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The
Birds and the Bees, and the Flowers and the Trees
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| Time: |
3 class
periods |
| Preparation
Time: |
Preparation of video
tapes |
| Materials: |
Individual
video tapes, each containing a different 10-minute segment
of the movie “Sexual Encounters of the Floral Kind”.
This video is available through a number of the biological
suppliers. Make sure each tape does not have on it the name
of the tape and that you DO NOT tell them the title to ensure
that students do not cheat by obtaining the version and listening
to it.
Multiple places for students to watch their segment
Four different flowers for two groups
2 sets of 4 or 5 fruits
Video segment student sheet |
Abstract
Students will examine the roles in which
animals play in the pollination of plants by watching,
researching, and then narrating the movie “Sexual
Encounters of the Floral Kind.” The general goal
of this lesson is to recognize the numerous relationships
between plants and animals in the pollination process.
Objectives
Students will be able to:-
1. recognize that flowers have male and female sexes
2. describe cross pollination and propose reasons for cross pollination
through narration of a video
3. describe adaptations for flowers, insects and other pollinators through
narration of a video
4. identify the importance of the plant/animal interaction
National
Science Education Standards
Content Area C- Biological Evolution
Species evolve over time. Evolution is the consequence
of the interactions of (1) the potential for a species
to increase its numbers, (2) the genetic variability
of offspring due to mutation and recombination of genes,
(3) a finite supply of the resources required for life,
and (4)the ensuing selection by the environment of those
offspring better able to survive and leave offspring.
Teacher Background
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookflowers.html
http://www.biologie.uni-hamburg.de/b-online/e02/02f.htm
Related & Resource Websites
http://sunflower.bio.indiana.edu/~rhangart/plantmotion/starthere.html |
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Activity
1. Tell your students that they are going to watch a
movie unlike any we have watched all year – one
that is silent! It will be their group’s
responsibility to supply the words explaining
what they see in the video. They are going to
be the narrators.
2. Each group of students watches their 10-minute segment
of the movie. (This might be achieved by rotating groups
and using 2-3 televisions. As the sound is turned off,
it should not interfere with other students watching
their segment. Students must make an outline of what
happens in their segment. Provide each student with the
form which outlines the task at hand and provides them
with some prompts.
3. While students are waiting to see their segment they
attend one of three stations:
- A
center with multiple and different forms of flowers.
Students draw multiple
types of flowers in their notebooks,
identifying their parts and proposing detailed
reasons for the variation.
- Return
to the fruit/seed experience. Students observe
some fruits not seen in the first lesson Designing
seeds. Students draw and identify the method
of dispersal.
- Computer
station. Have students observe time lapse photography
of plants at http://sunflower.bio.indiana.edu/~rhangart/plantmotion/starthere.html Specifically the movies about germination and
flower
growth are interesting.)
4. Before the end of class let students know that
tomorrow they will need to make good use of their
time so that they can present on their segment.
Tonight they should review their notes from the
segment.
Day 2: This day is for researching and preparing their
narration piece.
1. Allow time for students to become familiar with the
kind of organisms present in their section of the video
and the role they are playing. They may need some support
in doing this. Individual species’ scientific names
are not important concepts in this lesson. Have the segments
of video available for students to review. Limit time
at the video so that all students have an opportunity
to review their video segment. Remind students that what
is important to observe are the relationships being exhibited
by the various organisms during pollination. Provide
a mixture of entomology and plant books so that students
can research and present on their segment. Encourage
students to use the appropriate language.
Day 3: Each group presents their section of the video,
acting as narrators to the entire class and teachers.
Their job is to report to the class what is taking place
in the video and the importance this has with biodiversity.
While this is taking place the rest of the students will
be taking notes on what is being reported. This is important
because as soon as the video presentation is complete,
replay the segment with sound to compare the accuracy
of the group’s report.
5. Students should be able to conclude that there are
more organisms than bees that aide in the pollination
process. They should also realize that cross-pollination
is very difficult when they are literally rooted, yet
it must occur for genetic variation. This will become
clearer during the second half of the quarter. The last
things students will see are the male and female sex
parts of the plant.
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Embedded
Assessment |
Two
groups will be assessed during this activity: those
conducting the presentation, and those in the audience.
Presenters turn in an outline that includes observations made during the analysis
of the film and what relationships were discovered.
Audience – 3x5 card quizzes can be given either after each presentation
or at the end of class. An example question might be, “What have flowers
evolved to keep animals coming back to them? What is your evidence?
Challenge:
You and your group members are to be narrators on what is presently a silent
movie! Watch your 10-minute segment and try and figure out what is going
on. As you watch and immediately afterwards, try to get down as much information
as possible. Then talk with your group about what you think was going on.
Tomorrow you will have some time to create a narration to go along with
your segment. Everyone in your group should talk for approximately 2minutes
of the segment. It should sound as professional as possible. You don’t
need to know specific species’ names, instead focus on the relationships
between the organisms you see.
Suggestions for your outline
1. Break the 10 minutes into 1 minute slots. What happens in that minute?
2. What is going on overall? Who is involved? Are there multiple players? How
different are they?
3. What relationships do you see? What kind of relationships are they? Are
they exclusive?
As a group come up with a title that you think fits this segment |
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