Download Plant Communities

Fish
Creek Provincial Park
F
PLANT COMMUNITIES
A teacher conducted field study science program
for Grade 4 students
Fish Creek Environmental Learning Centre
[email protected]
www.fish-creek.org
33
Fish Creek Environmental Learning Centre
PLANT COMMUNITIES
A teacher conducted field study program for Grade 4.
This curriculum connected field study was developed
to support the Grade 4 Topic E: Plant Growth and
Changes and the vision of the Plan For Parks.
Developed by:
Fish Creek Environmental Learning Centre
Fish Creek Provincial Park
13931 Woodpath Road S.W.
Calgary, Alberta
T2W 5R6
(403) 297-7827
2011 Revision
Plant Communities
34
TABLE OF CONTENTS
1.0 Introduction ............................. 2
6.0 Field Study Activity Guide ... 20
1.1 Program Outline ................... 3
1.2 Program Objectives and
Curriculum Fit ...................... 4
1.3 Curriculum Connections .... 5
6.1 Importance of Plants ............ 20
6.2 Grasslands Study .................. 21
6.2.1 Grasslands
Introduction ................ 22
6.2.2 Grasslands
Rope Ring ................... 22
6.2.3 Catching the
Colours ........................ 23
6.3 Alien Invaders ........................ 24
6.4 White Spruce Forest
Study ....................................... 26
6.4.1 White Spruce Forest
Introduction ................ 27
6.4.2 White Spruce Forest
Rope Ring .................... 27
6.4.3 Forest “Fun Guy” ....... 28
6.4.4 Fred Fungus Took
A ‘Lichen’ to
Alice Algae .................. 28
2.0 Environmental Education
Opportunities at Fish Creek
Provincial Park ........................ 6
2.1 The Fish Creek Environmental
Learning Centre ..................... 6
2.2 Lunch Break Procedures ..... 7
2.3 Outdoor Lunch
Opportunities ........................ 7
3.0 Teacher Instructions and
Checklist For Planning Your
Field Study Day at The Park 8
3.1 Planning Your Itinerary For
the Field Study Day .............. 9
7.0 Optional Indoor/Lunch Activity
............................................. 29
4.0 Class Discussion About The
Field Study ............................... 10
7.1 Old Man’s Garden ................. 29
8.0 Post Field Study Activities .... 30
5.0 Preparatory Study Activity
Ideas ........................................... 12
5.1
5.2
5.3
5.4
5.5
8.1 Data Collection
Worksheets ............................ 30
8.2 The Web of Life ..................... 30
8.3 Plant Community
Ecosystems ............................. 30
8.4 Classification Keys ................ 31
8.5 Uses of Plants ......................... 31
8.6 Alien Invaders ........................ 32
The Importance of Plants .... 12
Vocabulary ............................. 13
Plant Parts .............................. 14
Growing Conditions ............. 16
Data Collection
Worksheets ............................. 19
1
Fish Creek Environmental Learning Centre
1.0 INTRODUCTION
Fish Creek Provincial Park, Canada's
largest urban provincial park, has a
strong vision within its Visitor Services
Program plan to support and foster
environmental education. It states:
Welcome to Plant Communities, a
teacher-conducted science program for
grade four students.
This is a curriculum connected full day
field study with multidisciplinary
preparatory and post activity support.
The intent is to offer a natural world
experience for students that reflects the
outdoor field study components of Topic
E: Plant Growth and Change from the
Grade 4 Alberta Elementary Science
Curriculum and the priority actions of
Alberta’s Plan For Parks:
•
Involve Albertans
•
Offer modern facilities,
policies & programs
•
Provide recreation
opportunities
•
Conserve landscapes
Plant Communities
The Park offers a dynamic
Visitor Services Program
where participants are able to
connect to our rich natural
and cultural heritage through
a variety of services and
resources.
This is accomplished through
modern facilities, competent
staff, up to date resources,
environmental education and
public programs, research,
partnerships and being an
active member of the Calgary
community and the Province
of Alberta.
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1.1 PROGRAM OUTLINE
Plant Communities is a teacher led
sequential program that consists of three
components. First, there are
preparatory activities to be done at
school that are multidisciplinary in
nature. The preparatory activities that
are critical to the success of the on-site
activities are marked as essential.
Students will also have started
investigations into the issue of invasive,
non-native plant species and their
impact on native plant ecosystems.
To conclude the process, there are
follow-up activities to be done back at
school that are intended to reflect on
and apply what the students have
learned.
This is followed by the full-day field
study done in the natural world that
takes the students through experiential
activities in two different plant
communities: grasslands and white
spruce forest. By the end of their field
study, students will have measured and
recorded growing conditions, closely
examined the physical structure of a
wide variety plants, practised three
different methods of plant classification
and investigated the value of plants both
in the natural environment and to
different groups of people who
historically used the Fish Creek valley.
There are also checklists for helping
arrange and organize your field study
and a set of field study data sheets for
students to use that facilitate the
experience.
The program was developed by the staff
at the Fish Creek Environmental
Learning Centre with input from
Calgary area teachers.
3
Fish Creek Environmental Learning Centre
1.2 PROGRAM OBJECTIVES AND CURRICULUM FIT
SLE 4.
This field study program, and the school
based preparatory/post activities that
complement it, have been designed to
address five specific learner expectations
from Topic E: Plant Growth and
Change, (Grade 4) in the Alberta
Elementary Science Program of Studies:
Recognize that plants’
requirements for growth, ie: air,
light energy, water, nutrients and
space, vary from plant to plant,
and that other conditions, for
example, temperature and
humidity, may also be important
to the growth of particular plants.
SLE 1.
Describe the importance of plants
to humans and as part of the
natural environment.
