Science

Grade One

Needs of Plants (6): Pollination April 12, 2017

Learning Outcomes (Program of Studies) Materials

Science Inquiry Materials that we will need for
this lesson are:
Inquiry is the process of finding answers to questions. The skills of
science inquiry include asking questions, proposing ideas, observing, Technology: Smartboard
experimenting, and interpreting the evidence that is gathered.
Notebook document
Observation and evidence are key elements.
What we want to know
General Learner Expectations
about plants chart
1-11 Students will describe some common living things, and identify
Clipart/photos
needs of those living things

Specific Learner Expectations Youtube video

Students will: Other materials:

10. Give examples of ways in which plants depend on animals; e.g., Writing Journals
animals may help spread pollen and seeds.
Visual Journals

Assessment Indicators Pencils

The student will identify the role that bees play in pollination Pencil Crayons
The student will describe/illustrate (represent) how bees transfer
pollen from one plant to another. Kool-Aid

Q-tips
Introduction
Cotton balls
1. Review our What we want to know about plants chart. Draw
their attention to the question Why do plants need bees? Water
Explain that we are going to try and find an answer to this
question today. (2 mins) Cupcake wrappers

Activities
2. Display the I Can statements on the smartboard and read them
with the students (2 mins):

o I can explore and investigate to find answers to my

questions

o I can explain why plants need bees

Needs of Plants (6): Pollination 1

 3. Pre-learning: What is pollination? Explain how pollination works. (5
mins)
Assessment
Plants (e.g. flowers) have little tiny grains of pollen on them.
This pollen helps when they need to create seeds to grow Self-assessment of the I Can
some new baby plants. (Show on smartboard with pictures or statements.
clipart)
Anecdotal notes for each students
Lets pretend we have two flowers that both want to make representation of knowledge.
seeds so they can grow new baby plants. One flower has
pollen and one does not. The flower without pollen will need I am looking for students to be able
to borrow some pollen from the other flower so it can make to:
some seeds. (Show this on the smartboard with pictures or
1. Inquire into how bees move
clipart)
pollen from one plant to
So how do the flowers borrow pollen from each other? another
2. Describe/illustrate how bees
4. Explain: This is where the bees come in. We are going to
help with pollination (mode
experiment to figure out how the bees can help flowers borrow
of their choice)
pollen from each other to make seeds. (5 mins)

Show students the supplies they will be using (Kool-Aid, water, Assessment points:
cotton balls, and q-tips). The cotton balls will be our flowers,
1. Understands and makes
the Kool-Aid is our pollen, the Q-tips are our bees, and the
connections between
water will help the pollen stick to the bees. It is your job to
concepts
figure out how the bees help move the pollen from one
2. Develops skills for inquiry and
flower to another.
communication
5. Experiment: Split students into groups and let them experiment
with the materials. (5 - 10 mins) I will:

Each group of students will have 3 different cotton balls with a Circulate the room to provide
different colour of Kool-Aid on each. They can dip their q-tip into feedback and assistance
the water and then move it from one cotton ball to another, just Check in with my high needs
like a bee would do. They should discover that some of the Kool- students
Aid from one cotton ball transfers onto the other.

6. Bring students back together and talk about some of their

observations during the experiment. (5 mins)

7. Choice: Students can choose to showcase their knowledge of

bees and pollination through a mode of their choice (e.g.
writing, drawing, comic style, verbally explaining, acting out,
etc.)

8. Give students time to work on their representation. (~10 mins)

Students will likely need more time to work on their presentations. We

will continue working on them in the afternoon and give students a
chance to share their work with the class.

Needs of Plants (6): Pollination 2

 Conclusion
Bring students back to the carpet.

Watch the bee pollination video and discuss

Review the I Can statements. Have students give a self-assessment

(thumbs up, middle, or down) to show whether they feel they have
achieved each statement. (5 mins)

Differentiation
JR will need reminders to be listening and on task moving him next
to myself on the carpet is necessary if he is not listening.

A I have her working with Miss C, but I will check in with her to make
sure she understands the instructions for the activity.

WM I have him working with Miss S, but I will check in to make sure
he is listening to her and participating in the experiment.

J I will check in with her regularly to make sure she understands the
task and is working with her group members.

Miss S Work with A and JR during the experiment to help them

make connections and stay focused.

Miss C Work with M, T, and WM during the experiment to help them

make connections and stay focused.

Needs of Plants (6): Pollination 3