Lesson Plan

Wildflowers at Grant- Kohrs Ranch

Wildflowers in the Deer Lodge Valley
Wildflowers in the Deer Lodge Valley

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Grade Level:
Third Grade-Fifth Grade
Subject:
Biology: Plants, Botany
Duration:
3 days
Group Size:
Up to 24 (4-8 breakout groups)
Setting:
in the park
National/State Standards:
Montana Science Content Standard 1, 2, 3
Keywords:
wild flowers, Wild flower, native plants, Montana

Overview

Students will learn about the basic parts of the flower and then go out and observe samples of wildflowers that are found at Grant-Kohrs Ranch.You would need to plan this lesson for late spring when flowers are blooming.  This lesson can be adapted for any area where wildflowers are blooming. 

Objective(s)

  1. Students will aquire the basic understanding of the structure of a flower. 
  2.  Students will locate flower parts on an actual flower.
  3. Students will conduct an observation of flowers in a specific field.
  4. Students will research a flower found within a grid area 
  5. Students will present an oral report on their chosen flower.


Background

The teacher will need to have a basic understanding of flower structure and will need to have pictures of the flowering plants at Grant-Kohrs Ranch. A prior visit to the ranch will be needed to observe the flowers that are in bloom.

 



Materials

Photos of the flowers from Grant-Kohrs Ranch

Digital projector and computer

Teacher produced field guides with the pictures from the ranch

A basic picture of flower structure form a textbook or one found on the Internet.

An actual flower for observation ( tulips, daffodil)

Additional field guides for research

Drawing paper, pencils

Stakes, string, meter sticks for laying grids

Clipboards and paper for recording field information

Camera

Handout with report format



Procedure

 In the classroom:
1. Have the students illustrate their concept of a real flower. Have them label the parts of the flower.
2. Share their individual illustrations. Evaluate student's knowledge of the flower structure.
3. Hand out an illustration of a flower with the basic parts labeled for identification and study.
4. Give the students an overview of the function of the flower parts and how they work together to reproduce.
5. Assign the research project that will be due at the end of the week. A guideline for the assignment will be distributed and discussed.

In the classroom:
 1. Give the students a blank drawing of a flower or an actual flower, and have them label the basic parts.
2. Introduce the Grant-Kohrs Ranch and give a basic overview of its significance. Visit the ranch web site for more information.
 3. Present a slide show of flowers found at Grant-Kohrs Ranch. (A teacher visit to the ranch prior to this presentation would be helpful in determining the flowers that are in bloom in the area you will be visiting.) 
4. Show the students the field guide they will be using on day Day 3. 
 In the classroom:
1. Break the students into groups of 4 before leaving for the site. Explain that students will be constructing a grid area to study the flowers found in the field. The grid will be measured with a meter stick to produce an area of study that is 1 meter by 1 meter square.
 At the ranch:
 2. Have the students choose an area by observing where to place their grid.
3. Use stakes, string, and meter sticks to set up a selected grid area.
 4. Using the teacher produced field guide, have the students list the flowers they find in their grid. Also have them record the name and number of each flower present in the grid.
5. Have the students rotate through the various grids to recognize and distinguish the variety of flowering plants.
6. Have the students sketch and photograph the plant that they will research for their oral presentation at the end of the week.
 7. Remove the grid areas before leaving the field. Make sure the ground is returned to its former condition.

Assessment

The teacher will assess students on their field group participation and their team effort to complete the assignment. The students will also be assessed on their knowledge of flower structure and their oral presentations.

 



Park Connections

Students will become familiar with flowering plants that are present on site at Grant-Kohrs Ranch.



Extensions

Have students construct their own flower presses. Compile a collection of various flowers they found to employ for further study.



Vocabulary

Anther – The upper part or head, of the stamen where the pollen occurs.
Characteristics – Attributes of a given flower.
Corolla – The petals of a flower separate or fused, collectively.
Filament – The stalk supporting the anther on a stamen.
Grant-Kohrs Ranch National Historic Site – A national park located in Deer Lodge, Montana.
Grid- A specifically measured area for researching flowers.
Ovary – Part of the pistil that contains the ovules and will, after fertilization, form a seed-containing fruit.
Petal – The often colorful leaflike parts of the corolla of a flower.
Pistil – The female, seed-producing part of the flower including ovary, ovules, stigma, and style.
Receptacle – The terminal expanded part of the flower stalk supporting the organs of the flower.
Sepal – A segment of the calyx, usually green in color.
Stamen- The male, pollen-producing organ of a flower, composed of a filament and an anther.
Stigma- The part of the pistil or female organ of the flower that receives the pollen.
Style – The stalklike part of the pistil between the ovary and stigma.