Grade 3 Science- Parts of a Flower · Jenaya&Taylor& o...

Jenaya Taylor

Background Information

Ø Parts of a Flower:

o Petals: Petals are located at the top of the flower. The base of the petals

are held together by the sepal. Petals can come in many different shapes

and sizes. Petals are often brightly colored so that bugs and bees are more

attracted to the flower. The petals are where the scent of the flower is

produced. Sometimes the petals produce nectar. On the bottom of petals,

you can often see veins. These veins are tubes that carry water to the

petals.

o Pollen: Pollen is the male gamete part of a plant. Pollen is half of what a

plant needs to reproduce and make a new plant. If there was no pollen,

there could never be new plants produced and all plants would die off.

o Stem: The stem connects the roots to the flower; it supports the flower

and allows it to stand up. Leaves grow of the stem at varying heights. It is

important that the stem holds leaves out flat, as they need to be exposed

to the sunlight so that photosynthesis can happen. There are two

different kinds of tubes located inside of the stem of a plant: xylem and

phloem. The xylem tubes carry water and minerals from the roots in the

soil up to the leaves and flowers. The phloem tubes carry food back down

to the roots where it is stored until the plant needs it.

o Sepal: The sepal is a leaf-‐like structure that is located at the top of the

stem and the bottom of the petals. It acts as a base for the petals as it

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brings all of the bottoms of the petals together. The sepal is the outer

coverage to the flower bud and its purpose is to protect the flower bud.

o Seeds: A seed is formed within the flower after the flower has been

fertilized: which is when pollen and the eggs have come together. Seeds

can come in many different shapes, sizes, and colors. All seeds have a seed

coat that is the protective coat on the outside of the seed. Inside a seed is

a baby plant and food so that it can continue to grow.

o Ovule: The ovule is located within the ovary and it carries the female

gametes for the plant. After the seed has been fertilized, the pollen and

the ovule will become the seeds of the flower.

o Pistil: The pistil is the female part of the flower and consists of the

stigma, style, and ovary.

o Stigma: The stigma is located at the top of the pistil. The stigma is a sticky

surface that acts as a catching point for the pollen grains that are brought

to the flower by bugs or the wind. The pollen will germinate here.

o Style: The style is a narrow elongated stalk that is located between the

stigma and the ovary. The style is a place for the pollen tubes to grow.

o Ovary: The ovary is the enlarged base of the pistil that houses the ovule.

The ovary matures throughout the growth of the flower and if the flower

has a fruit, it is the ovary that turns into the fruit. For the ovary to turn

into fruit, it has to be fertilized first. It is the fertilization that causes the

ovary to swell into a fruit.

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o Stamen: The stamen is the male part of the flower that is made up of the

anther and the filament. The stamen makes pollen grains that are needed

for other flowers to be pollenated and fertilized.

o Anther: The anther is the part of the stamen that bears and produces the

pollen, which is the male gametes.

o Filament: The filament is located at the bottom of the anther and

supports the anther. It is important for the anther to be supported so that

insects can access the pollen on the anther.

Ø Parts of a seed:

o Seed coat: The seed coat is the outer layer of the seed. The purpose of

this coating is to protect the inside of the seed and the embryo from

damage, insects, and diseases.

o Hilum: The hilum is not visible on all seeds but is usually visible on the

bean seed. It is the scare or line on the outside of the seed coat. This is

where the seed was connected to the plant as it was developing.

o Embryo: The embryo is the plant at its earliest form as it starts to

develop inside the seed. A bean seed is a dicotylendon, the embryo has

two seed leafs.

o Hypocotyl: The hypocotyl is located below the epicotyl and is very

important because it connects the embryo the cotyledon. If the hypocotyl

was not there to connect these two parts the embryo would not be able to

use any of the nutrients and would therefore not be able to grow and

mature into a flower.

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o Radicle: The radicle is one end of the hypocotyl. The radicle is important

to the development of the mature plant, as it will turn into roots to

support and provide nutrients for the plant. It also brings water up the

plant.

o Cotyledon: The cotyledon takes up the most room inside the seed. It is

the stash of food supply that the embryo will use until it is old enough to

make its own food.

o Epicotyl: The epicotyl is at the end of the embryo. It will develop into the

shoot. The shoot is the part that will grow into a flower above ground. In

addition to the epicotyl, there is the plumule, which is the part that looks

like folded leaves. Embryotic shoots consist of many small leaves that will

turn into the first leaves of the plant.