SLE 6.
Recognize that a variety of plant
communities can be found
within the local area, and that
differences in plant communities
are related to variations in the
amount of light, water and other
conditions.
SLE 2.
Identify and describe the general
purpose of roots, stems, leaves
and flowers.
SLE 3.
Describe common plants and
classify them on the basis of
their characteristics and uses.
Plant Communities
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1.3 CURRICULUM CONNECTIONS
This program is primarily a science
based field study but there are many
other curriculum connections with the
Grade 4 CORE program of studies.
SOCIAL STUDIES
MATH
•
how are Alberta's provincial parks
important to the sustainability of
Alberta's natural regions?
•
classifies objects according to visible
characteristics
•
reads Celsius thermometers
•
whose responsibility should it be to
ensure the preservation of provincial
parks in Alberta?
•
reads distances according to a scale
PHYSICAL EDUCATION
LANGUAGE ARTS
EXPLORING
•
•
experience success and enjoyment
through participation in outdoor
activities
•
understand the use of clothing and
footwear appropriate to outdoor
activities
•
understand safety principles as they
apply to outdoor pursuits
•
cooperatively work in groups
formulating hypothesis
posing questions to organize
investigations
CONSTRUCTING
•
•
focus their talk or writing on the
important ideas related to a topic
COMMUNICATING
•
provide support for the expression
of opinions on topics within their
immediate experience
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Fish Creek Environmental Learning Centre
2.0 ENVIRONMENTAL EDUCATION OPPPORTUNITES
IN FISH CREEK PROVINCIAL PARK
Fish Creek Provincial Park stretches
from the T'suu Tina First Nation at 37
Street in the west to the Bow River in the
east. The Park is 20 km long, but only
1-1 1/2 km wide, as it encompasses
mainly the creek and surrounding
valley.
The Fish Creek Environmental Learning
Centre, located at the west end of the
Park off 37 Street S.W, offers five indoor
classrooms, an outdoor picnic area and
access to an extensive variety of natural
ecosystems: an old spruce forest,
grasslands, riverine, creek and pond
wetlands and disturbed (urban) areas.
3.
Washrooms and a water fountains
are located in the building. There
are no vending machines or coffee
available. Hot water is available
upon request. Please make hot
drinks in cups, not the urn.
4.
A short orientation (about 15
minutes) will be provided to the
entire group upon arrival to
welcome and introduce everyone
to the Park, its rules, teh program
for the day and what the students
may discover outside.
5.
Parent volunteers will have a
separate orientation (about 10
minutes) to the equipment
provided, map of the activity area
(map provided) and the general
flow of the day.
6.
A washroom and snack break will
take place after the group
orientation and during the parent
volunteer orientation. Please
ensure that the students are
supervised during this time.
7.
There are NO indoor activities
available. Please bring your own
activities and/or DVDs when
planning for inclement weather.
2.1 FISH CREEK
ENVIRONMENTAL
LEARNING CENTRE
The Fish Creek Environmental Learning
Centre offers you the following facilities
and services:
1.
Each teacher will be given a
classroom to use as a home base
for the day's activities.
2.
Some equipment for the day's
activities will be available at the
Park. It is your responsibility to
count all equipment and return it
at the end of the day. Lost or
broken equipment must be paid
for.
Plant Communities
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2.2 LUNCH BREAK
PROCEDURES
2.3 OUTDOOR LUNCH
OPPORTUNITIES
Your class may eat inside the facility.
Please ensure they understand the
following:
•
•
•
There are several picnic tables and a
large firepit behind the Fish Creek
Environmental Learning Centre.
Reservations are required to use this
outdoor cooking fire pit. Call 297-7229
to reserve.
Empty pop or juice can/bottles
and drink boxes go into the special
container labeled "BOTTLES AND
CANS". We send these to
recycling depots. Do the students
know what recycling is, how it
conserves resources and how it
helps the environment?
When using a fire pit area be sure to:
Paper and plastic lunch bags,
plastic sandwich bags, food wrap
and tin foil go home to be reused.
What must be done to it before it is
stored? Why does it need to be
washed? Why is it important to
reuse items?
All other items go into the garbage
bin and sent to the landfill. What
happens to these items at the
landfill?
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•
Provide your own roasting sticks
and firewood. DO NOT USE
BRANCHES OR DEADFALL IN
THE PARK.
•
Have a bucket of water nearby
BEFORE the fire is lit. Check that
the fire is out before leaving the
firepit area.
•
Feed PEOPLE only.
•
Remind students to clean up the
fire pit area of garbage and left
over food.
Fish Creek Environmental Learning Centre
3.0 TEACHER INSTRUCTIONS AND CHECKLIST FOR
PLANNING YOUR FIELD STUDY DAY IN THE PARK
PREPARE THE ADULTS
• Please follow the recommended
ratios as outlined in your school
board regulations. Divide your
class into working groups led by
a parent volunteer.
• Review the Park rules with the
adults (explained on page 10).
• Emphasize the following:
- if the weather is hot, bring
hats, sunscreen, insect
repellent
- wear RUNNERS (not sandals)
- dress in layers: the forest can
be cool in the morning
- there are no nearby stores to
purchase coffee or food: come
prepared.
• The adults’ role is to lead the
activities with the same small
group of students all day.
Photocopy the activity
instructions (make extras) and
send them to the volunteers
several days before the field trip
so the adults can become
familiar with the activities.
Give every driver – INCLUDING
THE BUS DRIVER - a copy of the
route map. Make sure all drivers
know you are coming to the west
end of the Park, near Woodbine!
PREPARE YOURSELF
• Read the teacher package
thoroughly: phone 297-7229 if
you have any questions.
