AGC/United Learning • 1560 Sherman Ave., Suite 100 • Evanston, IL 60201 • 800-323-9084
Our Flowering World
Grades 5 - 8
Teacher's Guide
Written and Produced by
John Colgren and Paul Fuqua
AGC/United Learning
1560 Sherman Avenue, Suite 100
Evanston, Illinois 60201
(800) 323-9084, Fax (847) 328-6706
http://www.agcunitedlearning.com
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AGC/United Learning • 1560 Sherman Ave., Suite 100 • Evanston, IL 60201 • 800-323-9084
This video is the exclusive property of the copyright holder.
Copying, transmitting, or reproducing in any form, or by any
means, without prior written permission from the copyright
holder is prohibited (Title 17, U.S. Code Sections 501 and
506).
©MM John Colgren and Paul Fuqua
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AGC/United Learning • 1560 Sherman Ave., Suite 100 • Evanston, IL 60201 • 800-323-9084
Our Flowering World
Table of Contents
Introduction ..................................................... 1
Instructional Notes .......................................... 1
Links to Curriculum Standards ....................... 1
Student Objectives ......................................... 2
Assessment Tools ............................................. 2
Teacher Preparation ...................................... 2
Introducing the Video .................................... 2
View the Video ............................................... 2
Discussion Questions ....................................... 3
Blackline Master Descriptions ........................ 3
Enrichment Activities ...................................... 4
Answer Key ...................................................... 4
Internet Resources .......................................... 6
Script of Video Presentation .......................... 7
This video is closed captioned
The purchase of this video program entitles the user to the right to
reproduce or duplicate, in whole or in part, this teacher's guide
and the blackline master handouts that accompany it for the purpose of teaching in conjunction with this video, Our Flowering World.
This right is restricted only for use with this video program. Any reproduction or duplication in whole or in part of this guide and the
blackline master handouts for any purpose other than for use with
this video program is prohibited.
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OUR FLOWERING WORLD
GRADE LEVELS: 5 - 8
INTRODUCTION
This lesson is designed for use in grades 5 - 8 as an introduction to the major
ideas and concepts associated with flowering plants. The function of all
flowers is to make sure that the plants on which they bloom produce seeds
in order for the species to survive from generation to generation. To that
end, all of a flower's different parts help in one way or another with reproduction.
INSTRUCTIONAL NOTES
Before presenting this lesson to your students, we suggest that you preview
the video and review this guide and the accompanying blackline master
activities in order to familiarize yourself with their content.
As you review the materials presented in this guide, you may find it necessary to make some changes, additions, or deletions to meet the specific
needs of your class. We encourage you to do so, for only by tailoring this
program to your class will they obtain the maximum instructional benefits
afforded by the materials.
It is also suggested that the video presentation take place before the entire group under your supervision. The lesson activities grow out of the context of the video; therefore, the presentation should be a common experience for all students.
LINKS TO CURRICULUM STANDARDS
As stated in the the National Science Education Standards, "In the middleschool years, students should progress from studying life science from the
point of view of individual organisms to recogninizing patterns in ecosystems." The specific content standards addressed in this Unit of Study are:
• A population consists of all individuals of a species that occur
together at a given place and time. All populations living together and
the physical factors with which they interact compose an ecosystem.
• Populations of organisms can be categorized by the function
they serve in an ecosystem.
• For ecosystems, the major source of energy is sunlight. Energy
entering ecosystems as sunlight is transferred by producers (plants) into
chemical energy through photosynthesis. This energy then passes from organism to organism in food webs.
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STUDENT OBJECTIVES
After viewing the video and participating in the follow-up activities, students/participants should be able to ...
•Identify the different parts of a flower and explain the role each plays in
reproduction.
•Describe how fertilization occurs in flowers.
•Identify how insects and birds help plants in the fertilization of plants.
ASSESSMENT TOOLS
This lesson provides you with three different assessment tools. Together
they make it possible to follow closely the progress of your students and to
judge their mastery of the subject matter.
The Pre-Test (Blackline Master #1) can be used to get some idea of students' understanding of the topic before the video is presented.
The Post-Test, presented as Blackline Master #8, can be used as a final test
for this lesson.
The Video Quiz and its accompanying answer sheet (Blackline Master #2)
can be used either as a way to introduce the topic prior to showing the
video or to judge student mastery once the video has been presented.
