Download WHAT YOU NEED

8.03
Junior Environmental Activities On File TM
Tough Growing
An Exploration of Weed Adaptations
Part 1, INTRODUCTION
A weed is a plant that grows where
it is not wanted, and without help
from people. Weeds are tough.
They often grow in places where
other plants would not survive,
such as sidewalk cracks or hard,
dried-out soil.
In this activity, you will look for
features that help weeds grow, and
survive, in their habitats. These
features are called adaptations.
TIME NEEDED
30 minutes
WHAT YOU NEED
• drawing materials (colored
markers, or crayons)
• Observation Record (following
pages; photocopy or copy it by
hand into your field log)
• pencil or pen
• field log (Activity 1.01) or
notebook
• outdoor gloves (optional)
• hand lens (optional)
• plant press (Activity 1.02,
optional)
Safety Precautions
Please click on the checkmark to view the safety guidelines. Ask
an adult for permission before going out to collect plants. Find
out if there are poisonous plants in your area that you should
avoid, such as poison oak or poison ivy. Make sure you know
what they look like, and don’t touch them if you see them. Be
sure to take a friend with you on your collecting trip; never go
out alone.
©Victoria Chapman & Associates, Inc.
8.03
Junior Environmental Activities On File TM
Environmental Precautions
Never remove plants or plant parts without permission, and only
remove plants if you leave several untouched nearby. Ask adults
if there are rare or endangered plants in your area that should
not be picked.
WHAT YOU DO
1. Look around the school or neighborhood for a study area
where there are lots of weed plants. Good places to look are in
vacant lots and abandoned or untended gardens.
2. Working with a partner, choose a plant to study.
3. Draw a picture of the plant in your field log.
4. Make notes about your plant by answering as many Data
Record questions as you can. If you have a hand lens, you can
take a closer look at the plant and its features.
5. Pick a sample weed to take home and save in your Earth
Journal or press in a plant press (see Activity 1.02).
6. If you have time, study another plant. Compare your
observations of the two plants. How are the plants you have
observed different from each other? Similar or the same?
MILKWEED
DANDELION
THISTLE
SKUNK CABBAGE
OBSERVATIONS & CONCLUSIONS
Study your drawings and notes.
Conclusions, based on observation:
a. What adaptations seem to help your plant survive on its own?
b. How does it seem to protect itself?
c. Did you observe anything about how the plant might store or
get water?
Questions I still have:
Often, an experiment or activity answers some questions and
raises others. What questions do you have about how your plant
survives where it does? How could you find answers to these
questions?
©Victoria Chapman & Associates, Inc.
8.03
Junior Environmental Activities On File TM
Tough Growing Obser vation Record
(MAKE ONE COPY FOR EACH WEED YOU STUDY)
Date:
Time of Day:
WEED #
Location:
WEED #
: DESCRIPTION OF ITS HABITAT
1. The plant’s location (where it lives):
2. Other plants nearby:
3. How wind or weather seem to affect its growth:
(Describe evidence that supports your answer.)
TAPE OR DRAW PLANT LEAF HERE
WEED DESCRIPTION
4. How much sun does the plant get? Does this limit
where it grows? (Again, describe evidence.)
5. What is the soil like? (Hard? Sandy? Soft? Wet? Dry?)
6. Other observations (use back of page):
Further observation hints and suggestions:
• Plants can’t run away from
predators. Look for ways in
which the plant protects itself.
For example, does the plant
have a way to keep animals
from eating it? (Thorns, spines,
bad taste, or?)
• Are there hairs on the leaves?
Fine hairs act as insulation.
• What other adaptations (traits
or qualities) seem to help your
plant survive? HINT: Think
“Roots, stems, leaves, flowers,
and seeds,” and let those words
help you think of plant traits.
Example, “Flowers” might make
you wonder what time of year it
flowers, or what time of day its
flowers open. Ask yourself: How
do these qualities affect this
plant’s success at survival?
©Victoria Chapman & Associates, Inc.
8.03
Junior Environmental Activities On File TM
Part 2, INTRODUCTION
After you have collected a number of different kinds of weeds,
you can first classify them, and then identify them. Scientists use
visual clues and verbal descriptions to help identify plants.
In this activity, you will classify weeds and then make a key. Then
you’ll make a list of each plant’s characteristics and you will have
your own identification key.
TIME NEEDED
30 minutes
WHAT YOU NEED
• plants from Part 1
• field guide to weeds (optional)
• hand lens (optional)
• Earth Journal (Activity 1.01),
notebook, or note paper
• pen or pencil
Safety Precaution
Please click on the checkmark to view the safety guidelines.
WHAT YOU DO
One Stem
1. Return to the weed study area you found when doing Part 1
of this activity. Pick samples of a dozen or more different kinds
of weeds to take home or back to class.
2. Find a table or an open space on the floor
where you can spread out your butcher paper.
Place your weeds on the paper. Then begin to
classify your weeds into categories. To classify
More T
h
plants you’ll sort them according to their basic
a
One St n
em
structures—stems, leaves, flowers, roots, and
seeds. Start with two general categories, such
as “one stem” and “more than one stem.”
3. Next create two groups from each of your
first two categories—for example, “smoothedged leaves” and “rough-edged leaves.”
(Some possible classification categories are on
the last page of this activity.)