• Modify the activities to fit your
lesson plans, students’ skill levels
and time you are at the Park.
• Check student health forms,
looking for allergies to bee/wasp
stings.
PREPARE THE STUDENTS
• Review the Park rules (explained
on page 10)
• Discuss the field trip, using the
points listed on page 11 and
emphasis the following:
- if the weather is hot, bring
hats, sunscreen, insect repellent
- wear RUNNERS (not sandals)
- dress in layers: the forest can
be cool in the morning
- there is nowhere to buy
anything so bring plenty to
eat and drink
• Complete some preparatory
activities
• REVIEW THE DATA SHEETS
WITH THE STUDENTS
Plant Communities
YOU BRING:
• A cheque made payable to
Minister of Finance for $3.00
per student (no charge for
adults)
• data sheets
• pencils and erasers
• a few bandaids with each adult
and your first aid kit
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3.1 PLANNING THE ITINERARY FOR THE FIELD STUDY DAY
Please consider travel time from your school to and from the Park. If you are
planning on modifying your program, select your activities and timetable for the day
accordingly. Times are always approximate during a field trip!
TIME
ACTIVITY
_______
Depart from school
_______
Arrive at Fish Creek Provincial Park and settle into classroom. Participate
in a class orientation and parent volunteer orientation with a Park staff
person; washroom snack break. (30 - 40 minutes)
_______
Teacher and volunteer led morning program activities. (~1.5 hours)
ACTIVITY
_________________
_________________
_________________
_________________
_________________
EQUIPMENT/MATERIALS
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_______
Lunch. Lunch is held either outside, weather permitting, or in your
classroom area. (~30 minutes)
_______
Afternoon program. (~1.5 hours)
ACTIVITY
EQUIPMENT/MATERIALS
_________________
_________________
_________________
_________________
_________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_______
Groups return to the Learning Centre: washroom break, head count,
inventory and return any equipment borrowed from the Park, gather
personal belongings together. (15 - 20 minutes prior to the scheduled bus
departure).
_______
Bus leaves the Learning Centre. (for full-day programs, usually 2pm)
_______
Arrive back at school.
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Fish Creek Environmental Learning Centre
4.0 CLASS DISCUSSION ABOUT THE FIELD STUDY
Alberta's parks and protected areas
belong to all Albertans and contain
many different natural landscapes that
are home to numerous plant and animal
species. The province's network of parks
and protected areas covers roughly
27,500 square kilometres and includes
more than 500 sites. This network helps
to ensure that Alberta's biodiversity is
preserved for future generations.
nutritional requirements and can cause
some species to become dependent on
handouts. Quietly observe all wildlife
from a comfortable distance.
Leave only footprints
Take only pictures. Everything in the
Park - living and non-living - is
protected to help preserve the complex
living system that thrives in Fish Creek
Provincial Park. Students are welcome
to share their discoveries, but must
remember to leave everything as they
found it. Treat plants, insects and trees
gently to avoid unnecessary injury or
damage.
Alberta’s Plan For Parks vision:
"Alberta's parks inspire people to
discover, value, protect, and enjoy the
natural world and the benefits it provides
for current and future generations.
Provincial parks exist to protect
provincially significant natural,
historical and cultural features. They
contain a range of outdoor recreation,
interpretive and environmental
education opportunities, facilities and
services so that visitors can explore,
learn, understand and appreciate the
natural world.
Pets on a leash
There are no off-leash areas in any of
Alberta's provincial parks. This protects
Park wildlife as well as domestic pets.
Please do not bring pets on the field
study. They can be distractions for
students and pose a health risk for those
allergic to pets. Guide Dogs and
Assisted-Living Dogs are the only
animals permitted in Park buildings.
Alberta's Parks are protected by the
Alberta Parks Act, and it is through this
legislation that these landscapes have
specific and important guidelines to help
keep them healthy and vibrant.
Pitch in
Litter should be placed in the rubbish
bins provided or in a pocket. Human
litter is hazardous to Park plants and
wildlife.
The following is a list of rules that reflect
the Park's mandate to protect and
preserve the natural environment.
Fire in its place
Do not feed or disturb wildlife
Use only designated fire pits. The
burning of Park vegetation is not
permitted. Bring your own firewood.
Feeding wildlife is not necessary and is
potentially dangerous. The Park's
ecosystem provides all the food and
habitat wildlife require for their basic
needs. Human food does not meet their
Plant Communities
10
Discussion Checklist
___ Discuss outdoor safety. Students
need to:
Here is a checklist of things to discuss at
school prior to the field study day:
• stay where an adult can see
them at all times.
___ Discuss how Fish Creek Provincial
Park is a wild environment. It is
one of 500 parks that are protected
as a provincial system. Discuss the
difference between wild and tame
animals and environments
(coyotes vs. pet dogs, Fish Creek
Provincial Park vs. school yard,
etc.)
• walk, do not run.
• keep feet on the ground: no
climbing.
• leaves dead branches on the
ground: they do not make safe
walking sticks.
___ Discuss the purpose of provincial
parks and protected areas. Have
the class make a list of behaviours
on the field study that would show
respect for living things and a
commitment to their care.
Possibilities include:
___ Discuss behavioural expectations.
Explain that the field study will
be another school day, just at a
different place. All the school rules
apply. Remember that other
schools will probably be there
trying to also work.
• leave ant hills, nests and rotting
logs alone and intact. They are
animal homes.
___ Discuss the appropriate clothing
required for the season and the
day’s activities. Dress in layers.
• walk with care and
mindfullness. When leaving
the trails to complete program
activities take care to minimize
your impact.