TEACHER PREPARATION
View the video and review the accompanying activities. Duplicate any
blackline masters you wish to distribute. If you plan to use the Video Quiz,
which immediately follows the video presentation, you may wish to have
copies of the Quiz ready to distribute at the completion of the video program. Also, plan to pause the tape between questions if students require
more time.
INTRODUCING THE VIDEO
This lesson is about the important role flowers play in the reproduction of
flowering plants. It describes the male and female parts of a flower and
role each plays in fertilization. The relationship of insects and birds to the
transfer of pollen from flower to flower is also discussed.
VIEW THE VIDEO
Viewing Time is 10 minutes for the program and about 5 minutes for the
Video Quiz.
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DISCUSSION QUESTIONS
1. Draw a cross-section of a flower on the board and have students volunteer to identify various flower parts.
2. Discuss the important role insects and birds play in the transfer of pollen
from flower to flower.
3. Ask students to identify other methods used to spread pollen from plant
to plant.
BLACKLINE MASTER DESCRIPTIONS
This program contains eight blackline masters that can be used to reinforce ideas and information presented in the video.
• Blackline Master #1: Pre-Test provides a way of finding out how much
students know about the material covered in this lesson before you
present it. Student scores on the Pre-Test can be compared with their
scores on the final Post-Test (Blackline Master #8).
• Blackline Master #2: Video Quiz is to be used at the end of the video
program. At the completion of the video, there is a short quiz. The
narrator will read the questions which are displayed on the screen. Students can use Blackline Master #2: Video Quiz to record their answers.
Answers to the questions are provided in the Answer Key section of this
teacher's guide.
• Blackline Master #3: Crossword is a crossword puzzle that uses key terms
from the video.
• Blackline Master #4: Flower Dissection is an experiment designed to challenge students to identify the parts of a flower.
• Blackline Master #5: Flower Structure is a cross-section diagram of a
typical flower. It requires students to label 12 important parts of the
flower.
• Blackline Master #6: Stages is an experiment to show the stages of development for a bean plant. Students will soak some bean seeds and
then make observations each day for five days.
• Blackline Master #7: Seed Collection is a project designed to encourage students to collect and find out about various seed types. They
should mount the seeds on a piece of paper and then write about how
the seed travels from place to place and what it might grow into.
• Blackline Master #8: Post-Test is the formal test for this lesson.
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ENRICHMENT ACTIVITIES
1. Take a walking field trip around the school and have students look for
examples of flowering plants, seeds, fertilization, or seed germination.
2. Find a section of tree trunk that has been cut to show the rings. Bring it
into class and set up a station where students can examine the cross
section. They could determine the age of the tree and look for climate
changes, etc.
ANSWER KEY
• PRE-TEST, Blackline Master #1
1.
fertilization - The union of a sperm cell and an ovule.
2.
embryo - A partially developed plant found in a seed.
3.
pollen - The male reproductive cells that produce sperm, the male
sex cells.
4.
anther - Found at the end of the flower's stamen, anthers produce
the reproductive cells called "pollen grains."
5.
pistil - The pistil is the female part of a flowering plant.
6.
stamen - The stamen is the male part of a flowering plant.
7.
ovule - The female cells or eggs of a plant.
8.
nectar - A sugary solution produced by flowers to attract insects.
9.
ovary - The ovary is where the ovules are stored in a flowering plant.
10.
style - The neck part of the female part of the flowering plant. At
the end of the style is the stigma.
pistil
[
anther
]
stamen
ovary
Short Answer: Insects and birds help plants by carrying pollen from one
plant to another. For pollination to occur, the pollen from an anther
must travel to the pistil of another plant. Insects and birds seek out the
nectar and pollen of the flower and during the time they are getting
the nectar and pollen, pollen grains rub off onto their bodies and are
carried to other flowers.
• VIDEO QUIZ, Blackline Master #2
1. true
2. true
3. false
4. false
5. ovary
6. pollen
7. eggs
8. embryo
9. fruits
10. pistil
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• CROSSWORD, Blackline Master #3
ACROSS
1. cotyledons
2. anther
3. stamen
4. embryo
5. fertilization
6. pistil
DOWN
1. ovules
2. ovary
3. seed
4. nectar
5. fruit
6. pollen
• FLOWER DISSECTION, Blackline Master #4
Each student or pair of students should have a flower with which
to work for this experiment. The students will first draw a picture of their
flower and then they will carefully cut the main parts from the flower
and tape them to the ditto as indicated. Allow time for the students to
walk around and see what others in their room found.