Ø What is pollination?

Pollination is when the pollen is transferred from the anther to the stigma. This can

happen within the same flower, or the pollen can travel from the anther in one

flower to the stigma in another. The transfer of pollen can happen either from a bug

gathering pollen from one flower and then delivering the pollen to another flower,

or the pollen grains can get carried by the wind. When the pollen transfers from one

flower to another it is called cross-‐pollination. Pollination is an important process

for flowers because pollination leads to fertilization within the flower. Fertilization

is when the nuclei in the pollen grains are fused with the nuclei of the ovule. After

fertilization the flower begins developing seeds.

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Ø How Water Travels Through a Flower

Water and minerals enter the plant through the roots from the soil; this process is

known as osmosis. The water will then move to the neighboring cells through an

opening in the cell walls and eventually into the xylem. The xylem is tubes within

the stem of the flower that carry the water and minerals up to the leaves and flower

of the plant. It is important for this water and minerals to get up to the leaves,

flowers, and any other green part of the plant because the water and minerals are

needed for photosynthesis. Photosynthesis is the process in which food is created

for the plant. The water and minerals in the xylem will only ever move up the stem.

The other set of tubes within the stem of the flower is called the phloem. The

purpose of the phloem is to move food and nutrients from the leaves to the storage

parts of the plant for when the flower needs it. This food includes sugar and amino

acids. The food that is moved by the phloem can move in both ways: both up and

down the plant’s stem.

Ø Why plants need water and sunlight

o Water: Plants need water for many reasons. One is because plants get

thirsty and need to stay hydrated. Plants also need water because it is a

source of hydrogen and oxygen that is needed for photosynthesis.

However water is only half of what is needed for photosynthesis to

happen.

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o Sunlight: Sunlight is the other half that is needed for the important

function of photosynthesis to happen. Sunlight acts as the energy source.

With the energy of the sunlight, the plant is able to covert the water and

carbon dioxide into sugar and starches, which is the food a plant needs to

grow and reproduce.

Website Resources where the above information was found: http://ag.arizona.edu/pubs/garden/mg/botany/seeds.html http://andromeda.cavehill.uwi.edu/flower_structure_and_function.htm http://www.amnh.org/learn/biodiversity_counts/ident_help/Parts_Plants/parts_of_flower.htm http://quizlet.com/12066748/parts-‐and-‐functions-‐of-‐a-‐flower-‐flash-‐cards/ http://www.pollinatorparadise.com/what_is_pollination.htm

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Lesson 1 Date: October 24, 2013 Grade: Three Subject: Science Lesson Length: Approximately 20-‐25 minutes Outcomes: PL3.1-‐ Investigate the growth and development of plants, including the condition necessary for germination

Indicators: a) Pose questions related to plant

growth.

Equipment: -‐Book: The Reasons For A Flower by Ruth Heller -‐9 white carnations -‐18 plastic cups -‐Food coloring -‐Scalpel -‐Students science journals

Safety: -‐ Young students may need to be reminded that the colored water is food for the flowers but not food for people. -‐ Have the teacher split the stem of the flower in half as it needs to be done with a scalpel and they are very sharp.

Questions I will ask: -‐Have you ever seen a flower? -‐Have you ever planted a flower? How did it grow? -‐What is Pollen? -‐What types of organisms help to move pollen from flower to flower? -‐Where are seeds found in a flower? -‐What do some flowers turn into? -‐What can be found inside a fruit that is also found in flowers?

Questions I hope my students will ask: -‐Why is it important for pollen to be moved from one plant to another? -‐How can some plants grow where it is dry? Why don’t they need water to survive? -‐If you were to plant the seeds that are found inside the flowers and fruit would another flower and fruit grow? -‐Does having colored water change how the flower grows? -‐What will the colored water do to the flower?

