Lesson Content

What Standards
(national or state) relate
to this lesson?

SC.4.L.16.1 :Identify processes of sexual reproduction in flowering plants,

including pollination, fertilization (seed production), seed dispersal, and
germination.

Essential Understanding

After students investigate the parts of a hibiscus using technology, students will
understand the parts of a flower and why they are important. They will be able to
answer questions pertaining to the parts and identifying the process of sexual
reproduction of a flower.They will also see how the parts of hibiscus look under
the naked eye, a hands lens and a microscope.

(You should include ALL

applicable standards. Rarely do
teachers use just one: theyd
never get through them all.)

(What is the big idea or essential

question that you want students
to come away with? In other
words, what, aside from the
standard and our objective, will
students understand when they
finish this lesson?)

Objectives- What are

you teaching?

Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this
concept?

Students will be able to identify the parts of a flower correctly.

Students will be able to identify the parts of a flower and describe why they are
important.
Students will be able to describe how the parts of the hibiscus look under the
naked eye, a hands lens and a microscope.
The student will be able to identify major features of the flowers including petals,
sepals, stamen, and pistil
Raise questions about the natural world, to conduct both individual and
team investigations through free exploration and systematic investigations,
and generate appropriate explanations based on those explorations.
This lesson fits within the larger plan for students to be able to identify
processes of sexual reproduction in flowering plants, including pollination,
fertilization, seed dispersal, and germination.
I want students to be able to connect visually 3 different ways with the
parts of a flower and how they look differently under each tool. Students will
be able to see how with a microscope they are able to see every detail of
the parts of the hibiscus, with a hand lens they are able to see a little detail
of the parts of the hibiscus, and with the naked eye we dont see that much
detail of the parts of the hibiscus.
Its important for students to learn this concept because we want them to

Evaluation Plan- How

will you know students
have mastered your
objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence
will you collect, either during
this lesson or in upcoming
lessons?

What Content
Knowledge is necessary
for a teacher to teach
this material?

know the parts of a flower so they can understand how flowers go through
the processes of reproduction
Formative
The students will draw and label their own hibiscus flower they will follow along
with the lab packet and answer the questions.
Summative
Students will turn in their science labs after lesson is complete.

The teacher will dissect his/her own flower and fill in his/her own lab sheet

for the students to reference.

Review the parts of the flower
I want to be familiar with the terminology, the different structures

functions, and the processes of pollination and fertilization.Prepare the materials before the students arrive. Specifically I will go in first

thing in the morning to make sure that everything is in order and ready to
go.
Familiarize myself with the various probing and follow-up questions I would
like to use throughout the lesson.

What background
knowledge is necessary
for a student to
successfully meet these
objectives?

How will you ensure students

have this previous

The students should have some experience using a microscope. They will
need to know how to focus the microscope and change the magnification
power,

knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?

The student should be able to identify the basic parts of a flower (stem,
petals, roots, leaves).

The student should be able to describe how a plant survives (needs water,
sun, fertilizer, typically warm temperatures).

My learners are 12 boys and 11 girls

4-ESE

4-Gifted

Students have been learning about the parts of flowers and how each one is
important. They have learned about seed dispersal and how flowers survive.
What misconceptions
might students have
about this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided release,
5 Es, direct instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan
to do in teaching this
lesson? Be thorough. Act as
if you needed a substitute

Some students may already know that the flower is the reproductive part of the
plant, while many will not.
Students will easily notice the differences between the external structures of the
flowers they are observing.
Students may not know how to carefully open the ovary of the flower without
damaging it.
Students may know about human reproductive organs, like the ovaries, and
wonder what the connection between the ovaries of the flower and a human are.
Lesson Implementation
Begin with an overview whole class of major parts of a flower.
Demonstration of dissecting a hibiscus
Instruction
Small group 8 students in each group
3 stations
Lab
Time
The teacher will:
The students will:
Engage in an informal discussion with their
Write an essential
peers/ teacher about why flowers are
investigation questions on
important. They will practice what a good
overhead before class begins. discussion looks, sounds, and feels like

to carry out the lesson for

you.)
Where applicable, be sure
to address the following:
What Higher Order
Thinking (H.O.T.)
questions will you ask?
How will materials be
distributed?
Who will work together
in groups and how will
you determine the
grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students
do?
What student data will
be collected during
each phase?
What are other adults in
the room doing? How are
they supporting
students learning?
What model of coteaching are you using?

