Sara Vine

Flower Dissection Reflection

Please reflect on the flower dissection activity by answering the following 3
questions on how you could use this activity in your own classroom.
The lesson in class was written for the 4th grade level, but you may choose another
grade level to discuss if you would like.
Grade Level: 4th Grade
MT Science Content Standard 3:
Students, through the inquiry process, demonstrate knowledge of characteristics,
structures and function of living things, the process and diversity of life, and how
living organisms interact with each other and their environment.
Benchmark 1. (End of 4th grade):
Identify that plants and animals have structures and systems that serve different
functions for growth, survival, and reproduction
Essential Learning Expectations (Grade 4):
A. Identify the parts of plants. (Stem, root, leaf, flower)
B. Identify the parts of a flower (stamen, sepal, petal, pistil, pollen, ovule)
C. Illustrate and label a plant and its parts.
Objectives:
In this investigation you will:
1. Sketch and dissect a flower, identifying and labeling all the parts.
2. Observe a pistil that has been dissected and make a labeled drawing of the ovary.
3. Predict and investigate if another flower contains the same parts, based on
knowledge learned during the first flower investigation
4. Determine a flowers role in the survival of a plant.
1. Write down (or copy) the instructional objectives for this lesson. What are some
ways could you assess for understanding of those objectives (other than what we
did in class)?
To further assess student understanding, you could have each student draw
pictures in their science notebooks, color and label each step and part of the
flower. In addition, have students write a list of specific characteristics they
identify in each stage of the flower dissection. (Color, shape, size, texture, etc.)
Have students draw what they expect to see on the inside of the pistil before they
are asked to dissect it, by doing this, students will practice making predictions. In
addition, have them explain why they made the predictions and what led them to
draw what they did. Students could be put into groups of four. Each student will
dissect a different flower and share results with one another. As each student
shares their results and finding, the other students are writing and drawing
detailed pictures in their science notebooks. By doing so, students will have
record or four flower types to compare and contrast.

2. If this activity were part of a science unit a series of lessons that you are
developing, where would it fall in the instructional sequence and why? Using the
5E instructional model as a framework, list your proposed sequence of lessons for
your science unit.
If this were part of a unit, I would start by planting and growing the flowers in the
classroom. This process could take a few months; I would have students plant
seeds in February, they will take very detailed notes and draw each step. In
addition, they will write and define necessary vocab words and notes. The
students will watch and record the stages of the flower growing weekly through
March and April and add notes and vocabulary words along the way. When the
various flowers are grown, I will have students pick the flowers and begin the
process of dissecting them.
Engage Planting seeds, recording growth, picking the flowers, dissection
Explore Taking detailed notes, drawing and labeling pictures, defining
vocabulary words along the way
Explain Explaining each step in the process of growing flowers and backing up
their data with textbook information and further research. Students will label and
define each part of the flower using the same process.
Elaboration Compare and contrast different flowers that have been dissected.
Classify similar and different parts of the flower.
Evaluation Have a class discussion about what a flower does for a plant. We will
also discuss how weather patterns affect flower growth and why. Students will be
asked to write in their notebooks why they think each part of a flower has an
important role and what it does.
3. Briefly describe 2 class projects that could develop out of this activity.
Each student could dissect a different flower, record results as we did in class,
prepare a short presentation and present their findings to the class. Students will
write down and briefly sketch and label a drawing of each flower to have a book
of different flowers to compare and contrast. If there are 20 students, learners will
have knowledge of 20 flowers while building science process skills, presentation
skills, and note taking skills.
As a class, we could plant a garden for the school in a courtyard or playground.
To incorporate math skills, students could calculate the cost of planting flowers,
make a plan for spacing each flower out, and estimate the amount of time that
will be needed to complete the project. In addition, students will need to plan and
record all steps, costs and time involved in their science notebooks.