Integrated Multimedia Lesson Plan
Title of Lesson:
Plant Reproduction: Flower Structures
Date:
Timeframe of Lesson: 11 Class Periods (60 mins)
April 2009
School District: Gale-Ettrick-Trempealeau
Author(s): Jennifer Aasen
Campus: Middle School
Subject Area(s): Life Science
Grade Level(s)/Course: 7th Grade Science
Subject Specific: http://dpi.wi.gov/standards/sciintro.html
SCIENCE Standards
A: Science Connections 8.6;
State Standards
B: Nature of Science 8.3;
C: Science Inquiry 8.1- 8.8;
F: Life and Environmental Science 8.1, 8.2, 8.5, 8.6, 8.8;
H: Science in Personal and Social Perspectives 8.1.
Technology Specific: http://dpi.wi.gov/imt/itlstfst.html
A: Media and Technology 8.1 - 8.6;
B: Information and Inquiry 8.1 - 8.8;
C: Independent Learning 8.3 and 8.4;
D: The Learning Community 8.1 - 8.3
Stated Objectives
Procedures for Lesson
Assessment or
Evaluation
Enrichment
Students will
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Know that flowering plants are called angiosperms and that not all plants have
flowers.
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Know the purpose of a flower is to aid the plant in reproduction.
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Identify various way flowers are designed to attract pollinators and ensure
pollen transfer during “The Birds and the Bees” video.
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Name nine major parts of the flower and know the function of these parts.
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Examine and identify flower structures on actually flowers.
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Identify plants as monocots or dicots.
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Know the events of the cycle of plant reproduction in angiosperms.
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Navigate through a Keynote presentation.
Day One: Read pages 271-273, 281 and 282 in Science Insights textbook. Answer
questions on “Monocots and Dicots” / “Flower Parts” worksheet.
Day Two: Navigate through “Structures of a Flower” Keynote. Label flower parts, note
functions of parts and color “Parts of a Flower” worksheet.
Day Three: Read “The Birds and the Bees” video. Make a list of ways flowers are
designed to attract pollinators and ensure pollen transfer.
Day Four: Discuss and correct all previous assignments.
Day Five: Describe the events of the cycle of plant reproduction in angiosperms. Students
record “Pollination/Fertilization” notes. Students work with a partner to arrange the
“Plant Reproduction Cycle” events in order in the form of a never-ending circle.
Day Six: “Flower Dissection” Lab.
Day Seven: Introduce “Flower Parts” Keynote project. Explain storyboard and grading
checklist. Use Proxima to demonstrate creating text boxes, new slides and hyperlinks.
Review tools for editing objects and text.
Day Eight-Ten: In groups of three, students create a Keynote presentation identifying
flower structure names, their functions and other facts about each flower part.
Day Eleven: “Plant Reproduction” Unit Exam and presentations of Keynote project
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Teacher observations, informal class discussions and daily reviews
“Monocots and Dicots” / “Flower Parts” Worksheet (Day 1)
“Parts of a Flower” worksheet (Day 2)
“The Birds and the Bees” video notes (Day 3)
“Flower Dissection” Lab (Day 6)
“Flower Parts” Keynote presentation (Day 7 - 11) (See Keynote rubric.)
“Plant Reproduction” Unit Exam (Day 11)
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Add photos, animation and/or music to Keynote presentation
Materials
Technology Resources:
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“Structures of a Flower” Keynote
“Flower Parts (students) Keynote
12-15 Mac Computers with Internet access (Minimum 1 computer per 2 students)
Proxima Projector and screen or SMART board
Television and DVD/VCR player
Other Resources:
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“The Birds and the Bees” video from “The Private Life of Plants” series.
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“Science Insights” textbook. (Addison-Wesley Publishing Company, Inc.)
Colored Pencils
http://www.amazon.com/Private-Life-Plants-Birds-Bees/dp/6304030908