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Parts of a Flower

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Summary

Students will identify and label the parts of a flower.

Coin Type(s)

  • Quarter

Coin Program(s)

  • DC and Territory Quarters

Objectives

Students will identify and label the parts of a flower.

Major Subject Area Connections

  • Language Arts
  • Science

Minor/supporting Subject Area Connections

  • Art

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: Two
Session Length: 20-30 minutes
Total Length: 46-90 minutes

Groupings

  • Whole group
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Plants
  • Flowers
  • Following multi-step directions

Terms and Concepts

  • Quarter
  • Obverse (front)
  • Reverse (back)
  • Territory
  • Island
  • Petal
  • Stem
  • Leaves
  • Roots
  • Stamen
  • Pistil
  • Mwar (head lei)

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency of each of the following:
    • “Northern Mariana Islands Quarter Reverse” page
    • “Parts of a Flower” worksheet
    • “Make Your Own Flower Directions” page
    • 1 copy of “Parts of a Flower” worksheet
  • 1 class map of the world that includes the Northern Mariana Islands
  • 1 copy of a text that gives information about the parts of a flower, such as:
    • The Reason for a Flower by Ruth Heller
    • Pick, Pull, Snap! Where Once a Flower Bloomed by Lola M. Schaefer
    • How Flowers Grow by Emma Helbrough
    • Zinnia’s Flower Garden by Monica Wellington
    • A Flower Grows by Ken Robbins
    • From Seed to Plant by Gail Gibbons
  • An image of each of the following plants:
    • Mwar (head lei)
    • Teibwo (pacific basil) plant
    • Langilang (ylang ylang) flower
    • Plumeria flower
    • Angagha (peacock) flower
  • Chart paper
  • Markers, pencils, crayons
  • Scissors
  • Small paper bathroom cups (3 oz)
  • Clear drinking straw
  • Cotton swabs
  • Coffee stirrers
  • Green pipe cleaners
  • Green construction paper
  • Tape

Preparations

  • Make an overhead transparency (or photocopy) of each of the following:
    • “Northern Mariana Islands Quarter Reverse”
    • “Parts of a Flower” worksheet
    • “Make Your Own Flower Directions” page
  • Make copies of “Parts of a Flower” worksheet (1 per student)
  • Locate an image of each of the following plants:
    • Mwar (head lei)
    • Teibwo (pacific basil) plant
    • Langilang (ylang ylang) flower
    • Plumeria flower
    • Angagha (peacock) flower
  • Prepare a diagram of the parts of a flower on chart paper for Session 1
  • Cut cotton swabs in half (4 halves per student)
  • Cut coffee stirrers in half (1 half per student)
  • Poke a small hole in the bottom of each paper cup
  • Place groups of materials into paper cups like kits (1 per student)

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/144.pdf.

Session 1

  1. Describe the District of Columbia and U.S. Territories Quarters Program for background information, if necessary, using the example of your own state’s or territory’s quarter. When defining “US territory” (lowercase “t”) for your students, the United States Mint recognizes and uses the Department of the Interior’s definitions found at www.doi.gov/oia/Islandpages/political_types.htm. Locate the Northern Mariana Islands on a classroom map. Note its position in relation to your school’s location.
  2. Display the “Northern Mariana Islands Quarter Reverse” overhead transparency.  Tell the students that the back of a coin is called the reverse, and “obverse” is another name for the front. With the students, examine the coin design. Tell the students the images on the coin display items that are special to the people of the Northern Mariana Islands. Identify the Latte (pronounced “LAT-tee”) as a sacred stone marker or monument. Tell the students the boat is called a Carolinian canoe.  Tell the students that long ago people traveled from one place to another on Carolinian canoes. The two birds are called white fairy terns.
  3. Display the image of a mwar. Ask the students if they know what a mwar is. Ask the students if they know what a head lei is. Tell the students a head lei is a ring of flowers worn on the head. Tell the students the people of the Northern Mariana Islands call the head lei a mwar. Record the word “mwar” and the definition on the chart paper.
  4. Ask the students what they notice about the mwar flowers on the back of the coin.  Tell the students the mwar on the coin is made from four different types of plants that grow in the Northern Mariana Islands.
  5. Display the image of the teibwo (pacific basil) plant. Identify the plant for the students and tell the students the pacific basil plant provides the green leaves in the mwar.
  6. Display the image of the ylang ylang flower and identify the flower as one that grows in the Northern Mariana Islands. Ask the students what they know about the flowers. Guide the students to identify the flower as part of a plant. Write the word "flower" on the chart paper. Tell the students they will be learning about the different parts of a flower.
  7. Display the images of the flowers one at a time and identify their names for the students. Discuss and identify the different parts of a flower.
  8. Introduce the students to the selected text about flowers. As a group, preview the text and illustrations to generate observations about flowers. Read the selected text to the class and attend to any unfamiliar vocabulary. While reading the selected text, draw a simple diagram of a flower, adding each part as you read it in the text. Title the diagram "Parts of a Flower." Label the parts of the flower. The diagramshould include:
    • Roots (which soak up water and nutrients from the ground and holds the flower in place).
    • Stem (which keeps the flower standing up).
    • Leaves (which collect sun light, air and water to produce food for the flower).
    • Petals (which attract insects and animals to the flower and protect the inside of the flower).
    • Stamen (which are tubes that have a powdery substance called pollen on the ends. Flowers need the pollen from other flowers to make seeds).
    • Pistil (which is the part of the flower that collects pollen to make a seed).
  9. Display the image of the peacock flower. Review with the students the different parts of the flower.
  10. Display the "Parts of a Flower" overhead transparency. Read the directions to thestudents. Distribute the "Parts of a Flower" worksheets to the students.
  11. Allow an appropriate amount of time for the students to complete the worksheet.
  12. Review the parts of a flower and display the worksheets in the classroom.

