other DCIs in third grade: 3.LS4.C (3-LS4-2); 3.ESS2.D (3-LS4-3); 3.ESS3.B (3-LS4-4)

Articulation of DCIs across grade-levels: K.ESS3.A (3-LS4-3)(3-LS4-4); K.ETS1.A (3-LS4-4); 1.LS3.A (3-LS4-2); 2.LS2.A (3-LS4-3),(3-LS4-4); 2.LS4.D (3-LS4-3),(3-LS4-4);4.ESS1.C (3-LS4-1); 4.ESS3.B (3-LS4-4); 4.ETS1.A (3-LS4-4); MS.LS2.A (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4); MS.LS2.C (3-LS4-4); MS.LS3.B (3-LS4-2); MS.LS4.A (3-LS4-1);MS.LS4.B (3-LS4-2),(3-LS4-3); MS.LS4.C (3-LS4-3),(3-LS4-4); MS.ESS1.C (3-LS4-1),(3-LS4-3),(3-LS4-4); MS.ESS2.B (3-LS4-1); MS.ESS3.C (3-LS4-4)

LS1-1. Construct an argument that plants and animals have internal and external structures that function to support

survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Disciplinary Core IdeasLS1.A: Structure and Function

§ Plants and animals have both internal and external structures that serve various functions in growth, survival,

behavior, and reproduction. (4-LS1-1)LS1.D: Information Processing

§ Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)

Crosscutting ConceptsSystems and System Models

§ A system can be described in terms of its components and their

interactions. (4-LS1-1),(4-LS1-2)

Science and Engineering Practices

Developing and Using ModelsModeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

§ Use a model to test interactions concerning the functioning of a natural system. (4-LS1-2)

Engaging in Argument from EvidenceEngaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

§ Construct an argument with evidence, data, and/or a model.

(4-LS1-1)

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels: 1.LS1.A (4-LS1-1); 1.LS1.D (4-LS1-2); 3.LS3.B (4-LS1-1); MS.LS1.A (4-LS1-1),(4-LS1-2); MS.LS1.D (4-LS1-2)

Common Core State Standards Connections: ELA/Literacy –

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-LS1-2)Mathematics –

4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify linesymmetric figures and draw lines of symmetry. (4-LS1-1)

5-ESS3 Earth and Human Activity

Students who demonstrate understanding can:5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to

protect the Earth’s resources and environment.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Disciplinary Core IdeasESS3.C: Human Impacts on Earth Systems

§ Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)

Crosscutting ConceptsSystems and System Models

§ A system can be described in terms of its components and their interactions. (5-ESS3-1)

----------------------------------------------Connections to Nature of Science

Science Addresses Questions About the Natural and Material World.

§ Science findings are limited to questions that can be answered with empirical evidence. (5ESS3-1)

Science and Engineering Practices

Obtaining, Evaluating, and CommunicatingInformationObtaining, evaluating, and communicating information in 3– 5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

§ Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels: MS.ESS3.A (5-ESS3-1); MS.ESS3.C (5-ESS3-1); MS.ESS3.D (5-ESS3-1)

Common Core State Standards Connections:ELA/Literacy –

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1)RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.(5-ESS3-1)RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1)

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS3-1)

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1) Mathematics –

MP.2 Reason abstractly and quantitatively. (5-ESS3-1)MP.4 Model with mathematics. (5-ESS3-1)

Common Core StandardsReading Standards for Informational Text K-5

Grade 3 Grade 4 Grade 5

Key Ideas and Details:

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine the main idea of a text; recount the key details and explain how they support the main idea

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize

the text.

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Craft and Structure:

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6. Distinguish their own point of view from that of the author of a text.

6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Integration of Knowledge and Ideas:

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

8. Explain how an author uses reasons and evidence to support particular points in a text.

8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity:

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

Writing Standards K-5

Grade 3 Grade 4 Grade 5

Text Types and Purposes:

1. Write opinion pieces on topics or texts, supporting a point of view with reasons.a) Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.b) Provide reasons that support the opinion.c) Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.d) d. Provide a concluding statement or section.

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a) Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.b) Provide reasons that are supported by facts and details. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).c) Provide a concluding statement or section related to the opinion presented.

