Lesson

Flower Power (Grades 3-5)

Students observe physical characteristics of flowers and explore principles of pollination.

Grades
3 – 5
TX: Grades 3 – 5, 8 – 12
Estimated Time
Two 40-minute sessions
Updated
January 23, 2023
red lilies
Image: aliarda/Flickr

Background

Lesson Activities

Recommended Companion Resources

Credits

Author

Utah Agriculture in the Classroom

Acknowledgements

  • Adapted from the National Honey Board's guide The Honey Files: A Bee's Life. A Teaching Guide Grade Levels 4-6. 
  • Origami Flower Model activity developed by Lynn Wallin.

Standards

Texas Content Area Standards

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4

    The student explains the historical, current, and future significance of the agriculture, food, and natural resources industry. The student is expected to:

    • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.B: analyze the scope of agriculture, food, and natural resources and its effect upon society.

  • ELA: 3.110.5.b.4

    Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

    • ELA: 3.b.4: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

  • ELA: 3.110.5.b.6

    Comprehension skills: listening speaking, reading, writing and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

    • ELA: 3.6.G: The student is expected to evaluate details read to determine key ideas.
    • ELA: 3.6.H: The student is expected to synthesize information to create new understanding.

  • ELA: 3.110.5.b.7

    Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

    • ELA: 3.7.F: The student is expected to respond using newly acquired vocabulary as appropriate.

  • ELA: 4.110.6.b.1

    Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The students develops oral language through listening, speaking, and discussion.

    • ELA: 4.1.C: The student is expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation and the conventions of language to communicate ideas effectively.
    • ELA: 4.1.D: The student is expected to work collaboratively with other to develop a plan of shared responsibilities.

  • ELA: 4.110.6.b.4

    Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

    • ELA: 4.b.4: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

  • ELA: 4.110.6.b.6

    Comprehension skills: listening, speaking, reading, writing and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

    • ELA: 4.6.G: The student is expected to evaluate details read to determine key ideas.
    • ELA: 4.6.H: The student is expected to synthesize information to create new understanding.

  • ELA: 4.110.6.b.7

    Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

    • ELA: 4.7.F: The student is expected to respond using newly acquired vocabulary as appropriate.

  • ELA: 5.110.7.b.1

    Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The students develops oral language through listening, speaking, and discussion.

    • ELA: 5.1.D: The student is expected to work collaboratively with others to develop a plan of shared responsibilities.

  • ELA: 5.110.7.b.4

    Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

    • ELA: 5.b.4: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

  • ELA: 5.110.7.b.6

    Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

    • ELA: 5.6.G: The student is expected to evaluate details read to determine key ideas.
    • ELA: 5.6.H: The student is expected to synthesize information to create new understanding.

  • ELA: 5.110.7.b.7

    Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

    • ELA: 5.7.F: The student is expected to respond using newly acquired vocabulary as appropriate.