• FLOWER STRUCTURE, Blackline Master #5
pollen grain 12
anther 1
sperm 5
pistil 11
stamen 3
ovule 6
pollen tube 4
filament 2
egg 7
style 9
stigma 10
ovary 8
• STAGES, Blackline Master #6
This experiment is designed to show the stages of growth for a
germinating bean seed. You may wish to conduct this as a whole
class observation. Plan to have enough seeds so that at the end of
five days each student can have a germinated seed to examine
closely.
• SEED COLLECTION, Blackline Master #7
This activity encourages students to look for different kinds of
seeds in nature. They could either concentrate on finding a specific
class of seed as illustrated by the phrases on the blackline master or
they could put together a booklet with examples of each of the
phrases.
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• POST-TEST, Blackline Master #8
1. Insects provide a necessary method for transporting pollen
from the anther of one plant to the stigma of another plant. The insects are attracted by nectar and pollen. As they feed on nectar and
pollen, pollen rubs onto the insects' bodies and they carry it to another
flower. This is one method that promotes pollination in the plant world.
2.
pistil
[
]
anther
stamen
ovary
3. fertilization
e
nectar
f
embryo
b
pollen
g
ovule
d
anther
c
pistil
a
stamen
h
INTERNET RESOURCES
The following websites may be valuable sources of additional information
to reinforce the objectives of this lesson:
(1.)
Tropical Feast at http://www.mobot.org/mobot/education/feast illustrates various edible plants and fruits.
(2.)
Tropical Rain Forests at http://www.mobot.org/mobot/education/
tropics.
(3.)
Coloring Book Drawings at http://www.nps.gov/plants/color/
20.htm.
(4.)
Plant Watch at http://www.devonianm.ualberta.ca/pwatch.
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OUR FLOWERING WORLD
Script of Narration
Flowers - they’re one of nature’s greatest gifts to us. Can you imagine how dull our
world would look without them? How drab and colorless it would be? But as lovely
as they may be, flowers do much more than just bringing beauty to our lives. As
we’ll see today, flowers play a vital role in the natural world. They are, in fact, at the
very heart of the survival of the species on which they grow. And that’s because
flowers are the reproductive organs of the plants on which they bloom. No matter
what kind they are, or where they grow, the purpose of all flowers is the same:
reproduction.
Now we know the purpose they serve, let’s look at how flowers are put together.
Here’s a lily, a typical flower. It, like many flowers, has both female and male parts.
The rod-like structure sticking out from the center is called a “pistil.” The pistil is a
flower’s female part. The structures around the pistil are called “stamens.” They’re
the male part. Together, as we’ll see, pistils and stamens make it possible for flowering plants to reproduce. This is a close-up view of the ends of the flower’s stamens. Called “anthers,” they produce special reproductive cells called “pollen
grains.” And here are some pollen grains as they look under a microscope. Pollen
grains produce sperm, the male sex cells. They carry one-half of the genetic material needed to produce a new plant. As we’ll see later, pollen grains serve as a
plant’s genetic messengers. It’s really amazing just how much pollen some flowers
turn out. Some common flowers produce as many as a million pollen grains a day.
All that pollen means a field such as this can be really bad news for allergy sufferers. It’s fabulous, on the other hand, for bees and other pollen eaters. We’ll talk
about flowers as food shortly.
Right now, however, let’s take a look at our lily’s pistil, or female part. And here’s
the flower’s pistil, or female part. Its tip is called the “stigma” and the style is its
neck. The ovary is located here at the pistil’s base at the back of the flower. If we
could look inside the flower, we’d see that the ovary houses ovules. Ovules produce a plant’s eggs, or its female cells. They contain the other half of the genetic
material needed to produce a new plant. For flowering plants to successfully produce seeds, pollen, and the genetic material it contains, must move from an anther to a pistil. When that happens, a long tube grows down the pistil from a pollen
grain to the ovary. Male genetic material from the pollen then travels down the
tube and fertilizes, or joins with, an ovule, or female sex cell. The fertilized ovule
then develops into a seed, and the ovary surrounding it matures into a fruit. We’ll
talk more about fruits shortly.