Session 2

  1. Review the information from the previous lesson about flowers. Review the selected text about flowers with the students.
  2. Display the chart paper titled "Parts of a Flower" and review the different jobs each part does for the flower.
  3. Tell the students they will create their own flower model today.
  4. Display the "Make Your Own Flower Directions" overhead transparency. Model for the students how to create their own flower. Discuss with the students the different parts of a flower as you model how to make the flower.
    • Cut six or seven slits into the top rim of the paper cup, between one half and one inch long.
    • Fold back the cut sections of the paper cup. These are the petals of the flower.
    • Color the petals of the flower.
    • Insert the clear drinking straw into the hole at the bottom of the paper cup.
    • Color the four cotton swab tips with a yellow marker to make pollen on the tops of the stamens.
    • Insert the four cotton swab tips into the top of the straw.
    • Insert the coffee stirrer in the middle of the four cotton swabs. This is the pistil of the flower.
    • Insert the green pipe cleaner into the bottom of the drinking straw. This is the stem.
    • Some of the pipe cleaner will be sticking out of the drinking straw. Bunch the end up to make the roots of the flower.
    • Cut out some leaves from the green construction paper. Tape the leaves to the side of the drinking straw.
  5. Distribute the materials for the flower model to the students.
  6. Allow an appropriate amount of time for the students to complete the flower model.
  7. Display the completed flowers in the classroom.

Differentiated Learning Options

  • Provide pre-cut labels for the students to attach to the “Parts of a Flower” worksheet.
  • Allow students to work with a partner.

Enrichments/Extensions

  • Have students observe a flowering plant and record their observations.
  • Have students create a head mwar using plastic straws, paper bathroom cups, and string.
  • Have students label the parts of a flower on images of different types of flowers.
  • Have students plant and observe a flower garden on the school grounds.
  • Have students create a class science fair project about parts of a flower

Use the students’ class participation, worksheet, and flower model to evaluate whether they have met the lesson objectives.

There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: L.K Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print many upper- and lowercase letters.
    • Use frequently occurring nouns and verbs.
    • Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
    • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
    • Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
    • Produce and expand complete sentences in shared language activities.
  • L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize the first word in a sentence and the pronoun I.
    • Recognize and name end punctuation.
    • Write a letter or letters for most consonant and short-vowel sounds (phonemes).
    • Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Discipline: Language Arts
Domain: RL.1 Reading: Informational Text
Grade(s): Grade K
Cluster: Key Ideas and Details
Standards:

  • RI.1.1. Ask and answer questions about key details in a text.
  • RI.1.2. Identify the main topic and retell key details of a text.
  • RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Discipline: Language Arts
Domain: L.1 Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print all upper- and lowercase letters.
    • Use common, proper, and possessive nouns.
    • Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
    • Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
    • Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
    • Use frequently occurring adjectives.
    • Use frequently occurring conjunctions (e.g., and, but, or, so, because).
    • Use determiners (e.g., articles, demonstratives).
    • Use frequently occurring prepositions (e.g., during, beyond, toward).
    • Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
  • L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize dates and names of people.
    • Use end punctuation for sentences.
    • Use commas in dates and to separate single words in a series.
    • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
    • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Discipline: Language Arts
Domain: W.1 Writing
Grade(s): Grade K
Cluster: Production and Distribution of Writing
Standards:

  • W.1.4. begins in grade 3.
  • W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
  • W.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
    • Ask questions to clear up any confusion about the topics and texts under discussion.
  • SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
  • SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • SL.1.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Discipline: Language Arts
Domain: SL.K Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
    • Continue a conversation through multiple exchanges.
  • SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

Discipline: Language Arts
Domain: W.K Writing
Grade(s): Grade K
Cluster: Production and Distribution of Writing
Standards:

  • W.K.4. begins in grade 3.
  • W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
  • W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Discipline: Language Arts
Domain: W.K Writing
Grade(s): Grade K
Cluster: Text Types and Purposes
Standards:

  • W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
  • W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  • W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Discipline: Language Arts
Domain: W.1 Writing
Grade(s): Grade K
Cluster: Text Types and Purposes
Standards:

  • W.1.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
  • W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Discipline: Language Arts
Domain: RL.K Reading: Informational Text
Grade(s): Grade K
Cluster: Craft and Structure
Standards:

  • RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.
  • RI.K.5. Identify the front cover, back cover, and title page of a book.
  • RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Discipline: Language Arts
Domain: RL.K Reading: Informational Text
Grade(s): Grade K
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
  • RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.
  • RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Discipline: Language Arts
Domain: RL.K Reading: Informational Text
Grade(s): Grade K
Cluster: Key Ideas and Details
Standards:

  • RI.K.1. With prompting and support, ask and answer questions about key details in a text.
  • RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
  • RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Discipline: Language Arts
Domain: RL.1 Reading: Informational Text
Grade(s): Grade K
Cluster: Craft and Structure
Standards:

  • RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
  • RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
  • RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Discipline: Language Arts
Domain: RL.1 Reading: Informational Text
Grade(s): Grade K
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.1.7. Use the illustrations and details in a text to describe its key ideas.
  • RI.1.8. Identify the reasons an author gives to support points in a text.
  • RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Knowledge to Language
Grade(s): Grades K–12
Standards:

  • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Literature
Grade(s): Grades K–12
Standards:

  • Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Science
Domain: K-4 Content Standards
Cluster: Life Science
Grade(s): Grades K–12
Standards:

  • Characteristics of organisms
  • Life cycles of organisms
  • Organisms and environments

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–12
Standards:

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.