Daily Lesson Plan
Student: Kimberlee Haldane
Subject: Science
Cooperating Teacher’s Approval:
Topic: Classifying Flowers: Lesson One- Labeling the Flower
Date: 10-29-11
Grade: 7
Allocated Time: 80 Minutes
Student Population: A 7th grade Heterogeneous group comprised of 24 male and female students of
various educational levels including 3 students with IEP’s, 2 ESOL students from Columbia and 1 hearing
impaired student.
Description: This is the first lesson on classification in a science classroom. This lesson introduces the
student to plant classification and prepares them for the final goal of classifying all the flowers in the
school garden. This lesson will be the first page of a handbook students will complete in this unit. The
handbook and all other materials will be featured in the school library as a reference guide. All 3D
flowers will be sold to raise money for our class trip to the Botanical Gardens. The lesson also provides
material the different parts and functions of a flower to help the classification process.
State Standards:
3.1.7.A1: Describe the similarities and differences of physical characteristics in diverse organisms.
S7.A.3.1: Explain the parts of a simple system, their roles, and their relationships to the system as a
whole.
S7.A.1.1: Explain, interpret, and apply scientific, environmental, or technological knowledge presented in
a variety of formats (visuals, scenarios, graphs).
S7.A.1.1.4: Use evidence to develop descriptions, explanations, and models.
Unit Goal: At the end of the unit SWBAT create a handbook, classifying all the different types of flowers
found in the school garden.
Lesson Goal: Students will be able to create origami flowers to raise money for a trip to the botanical
gardens.
Measureable Objective:
SWBAT label the different parts of a flower through lecture and note taking
SWBAT show different classifications of flowers by creating origami replicas
Student Behaviors
Sources of Evidence
Criteria for Evaluation
Labeling of the different
parts of a flower through
lecture and note taking
KWL Worksheet (See
Demonstration of strong note
attachment #1)
taking skills
Worksheet: diagram of
parts of a flower, to be
completed with teacher (see
attachment #2)
Show different
classifications of flowers by
creating origami replicas
Origami instruction sheet
(See attachment #3)
Rubric (See attachment #4)
Background Information:
Classification:

A method to group and categorize organisms by biological type, such as genus or species.
Classification of Plants and Animals

At any one time in history, there are millions of different kinds of plants and animals in the world.
In 1753, a scientist in Sweden named Carolus Linnaeus thought of an orderly system for
classifying plants and animals. He grouped all organisms according to a two-part name
(binomial). The first part of the name is the "generic" grouping or genus. The second part is the
"specific" grouping or species. Scientists today still use this basic idea of his system, but modern
classifications systems are much more complicated having many levels of hierarchical
organization. For example, taxonomic systems group organisms according to structure and
physiological connections between organisms. Phylogenic systems classify based on genetic
connections. Evolution theories have impacted modern classification.