Steps: Engage: Start the lesson by asking students questions such as:

• Have you ever seen a flower? What kind of flower? • Have you ever planted a plant? • Where did you plant your plant? • Did your plant have flowers on it? • How did the flower bloom? • Do all plants have flowers?

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• Then read the book The Reasons For A Flower by Ruth Heller • Ask the following questions while reading the book:

o What do you think the birds, bees, and butterflies have to do with the flowers? (They have to pollinate the flowers so that a flower can reproduce)

o What is pollen? (Pollen is the male gamete part of a plant. Pollen is very important because it is half of what a plant needs to reproduce and make a new plant.)

o I hope students will ask why it is important for pollen to move from one flower to another. (When Pollen is moved from one plant to another it is called pollination. Pollination is a process where pollen is dropped on the stigma, which is what is needed for fertilization so that plants can reproduce. If pollen were not moved from one flower to another the flowers would not be able to reproduce.)

o What do some flowers turn into? Once students have realized that some flowers turn into fruits we can then talk about how both flowers and fruits have seeds.

o Where are the seeds located in a flower? I then hope students ask, “If you were to plant a seed from a flower or fruit would it grow another one?”

o I hope the students will ask, "How can some plants grow where it is very dry?" (Plants like a cactus can grow in places that are very dry because they can store their water)

o What other parts of a flower do you know? Activity (Explore):

• Have the students work in their table groups. • Give each table group a white carnation that has already had the stem split in

half the long way. • Each group will also need 2 plastic cups. Have the groups fill the cups ¾ of

the way up with water. Each cup of water needs to be colored a different color of the group’s choice.

• Have the students place one half of the split stem in each cup. • The students can then make predictions in their science journal as to what

effects the colored water will have on the flower. Have the students also explain their predication.

• At this time I hope the student will ask ‘if the colored water will have any effects on how well the flower will grow?’ Or ‘What the colored water will do to the flower?’

• Something the teacher might want to ask them is why flowers need water (to stay hydrated and make food) and if colored water can still do this job for the flower?

Evaluate: • Go around to each lab group to find out what each group predicts will happen

to the flower in two colors. • Have the students share their predictions with the class and the reason for

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their prediction. • Evaluation will also be done through the questions that are asked throughout

the book and after the book. These questions will help the teacher to see what students know about a flower and the growing of a flower.

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Lesson 2 Date: October 25, 2013 Grade: Three Subject: Science Lesson Length: 30-‐45 mins Outcomes: PL 3.1 Investigate the growth and development of plants, including the conditions necessary for germination.

Indicators: a) Pose questions related to plant growth. b) Observe and explain the function of the major structures (i.e. roots, flowers, leafs, and fruits or seeds)

Equipment: -‐ Carnations from the day before -‐ Poster of a plant -‐ Power-‐point to explain the way water travels up the stem of a flower as well as the parts and functions of the different parts of a flower. -‐ Student’s science journal

Safety: -‐Young students may need to be reminded the colored water is food for the plant but not for people.

Questions I will ask: -‐What do you observe about your flower today? -‐Is your flower the same color as your water? -‐How did the water and color get from the cup to the top of the flower? -‐What is the difference between the stamen and the style?

Questions I hope my students will ask: -‐ How did the flower turn color? -‐ How can half of the flower be one color and the other half is another color? -‐Are there male flowers and female flowers? -‐Do all flowers have the same parts?

Steps: Explore: • Give each lab group their carnation that they set in two cups of colored water

yesterday. o Ask the students what they observe about their flower? o Does their flower appear different than yesterday?

• Have the students make observations on their flower. They can record their observations in their science journal. This could ether be done by writing or drawing a picture.

o I hope the students will ask “How did the flower turn color?” or “how is half of the flower one color and the other half a different color?”

• The teacher could then present the students with the question of “Is your flower the same color as your water?” (yes) So then “how do you think the water and the color got from the cup up to the top of the flower?”

