Teacher Candidate: Rachel DeCarlo Date: ____3/8/17______

Group Size: 20 Allotted Time 50 mins Grade Level___2nd ______

Subject or Topic: ________Pollination_________________

Developmental Lesson Plan

Common Core/PA Standard: Have you identified integration of multiple content standards?

4.1.2.D - Identify differences in living things (color, shape, size, etc.) and describe how adaptations are
important for survival.

S.K-2.B.1.1 Identify living things and their life processes.

Learning Targets/Objectives:

The second grade students will be able to recall what petals are on the flower by introduction
The second grade students will be able to explain why flowers are colorful by teacher observation of
discussion.
The second grade students will be able to identify why pollination is important and 3 types of pollinators by
group discussion and exit slip.

Assessment Approaches:

Formative:
Intro refresher to recall their memory about flower petals.
There will be a worksheet during the activity for students to fill out while petal imprinting.

Evidence:

For the first evidence of assessment I will be doing an intro question asking if anyone knows
what the part of a flower is.
 Also, using the snowball game to see prior knowledge on the topic.
Another form of evidence I am having is the worksheet they are going to fill out.

Assessment Scale

Teacher will be grading there worksheet on completion for the petal imprint. Grading for completion.

Subject Matter/Content:

List:

Petals- the outer whorls that serve to protect and attract pollinators.
Pigment- the natural coloring matter of animal or plant tissue
Animal Pollinators- An animal that moves pollen from flower to flower.
Wind Pollinated flowers- Wind that moves pollen from flower to flower.
Pollen- A fine powdery substance that comes from the discharge of the male part of the flower.
Anther- the part of a stamen that contains the pollen.
Stigma- the entrance for pollen and adapted to trap pollen with hairs, flaps and other surfaces
Pollen tube- is the tube through which sperm from the pollen reaches the egg cell, and fertilizes the plant
to form seeds.
Style- The narrow elongated part of the pistil between the ovary and the stigma.

Implementation:

Introduction/Activating/Launch Strategies create clear lesson goals. May include:

Have a flower to show and point to the petal.

Ask the students what this part of the flower is called, wait for volunteers and when hands raised, pick
one to share answer to the class.
Then ask the question well since we just identified petals, why do you think they are colorful? Why
do you think flowers are colorful?
Next tell the students that we are going to do a snowball fight and hand out a piece of paper to each
student.
Have the students anonymously write their answer then have them crumble the paper up.
After every students is done, yell Snowball Fight! and have them throw them at each other. Make
sure each student has a paper when finished.
Have about 4 or 5 volunteers read aloud their answers.

Development/ Teaching Approaches may include:

 Tell the students the main reason they are colorful is to attract pollinators and for survival.
Ask the students if they know what a pollinator is.
Tell the students that pollinators are an animal or insect or too could be wind that moves pollen from
one part of the plant or flower to another part.
Tell them that some example of pollinators are bees and hummingbirds. Tell them that the wind is
another source.
Show students a picture of a bee up close and tell them how the hind legs are important.
Mention how without bees and such transferring pollen, we would have no food, no plants life, and
potentially no oxygen.
Tell them for flowers reproducing, pollination must occur.
Pollination involves the transfer of pollen from anthers to the stigma. Once transferred to the stigma,
the plant grows a pollen tube which grows down through the style.
Have a picture of the parts of the plants and point out and show how pollination works.
Explain how different flowers and plants have different ways to attract pollinators. For example,
flowers are colorful, and some others have nectar glands that are sweet for birds and butterflies.
Explain to the students that just how we get drawn in to the flowers when they are vibrant and pretty,
so do pollinators.
Show examples of bright colorful flowers on the smart board.
Explain how different types of pigments in the petals make the colors.
Tell the students about the activity that is planned. They will be finding petal imprints by using a
hammer and hitting the petal on a white cloth.
Students should be in groups of four students.
Every student gets their own worksheet.
Before handing out materials, explain to the children that they will be handling a tool that could hurt
them if not used properly. Go over safety tips, not hitting anyone with hammer, not smashing the desk
or petal really hard.
Hand out newspaper or cardboard, about 10 white cotton cloths, 1 hammer for each group, and
different colors petals on desks. Have a variety of colors.
Before starting activity, have students fill out the prediction question on the worksheet.
Explain and show students how you want things done. Model how to hammer correctly and the best
way to hold the hammer and model and explain how you want the worksheet done.
While working, have the students fill out the worksheet. Have them draw the imprint they get on the
worksheet and tell them to choose the best ones they get.
Tell them they can start.
Walk around checking to see if students are using tools properly and staying on task.
After the students did all their petals, have them clean up about 10 mins before its time to move on.
Have students throw everything out except teacher should collect the hammers.
Have students sit back at groups when finished cleaning up.

Closure/Summarizing Strategies approaches may include:

Talk about experiment and ask them if they found what colors showed up the best.
Exit slip post it notes, Name 3 pollinators post it on board.
Accommodations/Differentiation:

Visual Impairment:
Have the pictures that are going to be shown the smart board preprinted and given to the student.

Materials/Resources:

20 sheets of white paper

20 worksheets
5 hammers
100 flower petals/ variety of colors
50 white cloths
Newspaper or cardboard
20 post it notes

Reflective Response:

Report of Student Learning Target/Objectives Proficiency Levels:

Remediation Plan

Personal Reflection

Did I stick to the time schedule or did I run out of time?

How did the students do on the intro sheet about yesterdays lesson?

Additional reflection/thoughts can also be included.

 Name____________________________-

Petal Imprints
Before we start, do you think any color will come out stronger than the rest? Or do you think they will all show
up well?

Fill in the boxes with a drawing of your imprint that you get on the cloth. Color it in with
crayons or markers.