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a) Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.b) Provide logically ordered reasons that are supported by facts and details.c) Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a) Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b) Develop the topic with facts, definitions, and details.c) Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d) Provide a concluding statement or section.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a) Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c) Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d) Use precise language and domain-specific vocabulary to inform about or explain the topic.e) Provide a concluding statement or section related to the information or explanation presented.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a) Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c) Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d) Use precise language and domain-specific vocabulary to inform about or explain the topic.e) Provide a concluding statement or section related to the information or explanation presented.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.b) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.c) Use temporal words and phrases to signal event order.d) Provide a sense of closure.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.b) Use dialogue and description to develop experiences and events or show the responses of characters to situations.c) Use a variety of transitional words and phrases to manage the sequence of events.d) Use concrete words and phrases and sensory details to convey experiences and events precisely.e) Provide a conclusion that follows from the narrated experiences or events.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.b) Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.c) Use a variety of transitional words, phrases, and clauses to manage the sequence of events.d) Use concrete words and phrases and sensory details to convey experiences and events precisely.e) Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing:

4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)

6. With guidance and support from adults, use technology to produce and publish writing (using

6. With some guidance and support from adults, use technology, including the Internet, to produce

6. With some guidance and support from adults, use technology, including the Internet, to produce

keyboarding skills) as well as to interact and collaborate with others.

and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in one sitting.

Research to Build and Present Knowledge:

7. Conduct short research projects that build knowledge about a topic.

7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

9. (Begins in grade 4) 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.

Range of Writing:

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening Standards K-5

Grade 3 Grade 4 Grade 5

Comprehension and Collaboration:

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).c) Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.d) Explain their own ideas and understanding in light of the discussion.

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b) Follow agreed-upon rules for discussions and carry out assigned roles.c) Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.d) Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b) Follow agreed-upon rules for discussions and carry out assigned roles.c) Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.d) Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

3. Identify the reasons and evidence a speaker provides to support particular points.

3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and Ideas:

4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Language Standards K-5

Grade 3 Grade 4 Grade 5

Knowledge of Language:

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English.

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

discussion).

Vocabulary Acquisition and Use:

4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.a) Use sentence-level context as a clue to the meaning of a word or phrase.b) Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).c) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).d) Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.a) Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.b) Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph)c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.a) Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.b) Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

5. Demonstrate understanding of word relationships and nuances in word meanings.a) Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).b) Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).c) Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a) Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.b) Recognize and explain the meaning of common idioms, adages, and proverbs.c) Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a) Interpret figurative language, including similes and metaphors, in context.b) Recognize and explain the meaning of common idioms, adages, and proverbs.c) Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

6. Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered)

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however,

looking for them). and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

although, nevertheless, similarly, moreover, in addition).

Wisconsin Environmental Education Model Academic StandardsThe Wisconsin Environmental Education Board (WEEB) defines environmental educationas “a lifelong learning process that leads to an informed and involved citizenry having the creative problem-solving skills, scientific and social literacy, ethical awareness and sensitivity for the relationship between humans and the environment, and commitment to engage in responsible individual and cooperative actions. By these actions, environmentally literate citizens will help ensure an ecologically and economically sustainable environment.”

Performance Standards, Energy and Ecosystems

By the end of fourth grade students will:● B.4.4 List the components of an ecosystem, including the qualities of a healthy

habitat (see SC Life and Environmental Science) ● B.4.5 Describe natural and human-built ecosystems in Wisconsin● B.4.6 Cite examples of how different organisms adapt to their habitat

Performance Standards, Environmental Issue Investigative SkillsBy the end of grade 4 students will:

● C.4.1 Identify environmental problems and issues (see SS Political Science and Citizenship: Power, Authority, Governance, and Responsibility)

● C.4.2 Apply ideas of past, present, and future to specific environmental issues (see SC Connections)

● C.4.3 Identify people and groups of people that are involved in the issue● C.4.4 Identify some of the decisions and actions related to the issue ● C.4.5 Identify proposed solutions to the issue and discuss arguments for and

against the issue

Performance Standards, Decision and Action SkillsBy the end of grade 4 students will:

● D.4.1 Demonstrate knowledge of a decision-making process that includes selecting and using data, suggesting possible alternatives, predicting consequences, and being aware of available resources (see SC Inquiry; LA Inquiry)

● D.4.2 Identify and give examples of short-term and long-term solutions to a problem*

● D.4.3 Identify two or more ways to take positive environmental action; e.g., posters, letters, and speeches (see LA Oral Language)

● D.4.4 Communicate with local, state, or national officials regarding an environmental topic (see LA Writing

Performance Standards, Personal and Civic ResponsibilityBy the end of grade 4 students will:

● E.4.1 Identify and describe examples of their environmental civic responsibilities and the actions they take to meet them

● E.4.2 Understand how their personal actions impact their civic responsibilities toward the environment (see SS Political Science and Citizenship: Power, Authority, Governance, and Responsibility)

Background

Pollinators are animals that fertilize plants, helping them to produce the nuts, seeds, and fruit that humans and other animals rely on for a healthy diet. Pollinators contribute to up to ¾ of our major food crops, without them our food choices would be severely limited.