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Explain: • Use the PowerPoint and the student’s flowers to explain how water travels up

the stem of a flower. (See background information sheet for this information) • Explain the different parts of a flower and the function of each part. This can be

done using ether a large poster of a labeled flower or the PowerPoint with pictures of different parts of a flower. The parts of a flower that students need to be able to identify and understand what there function of them are: stem, leaves, sepal, ovule, the female reproductive origin (Pistil) which consists of the stigma, style, and ovary and the male reproductive origin (stamen) which consists of the anther and the filament. (for information on where these parts are located and their function see the background information sheet and the labeled picture of a flower).

o I will ask if the students if they can explain to me the difference between the stamen and the Pistil.

o The students might ask questions like: “Are there male flowers and female flowers?” (All flowers have a male reproductive origin (stamen) and female reproductive origin (pistil)) or “Do all flowers have the same parts?” (Yes)

Evaluate:

• Have the students revisit their science journals and explain why the two colored flower is the way it is. Now that the students have some more knowledge on how water travels up the stem of the flower and the parts of a flower their observations should make more sense to them.

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Lesson 3 Date: October 25, 2013 Grade: Three Subject: Science Lesson Length: Approximately 45-‐60 minutes Activity adapted from Teaching through trade books: Flower power Outcomes: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination

Indicators: a) Pose questions related to plant growth. b) Observe and explain the function of the major structures (i.e. roots, flowers, leafs, and fruits or seeds)

Equipment: -‐Different kinds of flowers (lilies, daffodils, iris, or other flowers with large parts) -‐Paper plates -‐Plastic knives -‐Safety scissors -‐Tweezers -‐Magnifying glasses -‐Gloves -‐Blank picture of a flower for labeling -‐Pencils -‐Poster of plant

Safety: -‐Some plants can cause skin irritation so have the children wear gloves -‐ Make sure children wash their hands after handling the plants -‐ Explain to the children how to safety use the knives, scissors, and tweezers. -‐Teacher may need to help with the splitting of the stem.

Questions I will ask: -‐Where is the pollen found in the flower? -‐Do you see any structures on the flowers that might attract pollinators? -‐ Why are some parts more visible in some flowers then others? -‐Can you see how water moves up the stem?

Questions I hope my students will ask: -‐Why do flowers smell? -‐Are there male flowers and female flowers? -‐Do all flowers have the same parts? -‐Do flowers always have eggs and seeds or do they have to be in bloom -‐Once I start to dissect the flower can I put it back together? -‐Does dissecting a flower kill the plant?

Steps (5 E’s): Explore (dissecting the flowers) and Evaluate (labeling of the flower) Explain: • Review with students the different parts of the flowers using a larger poster of a

labeled flower. • Leave the large poster of a labeled flower up while they are dissecting their

flowers to help them identify the parts they are finding.

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Explore: • Give each table group a flowers.

o Students might ask why the flowers have a smell (Flowers have a smell because the warm weather causes a release of chemicals from the flower which carry the sent. The smells of flowers help to attract bugs to the flowers.)

• Have the students look at their flower, paying attention to the different parts of the flower they can observe.

o Before they start to dissect their flower ask the students if they can see where the pollen is in the flower, what color it is?

o Do you see any aspects of the flower that would attract insects to pollinate the flower?

• Before students start to dissect their flower have them identify as many parts of the flower they can.

• The students will now dissect their flower. To dissect their flower they will need: plastic knife, safety scissors, tweezers, gloves, and a paper plate.

o While dissecting the flowers the students might be concerned about or ask if they can put it back together or if they are killing the plant.

• When they are dissecting the flower they will be looking for: the petals, stem, sepal, seeds, ovule, the female reproductive origin (Pistil) which consists of the stigma, style and ovary and the male reproductive origin (stamen) which consists of the anther and the filament.

o I hope the students will ask questions like: “are there male flowers and female flowers” “Do all flowers have the same parts?” (all flowers have a female (Pistil) reproductive origin and a male (Stamen) reproductive origin).

• Have them place their flower on the paper plate so that any parts that they take of the flower will not get lost.

• Encourage the students to split open the stem. A teacher might need to help the students as their plastic knife might not cut the stem.

o Ask the students if they can show how the water would move up the stem?

• Have the students look at the different parts of the flower with a magnifying lens to get a close-‐up look at the parts. This way they will be able to see specific features, and possibly tiny eggs or ovules in the pistil’s ovary.

o Ask the students why some parts are more visible in some flowers then others?

o I hope student will ask a question like “Do flowers always have seeds and eggs or just once they are in bloom?”