Mornings in the shady forest will
be cool. Trails may be muddy and
wet. Several layers of clothing,
including a water resistant layer
and a hat or hood will provide the
most comfort. Shoes or runners
provide more protection than
sandals. Warm weather means
sunhats, sunscreen and insect
repellent will also be required.
___ Discuss the Park rules (page 10).
These rules reflect the provincial
parks mandate to protect and
preserve our natural environment.
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Fish Creek Environmental Learning Centre
5.0 PREPARATORY FIELD STUDY ACTIVITIES
The preparatory activities described here
will introduce the field study day to
your students and allow them to
practise the skills to be used during the
field study day. Feel free to use your
own activities or the ones described in
this orientation package. Within the
activities you select and present to your
students be sure to:
5.1 THE IMPORTANCE OF
PLANTS
Science
As a class, list all the ways plants are an
important part of our lives. Classify the
list into groups according to common
characteristics such as food, shelter,
aesthetics, clothing, tools, medicine,
basis for life, and so on.
Select activities that reflect each
specific learner outcome from the
curriculum that will be addressed
on the field study day. (See
Program Objectives and
Curriculum Fit).
Consider other curriculum areas
and explore how all subject areas
can be connected to your field study
day.
Conduct some activities outside to
get the students familiar with
outdoor classroom management
strategies and thinking of school in
an outdoor setting.
Plant Communities
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5.2 VOCABULARY: ESSENTIAL
Language Arts, Science
food: a source of energy; a necessity of
life; what a consumer gets from eating
something else; what a producer is able
to make itself.
Use the preparatory study activities
described here or any of your own to
introduce the following vocabulary to
your students.
humus: decaying plant materials
forming the organic part of soil.
characteristic: a unique or special
feature used to describe something.
needs: what a living thing requires to
survive; sun, soil, water, food, air, space
and shelter.
classify: to place items in groups
according to a common characteristic.
nutrient: elements in food, soil and air
that help living things grow and stay
healthy.
community: when a group of living
things live together in a given area and
meet their needs.
plant: something that is able to
produce its own energy.
deciduous: a tree/plant that loses its
leaves on a seasonal basis.
pollen: a powder that plants produce
that helps them reproduce.
ecology: the interaction between living
and non-living things and the
environments in which they live.
seed: something plants develop that
allows them to reproduce.
ecosystem: a community of organisms
interacting with its environment,
including non-living factors such as soil
and water.
space: the area all living things need to
survive. It varies greatly for different
plants and animals.
energy: something everything needs to
survive. It comes from the food we eat,
the water we drink and the rest we get.
Energy starts at the sun.
13
Fish Creek Environmental Learning Centre
5.3 PLANT PARTS
Science
Leaves:
Go outside and explore the local plant
community. Have the students
complete the PARTS OF A PLANT
sheet included in this package.
The part of the plant where
photosynthesis occurs. This
process produces food for the
plant. Leaves contain small holes
called stomata that give off water
vapour through transpiration. The
top of a leaf is often covered with a
cuticle or protective covering to
help regulate the transpiration
process (water loss). Veins, more
easily seen in the underside of the
leaf, carry the requirements for
photosynthesis to the leaf and
return the products (sugar) to the
stem.
Ensure students understand the purpose
of:
Roots:
The usually underground part of a
plant whose functions include
anchoring the plant, absorbing
water and nutrients from the soil
and sometimes food storage. They
do not contain chlorophyll. Roots
are covered with small root hairs.
There are two main kinds of root
systems:
Flowers:
These are the reproductive parts of
the plant. At the centre of the
flower are pistils and carpels, the
essential reproductive parts. The
non-essential parts, sepals and
petals comprise the colourful part
of the flower. The arrangements of
these parts is usually a function of
pollination requirements and
varies a lot from plant to plant.
Tap root
A long thin main root that
extends deep into the soil.
Fibrous (surface) root
A root that has many intertwined roots that stay close
to the surface.
Stems:
The part of a plant that is usually
above the ground and bears leaves,
reproductive parts and buds. The
vascular system of the stem carries
water and nutrients from the roots
to the plant parts and sugar (from
photosynthesis) from the leaves to
other parts of the plant. Plants can
have single and multiple stems.
Plant Communities
14
PARTS OF A PLANT
NAME: ____________________________
DATE: ___________________________
DIAGRAM OF
ENTIRE PLANT
DETAIL OF FLOWER
DETAIL OF A LEAF
TOP
BOTTOM
DETAIL OF STEM
PLANT NAME: Use a guide book to identify your plant: ____________________
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Fish Creek Environmental Learning Centre
5.4 GROWING CONDITIONS: ESSENTIAL
Science
HEAT ENERGY:
Review the environmental conditions
that influence plant growth and
ecosystems.
Heat tolerance influences where
and how a plant grows and is a
factor in overwintering. Plants
that need lots of heat will grow in
sunny, dry areas. They would
probably have small leaves to
control water loss.
AIR:
Air is a mixture of gases that
include oxygen. Plants produce
oxygen and consume carbon
dioxide. People do the opposite.
An environmental factor related to
air is wind. For example, an area
with a high wind factor would
contain plants that had small
leaves, deep root systems, strong
flexible trunks and branches along
with small canopies. Low wind
factor plants would have less
dependence on these types of
adaptations.
SLOPE:
Slope refers to the angle of a
hillside. Generally a hillside that is
steeper requires plant to have
stronger root systems. Plants at
the top of the slope have a
tolerance for low water levels, and
lower quality soil. Plants at the
bottom usually need more water
and protection.
LIGHT ENERGY:
ASPECT (DIRECTION):
The amount of direct sunlight a
plant receives influences how it
grows. High light factors plants
might have small leaves with a
thick cuticle and deep root systems
to reach water. Low light factor
plants may have large leaves to
collect sunlight energy when it is
available.