Question: Why are flowers

important?
While students are in
discussion distribute
worksheet packets for the lab.
Class will begin with a brief
overview of what we are
learning for the day. The
teacher will begin with an
overview of flower anatomy,
Identifying the major parts of
a generic flower and
describing their purpose.
(Hibiscus)
(Anchor Chart on white board)
Petals
Petals are colorful & sweet
smelling to attract pollinators.
Stalk/Stem
It holds up the flower giving
support to the flower. Also
provides a highway for water
& food to supply the plant
with its needs.
Ovary
This protects the ovules
(potential seeds). Once they
are fertilized they will become
a seed. The ovary will
become the fruit that protects
the seeds.
Ovules/Egg Cells
The Ovules (a potential seed)

and begin to generate some questions

about flowers.
Possible Answer: Flowers are an important
part of plant reproduction. They are
designed to pass pollen between male and
female parts

The students will:

Label the parts of a flower in the
worksheet of a flower in their packets.
Students will follow along completing task.

are like the egg in animals

and once fertilization has
taken place will become the
seed
The female parts of a flower.
It contains the ovary, the
style, and the stigma.
Style
The stalk of the pistil that
rises up from the ovary.
Stigma
The part of the pistil that
catches the pollen. There is a
sticky substance on the tip to
catch the pollen. Shaped
different according to the
type of flower.
Stamen
The male parts of the flower,
made up of filaments and
anthers. Responsible for
producing pollen.
Filament
The stalk that holds
up the anther.
Anther
Located on the top of the
filament and holds the pollen
until anthers mature. Once
the anthers mature, they
burst open releasing the
pollen.
Pollen
The fertilizing element of

flowering plants, made of

fine, powdery, grains or
spores
Why do we dissect flowers?
It helps us understand
how pollination works!
By identifying each part
of the flower and how
they relate to
pollination, we can
connect those
relationships in nature
that keep the world
going round!
We will get a better
understanding as to
why pollinators are so
attracted to flowers!
Demonstrate how to
dissect flowers:
Show the students how to
separate the flowers, starting
with the sepals and petals.
Then, show the students how
to use the scalpel to gently
cut and remove an entire
stamen. Tell the students to
look at the anthers, too,
which are on the tip of the
stamen. The teacher should
then demonstrate removing
the rest of the petals
and stamens carefully.

The students will:

Listen to the teacher as the experiment
process is explained to them. The students
will have detailed instructions and steps
for completing a successful observation of
a flower dissection in their packet, so they
can follow along as these aspects are read
or demonstrated for them.

Students should then have

an unobstructed view of the
pistil. The pistil will then be
carefully cut at the place
where its fattest, through the
middle of the ovary. Instruct
students to examine whats
inside (the immature seeds
[ovules]).
Tell students to remain
seated as materials are
passed out to them. They can
begin working as soon as
they have their materials they The students will:
will work with their lab
Students will work with lab partners. They
partners.
will discuss their ideas and think about the
different structures in the flowers, as well
as the physical appearance of the plant.
Students are encouraged to talk and share
Set-up and material
their ideas amongst each other. They
distribution:
should also share their materials with
Explain to students that for
those around them to see how the parts
their lab experiment for the
vary amongst different samples. As
day, they will be observing a
students observe the parts, they will draw
dissected Hibiscus flower.
and label, according to their lab
Explain to students that they
guidelines, the parts of their flowers and
will first be drawing the parts describe in detail why they are important.
of a flower by observing and
Students will use their ideas about the
describing how the parts of
structures in their flowers to answer
the hibiscus look under the
observation questions as they label/draw
naked eye, a hands lens and
(see attached worksheet for specific
a microscope. Remind the
questions)
students to use appropriate
3 different centers, 8 students in
scientific drawing skills
each center.

The student will then need to

identify major features of the
flowers they observed
including petals, sepals,
stamen, and pistil describe
why they are important.
The teacher will:
Investigation:
Circulate as students work in
pairs observing/drawing their
flowers, making sure that
students are using their time
wisely.
Ask facilitating,
comprehension questions:
Does this flower have
more male or female
parts?
Why do you think that
might be?
Why does this flower
have both male and
female parts?
What does that allow
the flower to DO?
Can you see any pollen
on your flower? Where?
The teacher will:
Call students back together,
making sure that all materials
have been properly disposed
of and put away.
To end the lesson, the teacher

1- Naked eye observation of parts of a

hibiscus .
2- Hand lens observation of parts of a
hibiscus.
3- Light microscope observation of
parts of a hibiscus.

