You will learn
- Describe flowers by colour, size and number of petals.
- Name the petals and say what they do.
- Say that many flowers make seeds and fruits.
- Say that bees and other insects visit flowers.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Flowers have petals.
- Many flowers make seeds.
- Insects such as bees visit flowers.
- Flowers can be different colours, sizes and shapes.
Words to know
the part of a plant that may make seeds
one of the coloured parts of a flower
a flower that has not opened yet
a small animal with six legs, such as a bee
1. Discover: The bee on the flower
Ama sees a bee on a yellow flower in the garden. The bee walks on the petals and goes into the middle. “Why is it there?” asks Ama. “It is looking for sweet food,” says her mother. “And it helps the flower make seeds.” Ama watches from a safe distance.
Think: Why did the bee visit the flower?
2. Understand: What flowers do
Idea 1: Parts of a flower
Many flowers have bright petals. A flower may begin as a bud that opens. Inside the flower are the parts that make seeds.
Idea 2: Flowers make seeds
Many flowers make seeds. When a flower is finished, it may grow into a fruit with seeds inside. Seeds can grow into new plants.
Idea 3: Insects and flowers
Bees, butterflies and other insects visit flowers for sweet food. When they visit, they help flowers make seeds. We watch insects from a distance because some can sting.
3. Worked examples
Example 1 (I show you): Describe a flower
A yellow flower.
- Colour: yellow.
- Petals: many, in a circle.
- Size: small.
Answer: A small yellow flower with many petals.
Example 2 (We do it together): What happens next?
A flower dries up and a small fruit begins to grow.
- What is inside the fruit? Seeds.
- What can seeds become? New plants.
- So flowers help plants make new plants.
Answer: The flower can grow into a fruit with seeds that can become new plants.
Example 3 (You try): Why do bees visit?
A bee goes to a flower.
Show the steps and answer
- What does the bee want? Sweet food.
- What does the flower get? Help to make seeds.
- Do we touch the bee? No.
Answer: The bee gets food and helps the flower make seeds. We do not touch bees.
Did you know?
The bright colours and the smell of flowers help insects find them.
Why this matters
Without flowers, many plants could not make seeds, and we would have fewer fruits to eat.
4. Explore: Flower study
Look at a flower in the garden or at a picture. An adult picks it safely away from bees.
- Draw the flower and label the petals.
- Count the petals.
- Say the colour and size.
- Ask a question about the flower.
Think about it: what did you notice?
What did you notice? Petals make flowers bright.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The flower is ___.
- It has ___ petals.
- Bees visit flowers to ___.
- After a flower, a ___ may grow.
Guided practice
Question 1. What are the coloured parts of a flower called?
Petals.
Question 2. What can a flower grow into?
A fruit with seeds.
Question 3. Name an insect that visits flowers.
A bee or a butterfly.
Independent practice
Level 1: Start
- What are the coloured parts of a flower called?
- What can a flower grow into?
- Name an insect that visits flowers.
- Do we touch bees?
- What is a bud?
Level 2: Grow
- Describe a flower you know.
- Why do insects visit flowers?
- What do seeds become?
Level 3: Stretch
- Draw a flower and label two parts.
- Explain why flowers are important for fruits.
- A child wants to catch a bee. What do you say?
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Where do you see flowers near you?
Show a sample answer
Gardens, trees, roadsides, bushes and markets.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Flowers can be many colours.
Fix: Flowers help plants make seeds and fruits.
8. Lesson summary and revision card
- I can describe flowers by colour, size and number of petals.
- I can name the petals and say what they do.
- I can say that many flowers make seeds and fruits.
- I can say that bees and other insects visit flowers.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Flowers have petals.
- Many flowers make seeds.
- Insects such as bees visit flowers.
- Flowers can be different colours, sizes and shapes.
11. Next lesson
Next lesson: Fruits and seeds. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What are petals? [1 mark]
- Name one insect that visits flowers. [1 mark]
- Why do insects visit flowers? [2 marks]
- What can a flower grow into? [2 marks]
- Describe a flower and say how to stay safe near bees. [4 marks]
Total: 10 marks.
Marking guide and model answers
- The coloured parts of a flower [1]
- A bee or a butterfly [1]
- For sweet food [1]; they help make seeds [1]
- A fruit [1]; with seeds [1]
- A colour [1]; petals [1]; do not touch bees [1]; watch from a distance [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What are the coloured parts of a flower called?
- What can a flower grow into?
- Name an insect that visits flowers.
- Do we touch bees?
- What is a bud?
- Describe a flower you know.
- Why do insects visit flowers?
- What do seeds become?
- Draw a flower and label two parts.
- Explain why flowers are important for fruits.
Homework
Look at a flower at home or outside. Draw it, count its petals and write one question about it. Do not touch bees.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What are the coloured parts of a flower called? | Petals. | 1 |
| 2. What can a flower grow into? | A fruit with seeds. | 1 |
| 3. Name an insect that visits flowers. | A bee or a butterfly. | 1 |
| 4. Do we touch bees? | No. | 1 |
| 5. What is a bud? | A flower that has not opened yet. | 1 |
| 6. Describe a flower you know. | Colour, size and number of petals. | 1 |
| 7. Why do insects visit flowers? | For sweet food. | 1 |
| 8. What do seeds become? | New plants. | 1 |
| 9. Draw a flower and label two parts. | A flower with petals and stem labelled. | 1 |
| 10. Explain why flowers are important for fruits. | Many fruits grow from flowers. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Petals.; 2 A fruit with seeds.; 3 A bee or a butterfly.; 4 No.; 5 A flower that has not opened yet.. Level 2: 1 Colour, size and number of petals.; 2 For sweet food.; 3 New plants.. Level 3: 1 A flower with petals and stem labelled.; 2 Many fruits grow from flowers.; 3 Do not touch it. It can sting. Watch from a distance..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Describe flowers by colour, size and number of petals | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Name the petals and say what they do | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Say that many flowers make seeds and fruits | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Say that bees and other insects visit flowers | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “All flowers are red.” Flowers can be many colours.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Look at one flower. Name the petals and say one thing flowers make.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns about flowers, petals, seeds and the insects that visit flowers. You do not need to be an expert to help.
- Look at flowers together and count petals.
- Ask, “What do you think the bee wants?”
- Remind your child to keep a safe distance from bees.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: describe flowers by colour, size and number of petals; name the petals and say what they do; say that many flowers make seeds and fruits; say that bees and other insects visit flowers.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. A flower picked by an adult, a picture of a bee on a flower, chart paper, pencils and crayons. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Have an adult pick a flower away from bees. Draw a flower with petals and a bud on the board.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Tell the bee story and ask, “Why did the bee visit?”
Explanation (10 min). Teach the parts of a flower, seeds and insects.
Guided activity (10 min). Learners draw and label a flower and count the petals.
Independent activity (10 min). Learners say why flowers matter.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What does it look like? What happens after the flower?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “All flowers are red.” Flowers can be many colours.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Look at one flower. Name the petals and say one thing flowers make. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 3, topic 6; Next Generation Science Standards, from molecules to organisms (structures and functions of plants); Cambridge Primary Science Stage 1, plants; IB Primary Years Programme, how the world works. These sources informed the lesson.