Plant Communities
Aspect refers to the direction a
slope faces. A slope of 45 degrees
that faces north will be cool, wet
and shady. A slope of 45 degrees
facing south will be dry, hot and
sunny. Even though the slope in
each case is the same, the direction
the slope faces creates very
different growing conditions.
16
WATER:
NUTRIENTS:
Water moves from an area of high
concentration to an area of low
concentration for the most part.
Slope, elevation, aspect and the
presence of other plants all influence
how much water is available for
plants to grow. In areas that are
dry and hot, some plants have
developed adaptations for storing
water in various parts of the plant.
The nourishing substances, such as
minerals, that a plant requires to
grow. The presence and abundance
of these substances influences the
growing conditions. For example, a
forested area that has lots of
decaying leaf matter on the forest
floor will have more nutrients in the
soil that an area that has few plants
growing in a soil that has lots of
clay and sand in it.
HUMIDITY:
Go outside and explore a few local
environments and describe how these
factors vary to create the ecosystems
that have evolved there.
Humidity refers to the amount of
water in the air. An area with open
sunshine, high winds will have low
humidity. Plants that grow in these
conditions would, require low
humidity. On the other hand, in a
thick canopy forest transpiration off
of plants will increase the humidity
because the canopy slows down
evaporation and wind. These
growing conditions will results in
different plants living there.
SPACE:
Environmental factors are always
interacting and this interaction can
create areas of dense growth and
areas of sparse growth. Plants that
require lots of space to meet their
growing needs will not locate near
other plants. Areas that have a lot
of plants concentrated in a small
area result in plants that are smaller.
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Fish Creek Environmental Learning Centre
ENVIRONMENTAL CONDITIONS
NAME: ____________________________
DATE: ___________________________
Describe the conditions that exist.
AIR:___________________________________________________________________
LIGHT ENERGY: _______________________________________________________
HEAT ENERGY: _______________________________________________________
SLOPE: _______________________________________________________________
ASPECT (DIRECTION): _________________________________________________
WATER: _______________________________________________________________
HUMIDITY: ___________________________________________________________
SPACE: ________________________________________________________________
NUTRIENTS: __________________________________________________________
DESCRIBE THE ENVIRONMENT
THESE CONDITIONS CREATE.
DIAGRAM THE
ENVIRONMENT
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Plant Communities
18
5.5 DATA COLLECTION WORKSHEETS: ESSENTIAL
Preparation for the field study day.
If you are doing a full day field study,
then you simply need to photocopy the
pages in order as they appear in this
package. Make one copy per student,
teacher and parent volunteer. You may
also want to make a few extras.
The field study data collection
worksheets are the tools the students,
teachers and parent volunteers will use
throughout the day to record and reflect
on what they are learning through
observing, describing, comparing and
contrasting the plant communities they
visit.
Prior to your field study day distribute
the worksheets to your students. Review
each worksheet with your class to
ensure the students understand the
information being requested and the
level of completeness you expect.
Complete and accurate data collection is
essential for completing the follow-up
activities and making connections back
at school.
Once you have selected the activities
you will do for the field study day,
photocopy the appropriate worksheets
available with this package.
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Fish Creek Environmental Learning Centre
6.0 FIELD STUDY ACTIVITY DESCRIPTIONS
6.1 IMPORTANCE OF PLANTS
Objective: Students will be able to
describe the importance of plants to
humans and to the natural
environment.
Instructions:
Activity Summary: Students will look
for plants or plant uses listed on the
IMPORTANCE OF PLANTS
worksheet. When they locate a plant,
the students will sketch the leaf in detail
and record which ecosystem it was
found in. When the activity is
completed, students will be able to
describe the importance of plants to a
variety of animals, to controlling erosion
and how various groups of people have
used some of the plants found in the
Fish Creek valley.
Equipment provided by the Centre:
Importance of Plants picture chart
Equipment provided by the school:
Importance of Plants worksheet,
pencils, erasers, clipboards
Setting:
grasslands and white spruce forest
Time:
throughout the day as the students
explore different areas: intermittently:
approximately 30 minutes total
Plant Communities
20
1.
REVIEW with the students the
IMPORTANCE OF PLANTS
picture chart prior to heading
outside. Give the students time to
look at each plant pictured. Do the
students recognize any of the
plants? Discuss some of the plant
uses. What do the students think
they could be looking for? (eg
leaves with holes in them.)
2.
REMIND the students to watch for
the plants, when they are walking
along the trails and completing
other activities.
3.
STOP periodically and give the
students 5 minutes to look for the
plants and to complete a detailed
drawing of the plant leaf on their
worksheet when they find a plant.
Remind the students to record the
ecosystem, grasslands or forest, that
the plant was growing in.
6.2 GRASSLANDS STUDY
Equipment provided by the Centre:
each small group requires one of each
of the following:
Objective: Complete, within a specific
ecosystem, the collection of data that
will enable the students, back at
school, to: describe and practise two
methods of classifying plants,
compare plant species found in
different communities and to recognize
that differences in plant communities
are related to variations in amount of
light, water and other growing
conditions.
•
•
•
•
air thermometer
large magnifying glass
rope circle
picture of brome and fescue
grasses, information on the back
♦
Picture of Canada Thistle,
information on back
• Catching The Colours card
Activity Summary: This exploration of
the grasslands is a series of 4 short
activities. During the Grasslands
Introduction activity, students will
observe, measure and record data
relating to the growing conditions in the
grasslands. Back at school, this data will
be compared to that measured in the
white spruce forest with differences
noted and discussed. Rope Ring is a
mapping activity that requires the
students to take a close look at the
physical structure of each plant within a
rope circle. The activity Grasslands: The
Future begins the investigation into nonnative plant species and their impact on
ecosystems. Catching The Colours is a
quick, fun way to practise classifying by
colour instead of physical structure.