As you can see, the movement of pollen is critical for flowers. If pollen grains don’t
complete the all-important stamen-to-pistil journey, the waiting ovules can’t be
fertilized. And that would mean flowering plants couldn’t produce the seeds they
need. That would be a disaster. However, over the millions of years flowering plants
have been around, they’ve developed different ways of making sure their pollen
makes the essential stamen to pistil trip.
Some plants, such as these grasses, rely on the wind to carry their pollen to waiting
pistils. That, however, is a very unsure way of getting the job done, and most flowers use a far better way of transporting their pollen. They rely on insects and other
critters, such as birds, to carry their pollen from flower to flower. Both parties win
under this arrangement. The movers gain from the food the plants provide. This
includes nectar, a sugary solution on which many insects and other critters, such as
hummingbirds, love to dine, and pollen, an important food for many insects. Plants,
on the other hand, benefit by getting their pollen moved from flower to flower.
Hungry butterflies provide a great example of this ancient plant/animal partnership in action. Butterflies feed on flower nectar. And as they feed at a flower, pollen rubs off its anthers onto the butterfly’s bodies. Later, with any luck, some of the
first flower’s pollen then rubs off the butterfly’s body onto the pistil of another flower
of the same species. Called “pollination,” this transfer of pollen is one of nature’s
most important processes. Without it, flowering plants couldn’t produce the seeds
needed to survive from generation to generation.
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Seeds come in many different shapes and sizes. No matter what kind they are,
however, they all have two key parts. All seeds have an embryo - or partially developed plant - and a food supply to nourish it. Here we see some beans. Beans are
typical seeds. We’re soaking these so we can open them and see their parts. And
here’s one of the seeds after we soaked it for a couple of hours. The pointer shows
its food supply, which in beans is stored within parts called “cotyledons.” And
here’s the tiny bean embryo. It will feed on the food supply in the cotyledons until
it matures to the point it can produce food on its own.
Seeds of the bean family develop in protective capsules such as these called
“pods.” Such pods demonstrate an important characteristic of flowering plants. As
their seeds - in this case, the little green peas you see here - ripen within them, the
ovaries of flowering plants develop into the protective covering scientists call “fruits.”
These fruits come in many different forms. The fruit, or pods, of the beans at which
we’ve been looking are tough and leathery. Other fruits, however, such as these
tomatoes and oranges are soft and fleshy. But regardless of what kind they are all
fruits do the same important job. They all protect the seeds maturing within them.
Today we’ve explored the fascinating world of flowers. Not only do they add color
and beauty to our lives, most importantly, flowers are what allow the plants upon
which they grow to reproduce and to survive from generation to generation.
Now let’s take a few minutes to answer some questions. They’ll help to refresh your
memory about what we covered today. The directions are simple. When you hear
this tone, check either “true” or “false,” or fill in the blank with the correct word.
Good luck, and let’s get started.
True or False. Pollen grains transport genetic material from flower to flower.
True or False. Cotyledons contain a bean’s food supply.
True or False. Pollen is produced at the tips of a flower’s pistils.
True or False. For a seed to be produced, pollen grains must travel from an ovary
to an anther.
Now let’s do things a little differently. Instead of checking “true” or “false,” complete the following sentences with the correct words after you hear the tone.
Ovules develop within a plant’s ______ .
Anthers produce specialized cells called ______ .
A plant’s ovules produce its ______ .
The partially developed plant within a seed is called an ______ .
The ovaries of flowering plants develop into ______ .
The structure considered the female part of a flower is called its ______ .
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1
Name ___________________________
Our Flowering World
PRE-TEST
Directions: Write a definition for each of the terms listed below:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
fertilization
embryo
pollen
anther
pistil
stamen
ovule
nectar
ovary
style
Directions: Use the terms listed below to label the drawing on the right.
anther
pistil
ovary
stamen
Short Answer Question: Why are insects and birds so important to the plant world?
"Our Flowering World"
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
2
Name ___________________________
Our Flowering World
VIDEO QUIZ
Directions: At the end of the video production is a short quiz. You may write the answers to the quiz on this sheet.
True or False section:
1. True or False
Pollen grains transport genetic material from flower to flower.