Center One: Looking at the Hibiscus

Flower with your eyesight.
Hold one petal up to the light to
observe the veins. What do you see?
Draw and label
Look at the petal and describe the
color shape, texture and length.
Describe why the petals are
important to a flower.
Center Two: Looking at the Hibiscus
Flower with your hand lens.
Use your hand lens to look at the
petal. What do you see? Draw and
label
Use your hand lens to look at the
petal. Describe the color, shape
texture and length.
Why do you suppose flowers have a
color & a scent?
Center Three: Looking at the Hibiscus
Flower with your microscope.
Use your microscope to look at the
petal. What do you see? Draw and

will have the students

label
independently work on their
Use your microscope to look at the
lab packets to finish any
petal. Describe the color, shape
questions. Students will use
texture and length.
ideas from both their
Center one: Looking at the Hibiscus
experiences and the new
Flower with your eyesight.
information theyve learned
Look and observe the sepal. What
to answer the questions in
do you see? Draw and label
the packet. Students can
Look at the sepal and describe the
hand their papers to the
color shape, texture and length.
teacher once theyve finished.
Describe why the sepal is important
to a flower.

Center Two: Looking at the Hibiscus

Flower with your hand lens.
Use your hand lens to look at both
sides of the sepal. What do you see?
Draw and label
Use your hand lens to look at the
sepal. Describe the color, shape
texture and length.
Center Three: Looking at the Hibiscus
Flower with your microscope.
Use your microscope to look at the
sepal. What do you see? Draw and
label
Use your microscope to look at the
sepal. Describe the color, shape
texture and length.
Was there a difference between the

sepals & petals? Similarities?

Center one: Looking at the Hibiscus
Flower with your eyesight.
Look and observe the stamen. What
do you see? Draw and label
Look at the stamen and describe the
color shape, texture and length.
What are the two parts of the
stamen?
What do you see on the Anther?
Center Two: Looking at the Hibiscus
Flower with your hand lens.
Use your hand lens to look at the
stamen. What do you see? Draw and
label
Use your hand lens to look at the
stamen. Describe the color, shape
texture and length.
Use your hand lens, what do you see
on the anther?
Center Three: Looking at the Hibiscus
Flower with your microscope.
Use your microscope to look at the
stamen. What do you see? Draw and
label
Use your microscope to look at the
stamen. Describe the color, shape,
texture and length.
Use your Microscope to look at the

anther. What do you see?

Describe why the stamen is
important to a flower.
Center one: Looking at the Hibiscus
Flower with your eyesight.
Look and observe the pistil. What do
you see? Draw and label
Look at the pistil and describe the
color shape, texture and length.
What are the three parts of the
pistil?
Center Two: Looking at the Hibiscus
Flower with your hand lens.
Use your hand lens to look at the
pistil. What do you see? Draw and
label
Use your hand lens to look at the
pistil. Describe the color, shape
texture and length.
With your hand lens take special
care to check the stigma for the
sticky substance that catches the
pollen.
Describe why the pistil is important
to a flower.
Center Three: Looking at the Hibiscus
Flower with your microscope.
Using your microscope determine
what part of the pistil you are
looking at. What do you see? Draw
and label.

 Observe the inside of the ovary.

Count the number of chambers and
record that information below.
Use your Microscope to describe the
color, shape texture and length.
Describe what you saw inside of the
ovary chambers.
What do fertilized ovules turn in to?
The students will:
As the teacher circulates, students will be
asked comprehension questions and asked
to share their ideas about what they are
seeing.

The students will:

Engage in a productive scientific
discussion with their peers, sharing the
findings from their observations with the
class and using those findings/evidence to
generate claims, to show their
understanding of the lesson. They will
write a claim, using data or observations
from their observation lab to back up the
scientific reasons we learned about in the

What will you do if

What will you do if

Meeting your students

needs as people and as
learners

debriefing for flower parts. Students will

apply their knowledge to answer lab
packet questions.
a student struggles with the content?
Directions will be given verbally, as well as in written form in the students
investigation packets.
The teachers in the room will circulate throughout the investigation answering
any questions students might have, and asking probing questions to guide
students through the dissection.
a student masters the content quickly?
Ask HOT questions
1) Why do you like or dislike flowers?
2) What can flowers be used for?
3) Why are flowers important?
4) Why are birds and insects important to plants?
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students will learn how the major stages of Florida plants and animals compare.
Understanding of the processes of sexual reproduction in flowering plants,
including pollination and fertilization.
If applicable, how does this lesson connect to/reflect the local
community?
Students will learn about plants and flowers that are important to state of Florida.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I can cut open an orange or apple exposing the seeds to point out the end where
it was attached to the tree. Pointing out that the fruit is actually the swollen ovary
protecting the seeds inside. The students can examine the fruit and seeds.
How will you differentiate instruction for students who need additional
language support?
N/A

Accommodations (If
needed)

The students will have access to the reference pictures and diagrams.

The ESE teacher can walk the students through the investigation,
facilitating each step, and having a small group investigation rather than on
their own.