Many wildflower books use this method
classification.
Equipment provided by the school:
worksheets, pencils, erasers, clipboards
Setting:
grasslands
Time:
approximately 1 ¼ hours to complete
all 4 of the grasslands activities
21
Fish Creek Environmental Learning Centre
6.2.1 GRASSLANDS
INTRODUCTION
6.2.2 GRASSLANDS
ROPE RING
Activity Summary: Students will map
the variety and abundance of plants
found within a grasslands plot.
Activity Summary: Students will
measure and record growing conditions
that determine which plants are able to
survive in the grasslands ecosystem.
Students will describe common plants
(grasses) and classify them on the basis
of their characteristics.
Instructions:
1. REMAIN in the same location and
have each group spread out their
rope ring on the ground where
there is a variety of plants.
Instructions:
1.
MOVE your group(s) to the
location marked on the trail map.
2.
ASK the students to turn to the
GRASSLANDS: ROPE RING
worksheet.
3.
HAVE the students select 1 plant
growing within the rope ring and:
• Draw the plant in the Legend
box.
• Select a symbol to represent
that plant and put the symbol in
the box next to the plant
drawing. (e.g. √, letters,
numbers)
• Place that symbol within the
rope ring on their worksheet
everywhere they see the plant
growing within their rope ring
on the ground.
2.
ASK the students to turn to the
worksheet titled GRASSLANDS
INTRODUCTION and complete
the Growing Conditions section at
the top of the worksheet.
3.
CHECK that thermometers are
being handled carefully as the
students work.
4.
HAVE the students read the next
section on their worksheet and the
Fescue and Brome Grass handout.
4.
ASK the students to select a grasslike plant and decide if it is a grass
based on the physical characteristics
listed on their worksheet.
HAVE the students do this for each
plant species growing within their
rope ring until the students have
mapped every plant.
5.
ENCOURAGE the students to look
very carefully. There are several
different species of grass growing in
this location, some with very
distinctive markings. Leaves and
stems also vary.
6.
GATHER the students together
when the mapping is completed.
7.
DISCUSS their discoveries. How
many different types of plants were
found? Can the students describe
the different types of grass?
5.
6.
HAVE the students draw the plant
in detail and label the plant.
7.
Look at the Fescue and Brome Grass
handout provided by the Centre does their grass fitthe description of
one of the described grasses?
Plant Communities
22
6.2.3 CATCHING THE COLOURS
Activity Summary: Students end their
grasslands plant community study with
a fast, fun-filled activity that involves
classifying by colour - a very common
method used in many wildflower
identification guides. How many
different shades and colours of leaves
can the students discover and record in
ten minutes?
3.
CHECK the time and then tell the
students to start.
4.
CALL an end to the activity after 10
minutes. How many leaves did the
students colour match? Were they
able to find most of the colours or
were the all the leaves very close
shades?
Instructions:
5.
HAVE the students draw some of
the leaves in the boxes on their
worksheets, paying particular
attention to fine details such as
margins and veins. They should
also record their reason for selecting
that leaf e.g. most common, largest,
most interesting, smelliest. Be sure
they are drawing the leaf in the box
of the colour section that matches
the selected leaf.
6.
KEEP a close eye on the time. Is it
almost time to move onto the next
activity?
7.
ENSURE the group has collected
up all the equipment before leaving
the area.
1.
HAVE the students select a part of
the grasslands area with a variety of
plant species.
2.
REVIEW the activity procedure: as
a group they find a plant, compare
the leaf colour to the colour samples
on the chart supplied by the Centre.
Once they agree on the colour
match, they put a checkmark in the
appropriate box on their
CATCHING THE COLOURS
worksheet. They then repeat the
procedure as many times as
possible within the time allowed.
23
Fish Creek Environmental Learning Centre
6.3 ALIEN INVADERS
Objective: Students will learn more
about the impact introduced plant
species have on native plant
ecosystems.
These invaders sneak into the Park:
sometimes by air, sometimes
underground. They even hitchhike
in with people or pets. Once they
are in the Park, they can damage
ecosystems very quickly.
Activity Summary: Students will
compare the plant diversity found in
two plots. Students will chose one area
containing Canada Thistle to do the
Alien Invader plot test. Then they will
compare either their White Spruce
Forest Rope Ring area OR their
Grasslands Rope Ring area to the Alien
Invader area.
Can you guess the identity of
these alien invaders?
Clues:
• originate in Europe and Asia
• have no enemies
Equipment provided by the Centre:
Canada Thistle picture and
information, rope circle
• superior physical adaptations
permit them to dominate native
species
Equipment provided by the school:
Alien Invaders worksheets, pencils,
erasers, clipboards
• only their offspring can change
locations
Setting: Area in front of the Learning
Centre
Time: 20 minutes
• they produce thousands of
offspring every year
• may appear to be very beautiful
Instructions:
1.
MOVE your group(s) to the
location marked on the map.
2.
READ the following to your group:
• have a wide variety of colours
Have you guessed the identity of the
Alien Invaders?
The alien invaders are weeds and
garden flowers.
"Look up the hills at the homes
but….. DO NOT VENTURE
NEAR! These seemingly innocent
properties are actually providing
shelter to …. ALIEN INVADERS!
Plant Communities
24
3.
SHOW the students the picture of
the Canada Thistle and ask them to
find it.
4.
READ the information on the back
of the picture to the students.
5.