Evaluate: • The students have now had a chance to learn about the different parts of a

flower, explore and see the different parts of a flower. • To evaluate the students knowledge on the different parts of a flower give each

students a blank diagram of a flower and a work sheet and ask them to record the different parts of a flower. As well have the students explain for the

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designated parts why the flower needs these parts or what their job is (there is two different work sheets, one with a word bank and one without a word bank).

• The students’ work sheet of a flower will be used to evaluate their knowledge on the parts of a flower. This evaluation could be differentiated by providing the students with the words that they need to plug in so they only need to know where the words need to go not having to come up with the words.

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Name: Date:

Parts of a Flower Worksheet

Part one: Print the name of the flowers part on the blank beside the corresponding number Part two: Print the job of the part of the flower on the second line. 1. _____________________________________________________________________________________________ Job: ____________________________________________________________________________________________ 2. _____________________________________________________________________________________________ Job:____________________________________________________________________________________________ 3. _____________________________________________________________________________________________ Job:____________________________________________________________________________________________ 4. _____________________________________________________________________________________________ Job:____________________________________________________________________________________________ 5. _____________________________________________________________________________________________

6. _____________________________________________________________________________________________ Job:____________________________________________________________________________________________

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7. _____________________________________________________________________________________________ Job: ____________________________________________________________________________________________ 8. _____________________________________________________________________________________________ 9. _____________________________________________________________________________________________ 10. _____________________________________________________________________________________________ Job:____________________________________________________________________________________________ 11. _____________________________________________________________________________________________ Job:____________________________________________________________________________________________

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Name: Date:

Parts of a Flower Worksheet

Part one: Print the name of the flowers part on the blank beside the corresponding number Part two: Print the job of the part of the flower on the second line. 1. _____________________________________________________________________________________________ Job: ____________________________________________________________________________________________ 2._____________________________________________________________________________________________ Job:____________________________________________________________________________________________ 3._____________________________________________________________________________________________ Job:____________________________________________________________________________________________ 4._____________________________________________________________________________________________ Job:____________________________________________________________________________________________ 5._____________________________________________________________________________________________

6._____________________________________________________________________________________________ Job:____________________________________________________________________________________________

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7._____________________________________________________________________________________________ Job: ____________________________________________________________________________________________ 8._____________________________________________________________________________________________ 9._____________________________________________________________________________________________ 10_____________________________________________________________________________________________ Job:____________________________________________________________________________________________ 11._____________________________________________________________________________________________ Job:____________________________________________________________________________________________

Word Bank

Filament Sepal Petals Ovule Style Anther Stem Pistil Stamen Stigma Ovary

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Lesson 4 Date: October 29, 2013 Grade: Three Subject: Science Lesson Length: Approximately 45-‐60 minutes

As well as on going care and observations of their plant.

Activity adapted from Teaching trade books: Flower Power Outcomes: PL3.1 Investigate the growth and development of plants, including the conditions for germination

Indicators: a) Pose questions related to plant

growth. e) Observe and represent, using written

language, pictures, and charts, changes that occur through the life cycle of a flowering plant.

i) Care for a flowering plant throughout its life cycle, tracking its growth and changes.

Equipment: -‐Bean seeds (must be soaked in water) -‐Paper plates -‐Plastic knives -‐Safety scissors -‐Tweezers -‐Magnifying glasses -‐Gloves -‐Flower seeds -‐Plastic cups -‐Soil -‐Students science journals

Safety: -‐Some seeds can cause skin irritation so have the children wear gloves. -‐ Make sure children wash their hands after handling the seeds. -‐ Explain to the children how to safety use the knives, scissors, and tweezers. -‐ Teacher may need to help with cutting the bean seed open if it can’t be done with the plastic knife. -‐ If soil is spilled make sure it gets cleaned up.

Questions I will ask: -‐Where do flowers come from? -‐How do flowers reproduce? -‐What is the importance of the seed coat? -‐Does the way the seed is split affect what parts of the seed are visible? -‐Where should the flowerpots be located to help the plant grow?