©Victoria Chapman & Associates, Inc.
8.03
Junior Environmental Activities On File TM
4. Continue to divide the groups until
each weed is in its own category. At
each step, write down the feature
you used to name each group. (For
Smoot
h
example: one stem, smooth leaves,
Leave
s
Rough
pointed leaf tip, fine hairs on leaf,
Leave
Smoot
s
etc.)
Leave h
s
5.
Use a field guide to find the name of
Rough
L
e
a
v
es each weed. Record the name in your
One St
em
Earth Journal or notebook.
6. Use the weed’s features and its name
More T
han O
to make a key for each plant. (For
ne Ste
m
example: Dandelion—yellow petals,
composite flower, single stem, etc.)
Record each plant’s key, too.
7. Combine all the weed keys into one
key showing each trait (something
like the one on the next page). Copy
this weed key into your field log for
future use.
OUR FINDINGS
Click on the above link to see what we found.
Follow-Up
Start a collection of the weeds that you study. Use your portable
plant press (Activity 1.02) to preserve the plants. (If you plan to do
Part 2 of this activity, do so before you dry your plants.) Place each
dried plant on a separate piece of paper and laminate it with
clear, self-adhesive plastic. Label the plant parts and write a
description of the plant’s habitat and adaptations. You may wish
to use a field guide to help in your identification. After the plants
have dried, you might display your collection in your own natural
history center (Activity 1.06).
Words to Know
adaptation
habitat
key
composite
©Victoria Chapman & Associates, Inc.
8.03
Junior Environmental Activities On File TM
KEY: SOME OF OUR WEED CLASSIFICATION CATEGORIES
stems
hollow
(more than 1 foot) tall
solid
less than 1 foot
leaves
basic types:
simple
opposite
compound
alternate
whorled
arrangement:
with hairs
additions:
shape:
oval
entire
(smooth)
margins
©Victoria Chapman & Associates, Inc.
without hairs
shovel-like
lobed
circular
toothed:
toothed: double
serrated
serrated
SAFETY
Junior Environmental Activities On File TM
Safe Science Procedures
IMPORTANT: It is both fun and educational
to learn science by doing science—but
experiments and field trips are no fun
if you get hurt. Read and follow
the safety tips on this page and the next.
Then copy these two pages.
• Post them in your science activity area.
• Keep them in your science journal or log.
Smart scientists are safe scientists.
Special Safety Note to Experimenters
Each experiment includes a short list of special safety precautions
that are relevant to that particular project. However, these do not
include all of the basic safety precautions that are necessary
whenever you are working on a scientific experiment. For this
reason, it is absolutely necessary that you read, copy, and remain
mindful of the General Safety Precautions that follow this note.
Good experimental procedure always includes carefully following
basic safety rules. Things can happen very quickly while you are
performing an experiment. Things can spill, break, even catch
fire. There will be no time after the fact to protect yourself.
Always prepare for unexpected dangers by following basic safety
guidelines the entire time you are performing the experiment,
whether or not something seems dangerous to you at a given
moment.
We assume you will read the safety precautions that follow, as
well as the ones that appear with each activity and that you will
remember them and follow the recommendations. You must use
good judgment and pay attention when you are doing your
experiment.
If you have any questions about whether or not a procedure or
material is dangerous, wait until you find out for sure that it is
safe.
©Victoria Chapman & Associates, Inc.
SAFETY
Junior Environmental Activities On File TM
Safe Science Procedures (continued)
BEFORE YOU BEGIN:
• Read the entire experiment before you begin.
• Clear a workspace.
Protect yourself:
• Follow the directions, step-by-step.
• Make sure you know where there is a first-aid kit and eyewash.
• Concentrate on what you are doing; do not roughhouse.
• Wear something to protect your clothes, like a smock or apron.
• Clean up spills immediately.
• Tie back your hair; do not wear loose clothing or open-toed shoes.
• Keep your workspace neat and dry.
• Do not eat or drink in your workspace.
• Do not light matches.
• Do not eat or drink any experimental substances without express
permission from a responsible adult.
• Wear goggles or protective eyewear when working with sand, etc.
USE EQUIPMENT WITH CARE
• Use caution when working with
scissors, knives, or other sharp objects.
• Set up your experiments far away from the edge of your
work surface as practicable.
• Use care when working with glass.
• Clean up broken glass immediately.
• Be careful when using stepstools, chairs, or ladders.
GOING ON FIELD TRIPS
• Never go on a field trip by yourself; use the buddy system.
• Tell a responsible adult where you are going.
• Know where you are going and gather information about any
danger, such as poisonous plants, that may be present there.
• Dress appropriately for the weather (rain, sun, etc.).
• Bring along a first aid kit.
• Never eat or drink anything you find in the wild.
FINISHING UP
• Thoroughly clean your work area and equipment.
• Don’t dispose of materials down the sink, unless you are told to do
so by a responsible adult.
• Wash your hands.
©Victoria Chapman & Associates, Inc.
SAFETY
Junior Environmental Activities On File TM
Animals & Plants to Look Out For
SCORPION
FIRE ANT
AFRICAN BEE
BLACK WIDOW
BROWN RECLUSE
POISON IVY
©Victoria Chapman & Associates, Inc.
POISON SUMAC
POISON OAK
(COPY & PASTE IN
YOUR FIELD LOG)