2. True or False
Cotyledons contain a bean's food supply.
3. True or False
Pollen is produced at the tips of a flower's pistils.
4. True or False
For a seed to be produced, pollen grains must travel from an
ovary to an anther.
Fill-in-the-blank section:
5. Ovules develop within a plant's _____________.
6. Anthers produce special cellls called ______________.
7. A plant's ovules produce its ________________.
8. The partially developed plant within a seed is called an _________________.
9. The ovaries of flowering plants develop into ___________________.
10. The structure considered the female part of a flower is called its _ ____________.
"Our Flowering World"
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
3
Name ___________________________
Our Flowering World
CROSSWORD
DIRECTIONS: Use the clues at the bottom of the page to help you fill in the
blanks of the crossword.
Across
1. part within seed containing food for
the embryo
2. produce and store pollen
3. male part of plant
4. partially developed plant (baby
plant)
5. the joining of a sperm and egg
6. female part of plant
"Our Flowering World"
Down
1. produce and contain plant's
eggs
2. organ where ovules are produced
3. a fertilized ovule
4. sugar solution that attracts insects
5. protective structure for seed
6. grains that produce sperm cells
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
4
Name ___________________________
Our Flowering World
FLOWER DISSECTION
Purpose:
To dissect a flower and locate the different flower parts.
Materials:
1. a flower
2. scissors
3. cardboard
4. hand lens or magnifying glass
5. newspaper
6. tape
Procedures: 1. Put the flower on the newspaper and sketch what you see.
2. Try to identify the parts of the flower (pistil, stamen, anther, pollen).
3. Carefully cut each part from the flower for closer inspection with the
hand lens.
4. Cut open the anther to look at the pollen grains.
5. Cut open the pistil to find the ovary.
6. Tape the different flower parts in the boxes on this sheet.
Observations:
My picture of my flower
Pistil
Stamen
"Our Flowering World"
Anther
Pollen
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
5
Name ___________________________
Our Flowering World
FLOWER STRUCTURE
DIRECTIONS: Identify the parts of a typical flower. Write the number of each part
shown in this diagram next to the word it represents.
pollen grain
sperm
stamen
pollen tube
egg
stigma
"Our Flowering World"
anther
pistil
ovule
filament
style
ovary
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
6
Name ___________________________
Our Flowering World
STAGES
PURPOSE:
To show the stages of growth as a bean plant sprouts.
MATERIALS: 1. bean seeds
2. water
3. paper towels
PROCEDURES:
1. Soak the beans in a cup of warm water overnight.
2. Place them in paper towels that have been soaked with
water.
3. Keep them in the wet paper towel for five days.
4. Observe them closely each day.
OBSERVATIONS: Draw what the seeds look like each day.
First Day
Third Day
"Our Flowering World"
Second Day
Fourth Day
Fifth Day
© 2000 Paul Fuqua & John Colgren
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7
Name ___________________________
Our Flowering World
SEED COLLECTION
DIRECTIONS: Collect seeds and make a display.
* Some seeds are large and some are very small.
* Some seeds grow inside fruits.
* Some can be found on the ground.
* Some float in the air.
* Some float in the water.
* Some stick to our clothes or hair.
* Some seeds we can eat.
* Some seeds birds or animals eat.
* Some seeds grow into flowers.
* Some seeds grow into trees.
Find examples of different seeds and tape or glue them to a piece of cardboard.
Tell what you can underneath each seed sample.
"Our Flowering World"
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
8
Name ___________________________
Our Flowering World
POST-TEST
DIRECTIONS: Answer the following questions in the space provided.
1.
Why are insects like bees and beetles so important to the plant world?
2.
Draw an arrow from the plant parts listed on the right to their proper
place on the diagram below.
a.
b.
c.
d.
3.
ovary
pistil
stamen
anther
Match the words on the left with their definitions on the right. Put the
correct letter on the blank next to the word.
fertilization ________
a. the female part of a flower
nectar _______
b. a small plant just starting to grow
embryo ________
c. pollen develops and is stored here
pollen ________
d. the plant world's female sex cell (egg)
ovule _______
e. when sperm and egg cells unite
anther _________
f. a sugary substance to attract insects
pistil _______
g. the plant world's male sex cell (sperm)
stamen _________
h. the male part of a flower
"Our Flowering World"
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.