Pollination occurs when a small grain of pollen (a white, powdery substance that is the sperm of plants) moves from the anther (the male part of the flower) to the stigma (the female part of the flower). This is the first step in plant reproduction and it allows the plant to grow seeds, fruit and the next generation of plants. Although some plants can fertilize themselves by self-pollination, wind, water, or vectors, most require the help of pollinators.

Pollinators go from one flower to the next eating the nectar and/or pollen. While doing this the pollinator will indirectly get pollen on them and when they go to the next plant they will spread that pollen and fertilize the plant. This process is mutually beneficial to the plant and the pollinator. The plant is able to reproduce and the pollinator gets a food source. The nectar provides pollinators with carbohydrates and the pollen supplies them with proteins, fats, and vitamins.

Examples of pollinators include many insects like bees, butterflies, beetles, and flies. Other animals such as birds, bats, and even lizards have been known to pollinate as well, but are much less common. Insects are the primary pollinators in the world. For example there are an estimated 1,000 vertebrate pollinators in the world, but there are an estimated 16,000 species of just bees in the world.

Pollinators are also important outside of agriculture. Eighty to ninety-five percent of the plants found in the natural environment require a pollinator to reproduce, making pollinators a vital part of a healthy ecosystem. These plants provide food for primary consumers, which in turn supply food to predators. They also provide shelter and habitat for many animal species. In order to preserve biodiversity, we must preserve pollinators.

The major purpose of these activities is for students to recognize the pollination process, why it’s important, and learn what animals can pollinate.

Procedures

● Lesson one: What is the pollination process○ Opening/Pow!

■ Pow! Have a poster that has a variety of flowers hot glued onto it and have the poster lying on a table in the front of the room/area. The middle of the portion of the poster is covered by a decent layer of yellow or white dust, as the dust needs to hide the word “pollination”. As the kids settle in, invite them to come inspect the poster and once you begin, have them take guesses about what the lesson could possibly be about or what it could represent. Once they take their guesses, but before you reveal what they will be learning simply say, “Today we are going to be learning about how pretty flowers like these (point to the flowers on the poster board) and other plants reproduce. Today, ladies and gentlemen, we will be learning about…” *lift board so the dust which represents pollen falls away to reveal*, “...POLLINATION.”

● To get the best results with this you can have the letters made already and just cover them with the dust to hide the letters until the big reveal. Make sure to practice either with a smaller board or the board you want to use to make sure it works out the way you want it to.

● If the poster doesn't work out the way you want it you can also do pollination hangman where they have to guess the word pollination. You can also have a letter scramble with all the letters of pollination spread over the board and have them unscramble it to reveal their lesson.

■ Opening:Pollination is the process of reproduction of plants that bear seeds. Plants reproduce like all animals and insects, but they do it in a different process. They need the aid of insects and animals to bring pollen from one plant to another, to grow strong and reproduce. The main type of pollination is cross-pollination. This is mainly done with bees, butterflies, and moths, as they go from plant to plant collecting nectar for food. As they do this, pollen sticks to their bodies, and travels with them to the next plant, where it is rubbed off. Some flowers are also adapted to attract pollinators, so that they will have a definite chance to be pollinated and reproduce. Once a plant or flower is pollinated, seeds will start to sprout. Some plants can even pollinate through wind or water. Some plants don’t need the aid of insects and animals, and can pollinate by themselves, by either moving its pollen to another plant, or just not needing pollination at all, by having its seeds move on it own and reproducing that way.

○ Activity■ Teachers, parents, and/or appointed students, will put on headbands

with flowers decorated on them, which will stand for a flower. Each

“flower” will have cotton balls at their station, and a cup filled with apple juice, to represent the nectar in the flower. Then each student will be given a straw, to represent their “proboscis” and have a double-sided piece of tape placed on their arms. The teacher will then set a timer for two to three minutes, and have the students begin to “pollinate”! To do this, they will go to each of the flowers, take a sip of the “nectar” and then the flower will put a cotton ball on their taped arm. The student must then go to a different flower and drink from that nectar, and the flower will remove the cotton ball from their arm. Now the student has completed pollination! By the end of the time, each student should count how many flowers they pollinated in that time.