Questions I hope my students will ask: -‐ Why do seeds come in different sizes, shapes, and colors? -‐ How deep should the seeds be planted in the soil? -‐ How long does it take for flowers to grow? -‐ What part of the seed grows into the flower?

Steps: Elaborate: • The activities thus far have focused on the parts of a flower and how flowers

reproduce. We have seen that the outcome of flower reproduction is a seed. By

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having the students examine the different parts of a seed they will have a better idea of where their flower came from initially.

o I will ask questions such as: where do flowers come from? Or how do flowers reproduce?

• With a large poster or a PowerPoint identify as a class the different parts of a seed. You will be looking for the seed coat, radicle, hypocotyl, epicotyl, and cotyledon (See background information sheet for more information on these parts of a seed)

o I will ask what the importance of the seed coat is? If the students are unsure of this question at this point, this question could be revisited after they are done dissecting their seed.

• Give all the table groups two bean seeds. Bean seeds are used, as they are large and easy to dissect. Encourage groups to split one seed in half the long way and cut the other seed in half the short way. This will provide different views inside the bean seed. Teachers’ assistance might be needed to help the students split the seed.

o I will ask the students: § How does the way you split the seed affect the parts that are

visible? § Why is that?

• The students will dissect their seed and try to identify the different elements in their seed. To dissect their seed they will need: plastic knife, safety scissors, tweezers, gloves, and a paper plate. Once again, have them use the paper plate to dissect the seed so that no parts of the seed get lost.

o At this point the teacher can be walking around to each lab group asking each member of the group to point out the a part of the seed.

o The lab groups could draw a picture of their seed and label the different parts.

o I hope the students will ask: “What part of the seed turns into the flower” Explore:

• Once the students are all familiar with the parts of the been seed, each student can be given a flower seed. The students will also need a cup and some soil to plant their flower seed in.

• I hope that the students notice that the seeds appear very different from the bean seeds and sparks questions like:

o “Why do seeds come in different shapes colors and sizes?” o “How do seeds give different types of flowers?”

• As the students plant the seed in the soil cup they might ask o “How far should the seed go in”

• Have the students take one finger and stick it down in the dirt up to their knuckle to make a hole.

• They can then place the seed at the bottom of the hole and then cover it up with dirt.

• Once the seeds are planted in the dirt the teacher can ask: o What should be done for the seeds next? (Water them).

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• Have students observe and water the flower every few days and record observations on how the seed starts to grow and changes through out its life cycle. This can be done in the student’s science journals.

Evaluate: • Ask the students to place their flower somewhere in the classroom where

they think is a good home for the flower. Remind them to consider what the flowers need to live and grow. (Plants need natural sunlight to grow so they will need to be placed near the window) Have the students write in their science journals why they placed their flower where they did.

• Evaluation can be done when the teacher is walking around to each lab group to see if each student can confidently point out one part of the seed or by having the lab group draw and label the seed.

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Lesson 5 Date: October 29, 2013 Grade: Three Subject: Science Lesson Length: Approximately 30 minutes as

well as ongoing observations. Activity from The Early Years: Investigable Questions Outcomes: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination

Indicators: h) Predict and investigate conditions such as the temperature, available sunlight, available nutrients in soil, and available water, which are necessary for plants germination and growth. j) Estimate, record, and display relevant measurements of plant growth, using plants grown in varying conditions k) Suggest explanations for patterns and discrepancies in the growth rate of similar plants grown in varying conditions

Equipment: -‐Bean seeds -‐3 clear plastic cups -‐Labels for each cup with a drawing depicting these words “no water”, “a little bit of water”, “lots of water” -‐Pitcher of water -‐Black permanent marker

Safety:

Questions I will ask: -‐What do plants need to grow? -‐What do seeds need to sprout? -‐How do you know what variable in the experiment is the one that is affecting the change? -‐How do you know what seed is sprouting the best? -‐Why do plants need air?

Questions I hope my students will ask: -‐Is it possible for a plant to have too much water for it grow? -‐How much water is enough for a plant to grow or a seed to sprout? -‐Why was there to much water?

