Activity
DAY ONE
1.
Review the material learned in the lesson titled Flowers:
Form and Function. Ask students to explain the form
and the function of the major parts of a flower. What
flower shapes are best suited to insects? Why? Birds?
Why? (Spend some time discussing that not all plants
that attract insect pollinators will attract the same
type of insect.) What are the pros and cons of a flower
having male and female organs on the same flower versus
on separate flowers?
2.
Next review the material from the film yesterday. What
are some existing pollinators? What are some of their
adaptations? How do these adaptations help the organism
to better pollinate specific flowers?
3.
Tell students that for the next 2 days they will be creating
new pollinators to pollinate a given flower. Each pollinator
will need to have a minimum of 5 adaptations that are
designed to help it better pollinate the given flower.
4.
Students will draw each pollinator in its environment
on a half sheet of white paper (if you wish you may wish
to have them create an actual model of the pollinator)
and write a detailed paragraph explaining the adaptations
and why they are beneficial on the other half of the
paper.
5.
Instruct them that this is meant to be a scientific illustration.
Having some examples of scientific illustration available
for students to review as a class. Ask students what
are the common features that they see in these illustrations.
What makes a particularly effective illustration? On
the board identify the criteria students identify as
important to a scientific illustration.
DAY
TWO
1.
Allow students this second day to complete their pollinator
design and written explanation.
2.
As students finish up remind them to begin working of
their presentations for the following day. Presentations
should be interesting and should highlight the new pollinator,
the flower(s) it pollinators, as well as its specific
adaptations.
DAY
THREE
1.
Presentations. As students are working, you evaluate
the presenters both on the inclusion of five adaptations
and on their presentations skills. The audience should
be taking notes on the new pollinators as well as formulating
questions about the suitably of the adaptations.
2.
Allow time for a few students to question each presenter.
To ensure that all students are actively participating
it is a good idea to randomly call of students to question
the presenter and keep track of who has been successful
at both asking and answering those questions.
Assessment
The
rubric below is a guideline for assessment. If you choose
to use it, make sure students are given a copy prior
to beginning the project.
4 |
Illustration detailed, has all the criteria
the class identified as important to scientific illustration,
and clearly depicts all 5 adaptations. The flower type
is clearly apparent to the viewer and the relationship
between adaptation and flower is apparent.
Paragraph has more than 5 complete sentences including
an eye-catching first sentence and a concluding statement.
Paragraph explains how each adaptation is important.
|
3 |
Illustration
is detailed, has most of the student identified criteria
for a scientific illustration and clearly depicts
all 5 adaptations. The flower type is clearly apparent
to the viewer
Paragraph has 5 or more complete sentences including
an eye-catching first sentence and a concluding statement.
Paragraph explains how each adaptation is important
to survival.
|
2 |
Illustration
depicts all adaptations but they may not be clearly
apparent or the flower type is not clearly apparent
to the viewer.
Paragraph has 5 or more complete sentences including
an eye-catching first sentence and a concluding statement.
Paragraph explains each adaptation but may forget
to explain how each is important.
|
1 |
Illustration
depicts some adaptations and they may not be clearly
apparent. The flower type is not apparent to the
viewer.
Paragraph has fewer than 5 complete sentences and
may not include an eye-catching first sentence or
concluding statement. Paragraph explains adaptations
but forgets to explain how each is important to survival.
|
|