HAVE one of the students take 2
steps - have the group note the
length of the 2 strides - the group
will “eye-ball” a square around a
selected patch of Canada Thistle
using that measurement. Do NOT
walk into the patch of thistle!
Ouch!
6.
ASK the students to count the
number of different plant species
they find growing among the
Canada Thistle. The students will
also count the total number of each
plant growing within their
imaginary square. Have the
students record both numbers.
• are allelopathic: produce
chemicals that inhibit the growth
and development of nearby
species
7.
Compare the Alien Invader plot
with their findings in the White
Spruce Forest Rope Ring OR the
Grasslands Rope Ring.
• grow in dense clumps, robbing
other plants of moisture and
nutrients
8.
DISCUSS with the students what
each plot area might look like in
five or ten years from now. What
might be the impact on other
organisms in addition to the plants?
Ask the students how the Canada
Thistle came to be growing in the
Park.
What are alien invaders? Alien
invaders are plants growing in an
ecosystem that is not their native
one. These plants are labelled
invasive because they are able to
grow and spread very quickly,
taking over an area in a short
period of time.
How do alien invaders take over
ecosystems? Alien invaders have
reproductive patterns, adaptations
and growth needs that enable them
to survive adverse conditions.
Many:
• are perennials: not annuals
• have deep roots enabling them to
withstand drought
• reproduce by seeds AND new
shoots from roots
• start growing early in the spring,
using up the spring moisture and
shading later growing species
25
Fish Creek Environmental Learning Centre
6.4 WHITE SPRUCE FOREST STUDY
Objective: Complete within a specific
ecosystem the collection of data that
will enable the students, back at
school, to: describe and practise two
methods of classifying plants,
compare plant species found in
different communities and to recognize
that differences in plant communities
are related to variations in amount of
light, water and other growing
conditions.
places them into their own kingdom.
However, even some recent books still
include fungi and lichens with plants. If
you choose to go with the current
classification, we recommend that your
students still complete these Forest
activities. Back in the classroom, use
their observations and discoveries to
help the students understand why fungi
and lichens are no longer classified as
plants.
Activity Summary: This exploration of
the forest is a series of 4 short activities;
Growing Conditions, Rope Ring, Forest
Fun Guy, and Fred Fungus... The
Growing Conditions datasheet is the
same as that used in the Grasslands
morning activity to better facilitate posttrip comparison of data from the 2
ecosystems explored. The Rope Ring
duplicates the work done in the
grasslands, again with the goal of
collecting data needed for comparison of
different plant communities. Forest Fun
Guy has the students classifying
organisms based on energy source.
Students will also observe or infer how
these organisms are important to the
environment. In the Fred Fungus Took
A "Lichen" To Alice Algae activity
students practise classifying organisms
that are very similar into separate
groups based on physical structure.
Equipment provided by the Centre:
each small group requires one of each
of the following:
• air thermometer
• large magnifying glass
• rope circle
• Lichens photograph card
Equipment provided by the school:
worksheets, pencils, erasers,
clipboards
Setting:
white spruce forest
Time:
approximately 1 hour to complete
all 4 of the forest activities
NOTE: taxonomy is constantly
evolving. The five kingdom system,
developed in 1960's, removes fungi and
lichens from the plant kingdom and
Plant Communities
26
6.4.1 WHITE SPRUCE
FOREST
INTRODUCTION
6.4.2 WHITE SPRUCE
FOREST ROPE RING
Activity Summary: Students will
measure and record growing conditions
that determine which plants are able to
survive in the white spruce forest
ecosystem.
Activity Summary: Students will map
the variety and abundance of plants
found within a forest plot.
Instructions:
1.
REMAIN in the same location and
have each group spread out their
rope ring on the ground where
there is a variety of plants.
2.
ASK the students to turn to the
WHITE SPRUCE FOREST ROPE
RING worksheet.
3.
HAVE the students select 1 plant
growing within the rope ring and:
• Draw the plant in the Legend
box.
• Select a symbol to represent that
plant and put the symbol in the
box next to the plant drawing
(e.g. √, letters, numbers)
• Place that symbol within the rope
ring on their worksheet
everywhere they see the plant
growing within their rope ring
on the ground.
4.
HAVE the students do this for each
plant species growing within their
rope ring until the students have
mapped every plant.
5.
ENCOURAGE the students to look
very carefully.
6.
GATHER the students together
when the mapping is completed.
7.
DISCUSS their discoveries. How
many different types of plants were
found?
1.
2.
Instructions:
MOVE your group(s) along either
the Blue or Orange trail to any area
that is densely forested with white
spruce (evergreen) trees.
ASK the students to turn to the
worksheet titled WHITE SPRUCE
FOREST INTRODUCTION and
complete the Growing Conditions
section at the top of the worksheet.
3.
CHECK that thermometers are
being handled carefully as the
students work.
4.
ASK the students to quickly find
the plant that seems to be the most
abundant.
5.
HAVE the students draw the plant
in detail and write three words or
phrases to describe it.
27
Fish Creek Environmental Learning Centre
6.4.4 FRED FUNGUS TOOK
A ‘LICHEN’ TO
ALICE ALGAE
6.4.3 FOREST “FUN GUY”
Activity Summary: Students will
discover that organisms can be classified
using characteristics other than physical
structure. One method is to group them
according to their food (energy) source.
Animals are often grouped this way herbivores (plant-eaters), carnivores
(meat-eaters) and omnivores (eat both
plants and animals). Fungi can also be
grouped by energy source.
Activity Summary: Students will
practise observing small details of
physical structure that enable the
classification of very similar organisms
into different groups.
Instructions:
1.
GIVE the students a defined area,
with clear boundaries, to explore.
2.
SHOW the students the LICHENS
photograph card so they know
what to look for.
