Teacher Packet
2002- 2003 NASCEP Project
Monya A. Ruffin, Ph.D.
I. Plant Masters (1 hour)
Goal – In this introductory activity, student will design and build small scale three dimensional models of trees commonly found in Kenya. Although the focus of the lesson will be on plant adaptations for survival, students will also explore ecological concepts such as biodiversity, animal habitats, & relationships between plants with humans and other organisms.
Lesson Sequence – (1) Begin the lesson by discussing the term ‘adaptation’ (a behavioral, genetic, and or physical change by an organism to increase changes of survival through the next generation). As a link to last week’s ‘Conservation Matters’ activity, encourage students to give examples of adaptations their animals have they contribute to their ability to survival to the next generation.
(2) After some discussion, begin to encourage students to provide examples of adaptations plants have made over time (evolved). Some adaptations the students may mention could include: color, height, location (i.e., Thumbleweed- desert), shape, xylem/phloem, leaves (petals), holes (stomata), aromas (fragrances), thorns, fruits/nectars, reproductive structures).
Extension Activity: (if time permits) In a whole group or individual format, draw an anatomically correct and labeled plant, including a xylem and phloem.
(3) Introduce the ‘Plant Masters Activity’ by using the ‘Plant Masters PowerPoint Slideshow. Read over the directions are as follows:
(a) Each group, 3-4 students, will be given an large envelope with the characteristics of a certain plant listed inside
(b) Each group will use the plant description to construct a small scale 3-dimensional model of the plant using the art supplies provided
(20 minutes)
(c) Group members will take digital photos of the final model. Groups will then explain their models in detail (from an ecological perspective).
The ‘real’ plant will be revealed to the groups.
Each group will download the image of their model to this PowerPoint presentation and answer the questions/items on the slides that correspond with their plant.
II. NASCEP Newsletter (30 minutes)
Goal: The purpose of this activity is to:
· provide students with a platform to express environmental concerns/issues that were raised during the ENVIRO unit
· give students experience writing articles as student journalists
· provide students with a tangible artifact of their experiences in the NASCEP program
Lesson sequence – (1) Students should begin by talking about the components of a newsletter (i.e., front page, cover story, headings, pictures/graphics, etc.). Students can look through actual examples of newspapers and newsletters provided by the teacher or on the internet. Talk about the differences and similarities. (Use the sample newsletter to facilitate the discussion).
(2) Brainstorm a name for the Newsletter.
(3) On a small piece of paper, students should bid secretly to become the newsletter editor(s). (1-2 students should be sufficient). Teacher should make the final selection.
(3) To prepare for the articles, as a class, make a list of all activities the class has participated in since the beginning of the program.
(4) Students can volunteer to work on certain sections, individually or as small groups, OR students can randomly select for the section topics by the teacher or another method.
(5) Students should begin writing their articles.
Activities & Handouts
2002- 2003 NASCEP Project
Monya A. Ruffin, Ph.D.
The Baobab Tree
Mystery Plant #1
The Acacia Tree
Mystery Plant #2
The Sweet Gum Tree
Mystery Plant #3