SCIENCE DOCENT GUIDE

HELPING HANDS SCIENCE

GOMES ELEMENTARY

Second Grade

Math Science Nucleus 2016

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DOCENT GUIDELINES

SECOND GRADE

DURATION: 50-60 minutes

GENERAL INFORMATION: Do not spend more than 10-15 minutes for an introduction and instructions. Allow as much time for the hands on component. If you are doing an art project, make sure you have all the materials readily available.

Second grader’s vocabulary may be limited especially if first exposure to a scientific concept. You may need to repeat large words and have students repeat the word. Repetition of instruction is important so they understand the procedure. Leave about 5 minutes to discuss what they did in the lab and urge them to develop a summary or conclusion of what they learned. Note: Background information is added information for the docent only.

Pollinators Planned Lessons

Lesson Overview NGSS CORRELATION

Plant Classification What is a tree? (Storybook)

Grouping different plants especially flowering (angiosperms) and non flowering (gymnosperms)

LS4.D Diversity of plants

Requirements of Flowers

Growing native flowers that will attract pollinators

LS4.D Diversity of plants

Designing a pollinator garden

Exploring the elements of a garden to attract pollinators

LS2.2 Pollination of plants ETS1.A Design ETS1.B communicating solutions

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SECOND GRADE PLANT CLASSIFICATION OBJECTIVES:

Comparing different plants. Discovering requirements of plants.

VOCABULARY:

classification plant

MATERIALS:

15 Angiosperms and Gymnosperms Worksheets 15 Bags (Angiosperms, Gymnosperms, and pollen) Angiosperm leaves (broadleaf) (from trees with flat leaves) Gymnosperm leaves (needle leaf) (from pine, spruce, etc) What is a Tree?

BACKGROUND:

The study of plants is called botany or plant biology. Botanists believe that the plants that live on the land today are descendants of tiny green plants that lived about 350 million years ago in the ancient seas. There are over 300,000 types of plants in several large groups. There are slightly different classification systems for plants, but most recognize two basic groups, the nonvascular plants, and the vascular plants. The vascular plants can either be herbaceous or woody.

Herbaceous plants do not have specialized woody tissue for water transportation from the roots to the shoots. Woody plants have conducting tissues called xylem and phloem tissues. Xylem tissue transports water and phloem tissue transports food products. These tissues are absent in herbaceous vascular plants and nonvascular plants.

Nonvascular plants in the classification used in this curriculum include the Thallophytes (green algae, brown-green algae, brown-red algae) and Bryophytes (mosses, and liverworts). Vascular plants or Tracheophytes include ferns (filicopsids), sphenopsids (horse tails), gymnosperms (needle leaves), and angiosperms (flowering plants).

Gymnosperms (NEEDLE LEAF) (which include Ginkgoes) or conifers (just the pine-like trees) are mainly cone-bearing plants. There are only about 550 species of living conifers. Gymnosperms produce unenclosed seeds located on the upper surface of scales, which are usually parts of cones. Most conifers are woody plants and are usually large with

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PROCEDURE: Note: if there are samples in the classroom of tree rings, cones, or other tree parts, try and incorporate into lesson.

1. Read “What is a tree?” to begin the discussion about plants. The story just goes over gymnosperms and angiosperms. So you might talk about the other plants mentioned above.

2. Discuss with students the needs of plants which include water, air, soil, light, and moderate temperatures. You may want to make an overhead of the worksheet and discuss with children why or why not each is a plant. For each box ask students to answer the following questions in their mind before they answer yes or no. Does it move? (no); Does it make its own food? (yes); Can it live in the dark? (no); Does it need soil to grow big? (yes); Is it green? (yes)

3. Give the students the paper with gymnosperms and angiosperms. Have the students match the different types of seeds and cones and see if they can match them.

4. You may want to suggest that look at home to see if there are seeds or cones so they can classify into gymnosperms and angiosperms.

5. In the kit there is also some pollen. Many children have heard about pollen as something people are allergic to, but most do not know that pollen is produced by the male part of tree. The yellow pollen in baggies are from pine trees. They produce so much that if it rains when pollen is produced many puddles will have a yellow look because of all the pollen.

6. The female part of the plant will produce the seed. In angiosperm the seed is protected, usually with fruit. The gymnosperm will not have any protection and they come out of the cone.

 

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SECOND GRADE DESIGNING A POLLINATOR GARDEN OBJECTIVES:

Designing a garden that brings back pollinators. Creating a model of your design.

VOCABULARY: Design

MATERIALS:

Tools to help build model Shape it molding clay Attracting Pollinators to your garden using Native Seeds (pdf)

BACKGROUND:

Animals can roam about and seek mates with whom to reproduce, but imagine the challenge for a plant, rooted firmly to the ground, to achieve the same end. Pollinators, which include thousands of insect species (bees, tiny wasps, butterflies, beetles, and flies) and other animals (such as hummingbirds and bats), unwittingly move pollen from the male anther of one flower to the female stigma of another as they search for sweet, nourishing nectar and fat- and protein-rich pollen.

Pollinator Flower Preferences

Pollinators Flower Preferences

Bees

Did you know? There are about 4,000 species of native bees in the U.S. ranging in length from less than one eighth of an inch to more than one inch. Most of these bees are "solitary" nesting and, having no hive to defend (as do nonnative honeybees), they are unlikely to sting!

Yellow, blue, purple flowers. There are hundreds of types of bees that come in a variety of sizes and have a range of flower preferences. They can't see red, but are attracted to some red flowers, such as bee balm, that reflect ultraviolet light. Small bees, which have short tongues, prefer packed clusters of tiny flowers (e.g., marigold, daisy, butterfly weed, aromatic herbs).

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Butterflies

Red, orange, yellow, pink, blue flowers. They need to land before feeding, so like flat-topped clusters (e.g., zinnia, calendula, butterfly weed, yarrow, daisy) in a sunny location. They also need food sources for larvae and places to lay eggs. These include milkweed, aster, lupine, thistle, fennel, violets, hollyhock, black-eyed Susan.

Moths Light-colored flowers that open at dusk such as evening primrose.

Pollinating beetles They prefer wide-open flowers, such as aster, sunflower, rose, and butterfly weed.

Flies Green, white, or cream flowers. They have short tongues, so prefer simple-bowl shapes.

Hummingbirds

Red, orange, purple/red tubular flowers with lots of nectar (e.g., honeysuckle, sage, fuchsia, jewelweed, fireweed, cardinal flower, bee balm, nasturtium, century plant). No landing areas are needed since they hover while feeding.

Bats

(Pollinating bats are found primarily in the Southwest)

Large, light-colored, night-blooming flowers with strong fruity odor (e.g., many types of cactus).

PROCEDURE:

1. Talk about the design of pollinator gardens. Go over things you should consider:

a. Pollinators require nectar and pollen rich flowers b. Flowers should range in shape and sizes c. Flowers should bloom throughout the season d. Provide overwintering places for eggs and larvae e. Provide water

 

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