Steps: Elaborate: • Have a class discussion on what makes a seed sprout. Have this discussion lead

to the question: How much water does a seed need to sprout? • Ask the students if they can decided how to conduct a fair experiment in regards

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to finding out how much water a seed needs to sprout (change one variable at a time. The variable that will change is the amount of water. You will use the same seeds, the same water, same cup and place it in the same place for the same exposure to sunlight)

• Ask the students how they are going to know what seeds are sprouting the best? As a group, decide what criteria you are going to use to decide what seed are sprouting the best.

• Have the children make labels for the cups. One cup will have no water, one cup will have a little bit of water (1 or 2cm) and the third cup will have a lot of water (2/3 full).

• Ask the students what cup they think will be the best environments for the seeds to sprout in and why? This can be a written response in their science journal.

o I hope students will ask questions such as: “how much water will be enough?” “Is it possible to have to much water?”

• Each student can then put a seed in the cup that they think will sprout the seed the best. Once the class has counted and recoded the results of the class poll the same amount of seeds needs to be placed in each cup so that it is a constant variable.

• Use a permanent marker to draw a line where the water is on the two cups with water. This way as the water evaporates you can add more water to the cup to keep the original amount. Ask the students why it is important to keep the amount of water in the cup the same at all times.

• Place the cups in a windowsill. • Have the students check the seeds every day for two weeks. Each day have the

students record the change in growth they are observing by drawing a picture of one seed out of each cup in their science journal. It is important that they put the date on each drawing so they can keep track of the progress. As well, when they check the seed have them check if more water needs to be added.

Explain:

• At the end of the two weeks, discuss the results of the experiment by reviewing their drawings and observing the growth in the cups.

o Ask the students what amount of water sprouted the seeds the best based on the criteria they had early established.

• You should see: o The seeds with no water will not grow at all. o The seeds with a little bit of water will sprout and send up a stem and

a set of second leaves o The seeds in a lot of water will begin to grow and then stop growing

and ferment. The students might ask why if flowers need water to grow how can it have too much? This will be an opportunity for the teacher to ask what else both plants and animals need (air). This will help the students to see that there was too much water so the plant could not get any air.

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Evaluate: • The students’ predictions in their science journal as well as their records of

observations can be used as an evaluation.

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Parts of a Flower Answer Key

Part one: Print the name of the flowers part on the blank beside the corresponding number Part two: Print the job of the part of the flower on the second line. 1. Petals Job: Attracts bugs and bees to the flower. 2. Stem Job: Supports the Flower and allows it to stand up. 3. Ovule Job: The ovule will become the seeds of the flower. 4. Sepal Job: Protects the flower bud. The sepal is the outer coverage to the flower bud. 5. Pistil

6. Stigma Job: The sticky surface that acts as a catching point for the pollen. 7. Style Job: Place for the pollen tubes to grow. 8. Ovary

9. Stamen 10. Anther Job: Bears and produces the pollen. 11. Filament Job: Supports the anther so that insects can access the anther.

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Science Journal Answer Key

The following are key points to look for in the students’ response in their science journals after lessons two, four and five. Lesson two:

• A connection between the colour in the water and the colour in the petals of the flowers.

• That there is colour in the veins of the leaves • Minerals travel with the water. • Water travels up to the flower and the leaves because water and minerals are

needed for Photosynthesis. Photosynthesis is the process in which food is created for the plant.

• The water and minerals travels up the stem through the xylem. The xylem is tubes within the stem of the flower that carries the water and minerals. The xylem will only ever move water and minerals up the stem.

Lesson four:

• Explanation of where they placed their flower and why they placed it there. • Evidence that they understand that plants need natural sunlight to grow. • Logs of how often they water their plant. • Observations and measurements of the different stages of their plant (when

it first sprouts up, when it gets its fist leaf, when it had a bud, when it blooms).

Lesson five:

• Predictions of what cup they think will be the best environment for the bean seed to sprout and why they think that will be the best environment.

• Observations throughout the experiment (the cup with no water is not sprouting at all, the cup with a little bit of water begins to sprout and gets a set of leaves, the cup with a lot of water starts to grow and then stops)

• That seeds need water to sprout. • That plants need air, if there is too much water they will stop growing and

start to ferment.

Grade 3 Science- Parts of a Flower · Jenaya&Taylor& o...

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