Agricultural Literacy Curriculum Matrix
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K - 2
The purpose of this lesson is to review the functions of flowers and to help students understand that some flowers are edible.
- Vegetable Dip
- Cotton balls spray painted yellow (pollen)
- Straws (bee proboscis)
farm: a piece of land where crops or animals are raised
farmer: a person who produces food, fiber, or plants, for others to use
fruit: scientifically speaking, the matured ovary of a flower and its contents; some fruits such as squash are called vegetables because they are vegetation that is prepared for the table
flower: the reproductive part of a plant. The color, shape, and fragrance of the flowers aid in pollination, which leads to seed production
pollen: a fine powdery substance, typically yellow, consisting of microscopic grains discharged from the male part of a flower which can fertilize the female ovule in a plant to produce a fruit.
Background Agricultural Connections
Interest Approach – Engagement
- Ask your students to describe characteristics of flowers and make a list on the board.
- Ask students to list places where they see flowers. Students will likely recall seeing flowers in gardens and flower beds around their home, neighborhood, or at the school.
- Ask students if they have ever seen a flower on their dinner plate. Inform the students that they will be learning about flowers and how they are important to having our food supply.
- After brainstorming characteristics of the flower for the motivator, review and discuss the reproductive functions of flowers with the class. The flower attracts pollinators, such as insects and birds, and makes seeds that will grow into new plants.
- Ask students if they know what a pollinator is. Explain that pollinators are animals that move pollen from the male part of flowers to the female part of flowers. Most plants require pollination to reproduce. Ask students if they can think of any examples of pollinators.
- Play the Bee Pollination Game outside. Half the class will play the role of a bee and half will play the role of a flower. The “flowers” will each stand outside holding a flower (daisy, rose, or another flower that is available) and a yellow cotton ball for pollen. “Bees” will each have a half of a straw for their proboscis. Bees will also have a cotton ball, which represents pollen that stuck to them as they were visiting flowers. Explain that bees must fly around the garden looking for flowers so they can drink their nectar. Bees will go from flower to flower and pretend to drink nectar with their straw proboscis. At each flower “bees” and “flowers” are to trade “pollen” (cotton balls). Explain that as bees are busy gathering flower nectar for food, the pollen accidentally gets stuck on their legs or fuzzy body and this is how they end up carrying pollen from one flower to another, thus pollinating the flowers so they can develop fruit and seeds. At the end of one round, have students switch roles so everyone gets a chance to be the flower and the bee.
- Arrange broccoli, artichokes, and cauliflower in a vase of water. Tell your students that you received a beautiful bouquet of flowers. Show them your bouquet. Discuss that broccoli, cauliflower, and artichokes are flowers that people eat.
- Draw the life cycle of broccoli on the board. Begin with the seed, which grows into a plant with leaves, then show the buds on the head of a broccoli flower, then the flowering broccoli plant, and then back to the seed. Show students the stage at which we pick the broccoli to eat, just before it flowers.
- Cut the broccoli and cauliflower into bite-sized pieces. Distribute them with vegetable dip and have the students taste the flowers.
Concept Elaboration and Evaluation
After conducting this activity, review and summarize the following key points:
- Flowers are the reproductive parts of plants.
- Flowers attract pollinators such as bees and other insects.
- Flowers of certain plants are edible.
Have students make prints with an artichoke. Cut the artichoke in half lengthwise, dip the artichoke in paint, and then press it on construction paper.
Invite a flower farmer into your classroom. Have the farmer discuss the flower operation and bring several examples of flowers for display. Contact your local county Farm Bureau for possible guest speakers.
Place the stem of a whole head of broccoli in a vase of water to see if the flowers will bloom.
Have students research pollinators and invite a beekeeper into your classroom. Contact your local county Farm Bureau for possible guest speakers.
Go to your local supermarket or nursery and obtain flowers that are no longer sellable. Have the students dissect the flowers and identify the parts.
Suggested Companion Resources
- How Do Flowers Grow? (Book)
- How Flowers Grow (Book)
- Plants Feed Me (Book)
- Sunflower House (Book)
- The Fruits We Eat (Book)
- The Reason for a Flower (Book)
- Vegetable Garden (Book)
- Jr. Sprout - Gardening (Booklets & Readers)
- The Buzz About Bees (Website)
State Standards for Utah
Kindergarten: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 2Describe the parts of living things. Meeting one or more of the following indicators: b) Identify major parts of plants, e.g., roots, stem, leaf, flower, trunk, branches. c) Compare the parts of different animals, e.g., skin, fur, feathers, scales; hand, wing, flipper, fin.
Grade 1: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 2Living things change and depend upon their environment to satisfy their basic needs. Meeting one or more of the following indicators: a) Make observations about living things and their environment using the five senses. b) Identify how natural earth materials (e.g., food, water, air, light, and space), help to sustain plant and animal life. c) Describe and model life cycles of living things.
Grade 2: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 2Identify basic needs of living things (plants and animals) and their abilities to meet their needs. Meeting one or more of the following indicators: a) Communicate and justify how the physical characteristics of living things help them meet their basic needs. b) Observe, record, and compare how the behaviors and reactions of living things help them meet their basic needs. c) Identify behaviors and reactions of living things in response to changes in the environment including seasonal changes in temperature and precipitation.
Agricultural Literacy Outcomes
Food, Health, and Lifestyle
- Identify healthy food options (T3.K-2.a)
- Recognize that agriculture provides our most basic necessities: food, fiber, energy and shelter (T3.K-2.b)
Plants and Animals for Food, Fiber & Energy
- Explain how farmers work with the lifecycle of plants and animals (planting/breeding) to harvest a crop (T2.K-2.a)
- Identify examples of feed/food products eaten by animals and people (T2.K-2.c)
Common Core Connections
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Writing: Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.CCRA.W.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
CCSS.ELA-LITERACY.CCRA.W.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Health Standard 1: Comprehend concepts related to health promotion and disease prevention to enhance health.
1.2.1Identify that healthy behaviors impact personal health.
Health Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
7.2.1Demonstrate healthy practices and behaviors to maintain or improve personal health.
1-LS1: From Molecules to Organisms: Structures and Processes
1-LS1-1Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.