○ Closure■ While pollination may seem like a big and scary word, it is actually an

important process that gives flowers new life, and even helps food that we eat grow! Today we have learned what pollination is and how the process works. To recap, pollination is a reproduction process for plants, and it is typically done by cross-pollination with the aid of insects and other animals!

○ Assessment■ To assess students, have them all take out pieces of paper, and have

them draw out the pollination process! It can be as simple as a butterfly going between two flowers, or it can even be complex! Adjust grading on grade level.

● Lesson two: Different types of pollinators○ Opening/Pow!

■ Pow!:Show the students pictures of animals and have them go to different sides of the room if they think each animal or insect is a pollinator or not. Pollinators include: bees, butterflies, moths, flies, birds, wasps, flies, ants, bats, beetles, lizards. Ones that aren’t pollinators can include: dolphins, tigers, cats, dogs, eagle, horse, fish, and humans. Can use a powerpoint with pictures, or print out pictures of the different animals and insects.

■ Opening: Pollinators are living organisms that aid in the pollination process. For many pollinators, they feed on the sweet nectar that flowers provide. For others, they are simply traveling around looking for food. Many types of flowers are actually adapted for easy insect access as well. There are so many different types of pollinators besides the ones we have already mentioned! But there are so many that we can’t even say them all.

○ Activity■ Students will now play a version of Oh Deer! Here, students will be able

to identify and describe different pollinators, and what pollinators and

plants need to stay alive! Plants need to be pollinated to be able to survive and reproduce. Most pollinators rely on plants for food. In this game, we will start with half of the group being the pollinators, and the other half of the group being flowers. Different types of pollinators are affected by different types of flowers in pollination. Brightly colored plants like red and yellow attract butterflies. So those on the plant side will hold their arms out to the sides to symbolize visual cues. They need a butterfly to be pollinated, so students who choose to be a butterfly in this round should also hold their arms out. Only butterflies can pollinate red flowers and only red flowers can be pollinated by butterflies. Next, some plants have food cues to attract pollinators. Those with food-attracted traits (like nectar) typically attract hummingbirds. These students will stand with their hands over their stomachs. And, pollinators who choose to be hummingbirds this round, will also hold their hands over their stomachs. Same goes as only hummingbirds can pollinate food-attracted plants, and food-attracted plants can only be pollinated by hummingbirds. Lastly, some plants attract pollinators by smell, attracting moths. At night, the color of flower can’t be seen as well, so scent is heavily relied upon certain insects, such as moths. So for the plants, they need to hold their hands over their nose to show scent, and the moths need to hold their hands over their noses as well. The objective of the game is to pollinate flowers/be pollinated, so that the populations can continue to grow. If a pollinator and flower are paired, they will come back as more pollinators. If a pollinator is not paired, they become flowers. And if flowers are not paired they stay a flower. Continue this game for 5 to 10 minutes with the students.

■ As we can tell, the less pollinators, the less food we have, and vice versa. We need pollination for food and we also need pollinators to pollinate our food. With a healthy continuous cycle, we can have the ability to grow food for eternity.

○ closure■ Pollinators come in all shapes and sizes, and are extremely important in

the pollination process. While some pollinators are animals that we would never have guessed, most of them are the simple insects that brighten our daily lives, such as bees, butterflies, and moths. Pollinators are essential in the pollination process, and we should take good care of our pollinators, so that they have food to eat, and so we have food to eat, and pretty plants to look at as well!

○ Assessment■ To assess students, either have them go to the library and do research

on a pollinator (one paragraph would work!), or have the students take

a written test, assessing if they can identify the different types of pollinators, and how they pollinate flowers.

● Lesson three: Why pollinators and pollination are important ○ Opening/pow!

■ Pow! Have the students name off ingredients that make up some of their favorite foods. For example, bread on a sandwich is made up of wheat. Then, create a list of these ingredients on a board. Once you have enough examples, ask the students which of these ingredients that they think need to be pollinated. Make a check mark next to the list or create a new list for this portion.