Materials
(What materials will you
use? Why did you choose
these materials? Include
any resources you used.
This can also include
people!)

7 hibiscus
Scissors
8 hands lenses
8 Microscopes
Lab sheet
Flower to demonstrate during explain phase of the lesson.
Flower anatomy chart

SO Lesson Plan #2 Reflection

This lesson was on identifying the correct parts of a hibiscus flower and
describing why they are important. I am not really a science person, and this has
affected my attitude toward teaching science. Unfortunately when I was younger
I didnt have memorable experiences, but by teaching this lesson I gained an
appreciation for science education.
For this lesson we observed the hibiscus flower to see the inner parts of the
flower using microscopes, hand lenses and our eyes. Before releasing students
to centers to complete there observations, I went over each part of the hibiscus
flower by dissecting it using an overhead microscope so students could visually
see the parts. I feel that this activity was very meaningful, it provided a handson experience and allowed us to have a better look of the insides of a
flower. This lesson aligned with the TIMS matrix, it was a meaningful
constructive learning environment. Students observed the parts of a flower
using different technology to connect new information to prior knowledge. When
integrating technology the level this lesson falls under is adaptation. I provided
students with technology tools to independently allow them to build an
understanding of the parts of a flower. Integrating technology enhanced this
lesson by creating an experience that addresses the parts of a flower. Students
observed and described the parts of a hibiscus and identified why they are
important.
After teaching this lesson and letting the students observe and identify the
parts of a flower this could later be extended by teaching students the process

of sexual reproduction in flowering plants. Integrating technology was a great

way for students to observe and see the similarities and difference of the parts
of a flower using three different tools.
Integrating technology made the students excited to explore the parts of a
flower. They were all so surprised with what they observed and found. A success
from teaching this lesson would be that students worked really well in their
groups. They were discussing with one another what they thought the parts
were and what they were used for. Students discussed how the parts looked
different when observing them under another tool. This was really interesting to
watch because the students worked together to figure it out.
During the lesson I came across a few problems in both my instruction and in
the observation activity. One problem I had while giving instruction was that I
couldnt project the flower diagram that students had to label and display the
hibiscus flower being dissected. To solve this issue I asked the students to first
watch me dissect the hibiscus flower and describe to them the parts of the
flower. Once I was finished with the demonstration I projected the flower
diagram onto the Elmo. Together we looked at all the parts of a flower, I called
on students who volunteered to come to the Elmo and label the flower parts.
Another issue I had was with one group of students. While teaching the lesson
and giving instructions a few students were pulled out of the class to attend
speech. When they returned they retrieved their lab packets and joined
whatever group they wanted. This caused a disruption because they got loud
and were playing around with the technology tools. I pulled these students to

the side and explained to them how I expected them to act during this lab. I
moved each student to another group and didnt have another issue.
My goal for this lesson was to keep students involved as much as possible in
the lesson and avidly learning. However, I was surprised to see students using
their knowledge of the parts of a flower and their observation of the parts
through technology, to start thinking about how a flowering plant goes through
the processes of reproduction.
During the lesson I could see the excitement on my students' face when they
saw what we would be doing for the day. I also loved hearing the "whoas" when
they were observing the parts of the flowers using the technology provided. I
think it is important for students to enjoy the lesson they are being taught, and
it is always great to allow them to have hands on experiences. If I taught this
lesson again, I would consider the time planning time (either directly following a
lesson or the next day) to have students share their observations and thinking
about the parts of a flower. This is when I can dedicate time to push students
thinking to consider why the parts are formed as they are. For an example
during the lesson when a student shared that he didnt want to touch it because
it was hairy I asked him why it was hairy. Next time I would dedicate time for
students to share their observations through group discussion.
I think my students genuinely enjoyed the lesson. They were engaged and
following along with their lab packet while using technology to observe the parts
of the hibiscus flower. I motivated students by asking about their observations
as I circulated each station. Together with the students I shared observations,
and asked students to tell me about their observations and thinking about the

parts of the hibiscus. Using questioning and discussion techniques I helped

students through the activity. Using the technology I helped the students realign the labels when they got confused. For example I picked up the stigma
and asked the students which part of the picture it aligned with. Then together
we matched the plant parts to the labels. I also prompted students as needed to
engage in the activity, for example, I asked one student to pick up the hand lens
and said, now what do you see?
Overall I feel like this lesson went really well and I would teach it again. I
feel like I learned a lot about stepping out of my comfort zone and being flexible.
The students all seemed to enjoy using the technology and learned form using it
at the same time. I think that students would really benefit from more
interactive science lessons with the use of technology like this one.