Flowers and seeds 0 Overview Using this Resource Connecting to the Curriculum Marking Student Responses Working with Students This task is about parts of a flower, pollination and seed dispersal. Question 1Change answer a) Match the parts of this flower with the correct number from the diagram. a) Match the parts of this flower with the correct number from the diagram. Flower part Number Anther(s): where pollen grains are produced. 12341234 Ovary: where the seeds will develop. 12341234 Petal(s): often brightly coloured (to help attract insects). 12341234 Question 1Change answer b) In the process of pollination, pollen must be transferred from the male part of the flower to the female part of another or the same flower. Give two ways that the pollen can be transferred. b) In the process of pollination, pollen must be transferred from the male part of the flower to the female part of another or the same flower. Give two ways that the pollen can be transferred. Question 1Change answer c) Plants need to form seeds. They also need to have these seeds dispersed away from the parent plant. The diagram shows five different seeds. Choose any two and state how that seed is spread away from the parent plant. c) Plants need to form seeds. They also need to have these seeds dispersed away from the parent plant. The diagram shows five different seeds. Choose any two and state how that seed is spread away from the parent plant. Seed number How the seed spreads away from the parent plant 1234512345 1234512345 Task administration: This task can be completed with pencil and paper or online. Copyright: NZCER sketch Level: 4 Curriculum info: Science, Knowledge, Living World Keywords: Life processes, plants, flowers, seeds, pollination, seed dispersal Description of task: Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers. Curriculum Links: Science capabilities The capabilities focus is brought about by the conversations you have and the questions you ask. Capability: Gather and interpret data This resource provides opportunities to discuss using direct observations (from diagrams) as evidence. Science capability: Gather and interpret data (TKI) Science capabilities: Gather and interpret data Making Better Sense: Flower Parts Answers/responses: Y8 (09/1997) a) Anther: 3 Ovary: 4 Petal: 1 3 correct – very difficult 2 correct – very easy 1 correct – very easy b) Any 2 of: wind bees flies birds wasps bats insects mice 2 correct – moderate 1 correct – easy c) Any 2 of: • 1: wind • 2: explosion (sun/heat opens pods) • 3: animal (clings to fur of) • 4: wind • 5: animal (eaten by) 2 correct – difficult 1 correct – easy Diagnostic and formative information: a) Correct response (%) for the flower parts: Anther – 26%, Part 2 (Stigma) of the flower was wrongly chosen by 69%. Ovary – 88%. Petal – 97%. b) A breakdown of correct answers made by students. Method of transfer Bee Wind Birds Other % of correct answers 49% 34% 7% 10% c) Seed number Number of students who tried to explain the seed dispersal Number who got this correct (%) 1 2 3 4 5 36 19 23 19 23 75% 16% 26% 63% 22%