■ Opening: Nearly all foods that we eat need pollination to grow and reproduce. Without pollinators, we wouldn’t have our favorite foods, like pizza, pasta, cake, chocolate, even candy! Without pollinators, various wildlife also would be without food, as they rely on plant life for nourishment. While you may not think that pollination affects the food we eat because they aren’t flowers, most of the food we do eat needs pollination! All plants that bear seeds need pollination, so yes this does include wheat, fruits, and vegetables! Can you name some? Here are some that we wouldn’t have without these wonderful pollinators: Apples, Berries of all kinds, Melons, Peaches, Pears, Carrots, Pumpkins, Cinnamon, Mint, Coconuts, Almonds, Coffee, Cacao(important ingredient in chocolate), Sunflowers, and many other fruits, veggies, and other plants that we use everyday.

○ Activity■ Pollinator bingo scavenger hunt: Give each student a bingo sheet/card,

with various types of foods that are pollinated by pollinators. The bingo sheets could all be the same for each student, have the same foods but in different spots, or have different foods in different spots for each bingo sheet. Then, have the students go out into a field or playground or park where various pictures of foods that are pollinated and foods that aren’t pollinated are hidden randomly, and set boundaries for students to roam around in. Students will then go out, and try to find a food that is on their bingo list. Every time that they find a food they can cross it off on their sheet. Once a student creates a bingo, they are the winner and can get a prize of a piece of candy or a sticker. The teacher during this time will supervise the students, and keep track of time, and also make sure the students are actually finding the foods, and crossing the right ones off. This activity should go between five and ten minutes, with time at the end for the closure.

■ Rain plan: Can hide pictures of different foods around the room, and have the students go searching for the food. This would be especially fun if the pictures were placed among any plants that are in the room.

○ closure■ Pollinators aid us in helping us have food to eat! So even though they

may not realize it, pollinators are probably the most important organisms in our ecosystem! That is why we should take great care, and try to take care of our pollinators. If we don’t have pollinators, there wouldn’t be any food on the earth!

○ Assessment■ To assess, we will have students create a food web with pictures.

We will hand out pictures and have the students try to get in a circle, in groups of four to five. Students will take approximately two minutes to try to recreate a food web, that includes pollination, pollinators, and food that is grown through pollination.

Differentiation

● Each lesson plants/activities should last about 30 minutes, with the times being varied during the activity portion.

● To aid in areas where minorities are prevalent, the foods that are described in the bingo and during this lesson can be changed to represent foods that are more prevalent in their cultures or everyday diets.

● To help with understanding of directions and the lesson in general, we can use basic terminology to accommodate students who speak english as a second language.

● If there is food added for a prize, make sure to be aware of any allergies that any students may have.

● For the powerpoint, the pictures and words should be large enough for those who may be visually impaired.

● For students that have learning disabilities, be sure to not rush through the program, and to go over vocabulary that may be hard to understand. Have a teacher helper or divide students into groups so that it is easier on students with disabilities, so they can get help during activities.

● For students with physical disabilities, make sure the boundaries are smaller, or remove any items that may block the path. Find a way to get all students involved in the activities.

References

Garden at school. (2012, June 17). Pollination games. Retrieved from https://gardenatschool.wordpress.com/2012/06/16/pollination-games/

● Different pollination games, one of the games we based an activity from!

Great pollinator project. (2014, April 15). Nesting Habitat | Great Pollinator Project. Retrieved from http://greatpollinatorproject.org/management/nesting-habitat

● Site to tell us about different nesting habitats of pollinators

Penn state university. (n.d.). Center for Pollinator Research (Penn State University). Retrieved from http://ento.psu.edu/pollinators

● Site where we got a lot of our background information

Pollinator partnership. (n.d.). Pollinator Partnership | Pollinator.org. Retrieved from http://pollinator.org/

● Site for background informationScience learning hub. (2012, June 6). Attracting pollinators. Retrieved from

https://www.sciencelearn.org.nz/resources/80-attracting-pollinators

● Information of how different flowers attract different types of pollinators

Science with me. (2017). Learn about Pollination. Retrieved from http://sciencewithme.com/learn-about-pollination/

● Simple and easy to read website that tells the basics of pollination, used for background.

University of illinois. (2008). University of Illinois pollinator buzzy activity book. Retrieved from http://www.life.illinois.edu/entomology/pollinators/docs/Pollination%20Activity

%20Book.pdf

● Another page that we used for reference of different pollination games that we could do, as well as information for background.