In order to begin to classify plants, consider the structure by which the plant absorbs water.
Plants are either vascular or non-vascular. Vascular plants have tube-like structures that
transport water from the roots to the stem to the leaves. Non-vascular plants absorb water only
through their surfaces.
Heirarchy of Classification
Kingdom
Plantae
Plantae
Division
Anthophyta
Anthophyta
Class
Dicotyledones
Monocotyledones
Family
Boraginaceae
Liliaceae
Genus
Mertensia
Scilla
Specific epithet
virginica
non- scripta
Common name
Virginia bluebell (Example)
English Bluebell
Alternation of Generations
Alternation of generations occurs throughout the plant kingdom right through to flowering plants and it
is impossible to understand plant reproduction without grasping this concept.
Some algae show this feature particularly well. For example in Ulva lactuca (Sea lettuce) the haploid and
diploid generations are well developed and look identical until they produce gametes or spores,
respectively:
Life cycle of Ulva lactuca
The flower parts:
Flower part
Petal
Stigma
Style
Ovary
Ovule
Receptacle
Flower stalk
Nectary
Sepal
Filament
Anther
Part function
Petals are used to attract insects into the flower, they may have guidelines on
them and be scented.
Is covered in a sticky substance that the pollen grains will adhere to.
The style raises the stigma away from the Ovary to decrease the likelihood of pollen
contamination. It varies in length.
This protects the ovule and once fertilisation has taken place it will become the fruit.
The Ovule is like the egg in animals and once fertilisation has taken place will become the
seed.
This is the flower's attachment to the stalk and in some cases becomes part of
the fruit after fertilisation e.g. strawberry.
Gives support to the flower and elevates the flower for the insects.
This is where a sugary solution called nectar is held to attract insects.
Sepals protect the flower whilst the flower is developing from a bud.
This is the stalk of the Anther.
The Anthers contain pollen sacs. The sacs release pollen on to the outside of the anthers that
brush against insects on entering the flowers. The pollen once deposited on the insect is
transferred to the stigma of another flower or the same flower. The ovule is then able to be
fertilised.
Please note: The stigma, style, ovary, and ovule are often known collectively as the carpel or
female parts of the flower.
The filament and the Anthers are collectively known as the Stamen or the male parts of the plant.
Origami Lily
Please see attachment for origami guide.
Estimated Time:
5 minutes
Teaching to the Objective
Differentiation:
Warm Up:
ESOL students will be given
instructions in English and
Spanish.
Students will be given a KWL
charts upon entering the
classroom.
 On the Board:
DO NOW- Complete the
KWL chart for the Lily and
the Rose. List everything
you know about Lilies and
Roses and everything you
would like to know about
them.
 Teacher will ask for
volunteers to share what
they have written.
15 minutes
Introduction:
The introduction will be made
Students will be introduced to the
into a powerpoint using lots of
idea of classification.
visual aids .
 Teacher will write definition
on board for students to
copy.
 Teacher will lead a
discussion on why we
classify things and what
types of things we classify.
 Teacher will lead students to
identifying how things are
classified.
Introduction to flower classification.
 Show a diagram of a flower
on Whiteboard and have
students try to identify the
different parts. (Expect
answers like: petals, stem,
seeds, leaf)
 Ask class: Why would we
classify flowers?
 Ask class: “Do you know how
many types of flowers we
grow in our school garden?”
Show students a picture of a rose
and lily side by side. Explain that the
answers given by the students can
be used to identify both flowers.
25 minutes
Development:
Explain that we are going to spend
the unit understanding plant and
animal classification and that we are
going to help ourselves understand
classification by identifying all the
types of flowers we grow in the
school garden. We are going to
create handbooks after we have
finished classifying all the flowers in
the garden and these handbooks
will be filled with illustrations and
facts and placed in the library as a
reference tool.


25 minutes
Show students a book on
plant classification so they
might have an idea of how
their end products will look
and what types of
information it will give.
Lead class back into
discussion of the different
parts of flowers. Ask: “Why
might I need to know the
different parts of a flower?”
Each student will be given a
diagram of the parts of a flower.
Students will take notes on the
various parts of a flower. (Teacher
will explain each part then give time
to copy notes on the board. This
process will be explained and
modeled for the students.)
Developmental Activities:
Students will be told of trip to the
Botanical Gardens and how we can
raise money for the trip. Teacher
will explain that students will
create origami replicas of the each
flower they classify in class
beginning with the Lily and the
Rose.
 Students will construct an
origami lily
 Each student will receive an
instruction sheet and a
piece of color paper.
 The teacher will play the
instructional video once
through for the class.
 The teacher will restart the
video stopping after each
Students will be given origami
instructions in Spanish and a
video detailing the instructions
for the lily will be shown
instruction to model the
procedure.
Assessment:
KWL worksheets, class notes,
origami Lilly
10 minutes (5
minutes to
answer questions Closure:
and 5 minutes to
discuss answers) Exit TicketStudents will fill in the L on their
KWL charts. “What did you learn
about Roses and Lilies today?”
Answer the following question:
Using what you have learned
today, how might I use
classification to help me plant the
perfect garden if I lived in Florida?
Follow-up: Students will complete a Jigsaw in which they re-teach each other the different parts of a
flower.
Materials: Colored paper, notebooks, pens, pencils, KWL chart, Diagram of flower, origami lily
instructions
Resources:

http://hcs.osu.edu/hcs300/classif.htm
o This link provides the hierarchy of classification
 http://www.fi.edu/tfi/units/life/classify/classify.html
o This site provides history and background of plant and animal classification
 http://www.origami-fun.com/support-files/origami-lily-print.pdf
o PDF version of the origami lily instructions
 http://www.naturegrid.org.uk/qca/flowerparts.html
o Diagram of the parts of a flower
 http://www.origami-fun.com/printable-origami.html
o Origami instructions
 http://www.origami-instructions.info/
o Origami instructions
 http://www.youtube.com/watch?v=Gil3VOQq6k4
o Video on origami flower making
Technology:
The internet will be used as a primary source for this lesson and the follow up.
The interactive SMART boards will make labeling the different parts of a flower a fun activity.