Instructions:
1.
GIVE the students a defined area,
with clear boundaries, to explore.
2
HAVE the students move about,
looking for mushrooms.
3.
HAVE the students move about,
looking for lichens.
3.
MOVE the group to the student
that finds a mushroom.
4.
MOVE the group to the student
that finds a lichen.
4.
HAVE the students work as a group
to complete as thoroughly as
possible the square on their
FOREST FUN GUY datasheet.
5.
HAVE the students work as a group
to complete as thoroughly as
possible the correct square on their
FRED FUNGUS TOOK A LICHEN
TO ALICE ALGAE datasheet.
5.
ENCOURAGE the students to be as
specific as possible e.g. light beige
rather than just brown: animal with
small teeth ate some rather than just
food.
6.
ENCOURAGE the students to be as
specific as possible e.g. light beige
rather than just brown.
7.
SEND the students out looking for
another lichen and repeat the above
procedure.
8.
ENSURE the group has collected
up all the equipment before leaving
the forest area.
6.
SEND the students out looking for
another mushroom and repeat the
above procedure.
Plant Communities
28
7.0 OPTIONAL INDOOR/LUNCH ACTIVITY
7.1 OLD MAN’S GARDEN
Instructions:
Objective: students will be able to
describe the how the Blackfoot people
used some of the plants growing in the
Fish Creek valley.
Activity Summary: Students will be
divided into four small groups, each one
representing a different segment of
Blackfoot society. Between plant pictures
on a large cardboard wheel and
information on the group cards,
students will learn about human use of
plants as they play this fast paced,
bingo-like game.
Background Information:
Archaeologists have uncovered evidence
proving that First Nations people used
the Fish Creek valley for over 8, 000
years. Members of their society had
very distinct tasks and roles. There were
Hunters, Medicine Men, Women and
Helpers (usually young children). Each
of these groups used the plants in the
valley for in a variety of ways. This
activity is titled Old Man's Garden
because Old Man is one of the terms the
Blackfoot used when referring to the
being they believed created the natural
world.
Equipment provided by the Centre:
cardboard wheel with plant pictures,
playing cards, markers
Equipment provided by the school:
none
29
1.
PLACE the large cardboard wheel
on the whiteboard, using the
magnets provided.
2.
DIVIDE your class into 4 groups
and give each group one playing
card and 6 plastic squares.
3.
EXPLAIN to the students that you
are going to spin the arrow in the
middle of the wheel. You will read
out the name of the plant the
arrow is pointing to when it stops.
If that plant is on their card, the
group covers it with a plastic
squares. This will continue until
one group has covered all six of the
plants on their card and called out
Bingo!
4.
START the game by spinning the
arrow.
5.
HAVE the winning group read out
their group name and the name of
a plant on their card with the
explanation of how they used that
plant. As each plant is named,
point to its picture on the wheel.
6.
ASK the other groups to explain
how they used that plant if it is
also on their card.
7.
CONTINUE until the winning
group has described all the plants
on their card.
Fish Creek Environmental Learning Centre
8.0 POST FIELD STUDY ACTIVITIES
8.1 DATA COLLECTION
WORKSHEETS
8.3 PLANT COMMUNITY
ECOSYSTEMS
Science
Science, Language Arts and Art
Have each group of students prepare an
oral presentation, with props, about
their rope ring in either the grasslands
or the white spruce forest.
Review the worksheets in class to ensure
they are complete. Get the students to
reflect on and share what they learned.
Once their Data Collection worksheets
are complete, students will use this
information, along with other forms of
research they have access to, to
complete the other follow-up activities
described here.
These presentations should address:
•
•
•
•
The props used could include:
8.2 THE WEB OF LIFE
•
•
Science, Language Arts and Art
•
Ask the students, in their groups, to
create a Web of Life on a bulletin board,
including information about interrelationships, connections and
interpretations discussed on the field
study. These could include:
•
What would happen if we
removed one or two organisms
from the web?
•
What happens when fire, or some
other natural disaster, destroys a
portion of the web?
•
How do the actions of people
influence the web of life they
developed? For example: picking
flowers, creating new pathways,
biking of trails, etc.
•
What happens to the web when a
new invasive plant species (not
local) is added to the web?
Plant Communities
growing conditions
plant diversity
populations
other discoveries
30
a poster of their rope ring
detailed pictures of plants they
found in their rope ring
detailed information about the
plants that they have researched
8.4 CLASSIFICATION KEYS
8.5 USES OF PLANTS
Science
Social Studies, Science
Key the Class
Have the students create a list of ways
plants depend upon each other and
animals for survival. A separate list
could be made of the ways animals use
plants. Student notes from the Rope
Ring worksheets may help them with
this list. Encourage the students to be
more specific than just listing food and
shelter.
If your students are not familiar with
classification keys, introduce the topic
by working through an example,
keying out the class
Continuing The Classification
Activity
Have the students develop a
classification key for the plants they
found within their rope rings and the
plants their discovered at the wetlands.
Students will not necessarily know the
name of each plant so they will need to
sketch the plants in the correct spots. To
save time they may want to use the
symbols, representing each different
plant species, that they use when doing
their rope rings. Specify whether you
want one key for all the plants or one for
each ecosystem. Help the students get
started by having a class brainstorming
session on divisions they might use to
separate the plants. Possibilities include:
height, leaf colour (light green versus
dark green), narrow or wide leaves,
simple or compound leaves, spotted or
plain leaves, single or multiple stems,
flower or berry colour (if any were
observed).
Natives lived the Fish Creek valley for
hundreds of years. Many of the plants
found in the valley were used for a
variety of purposes. Have the students
select a plant from each of the two
ecosystems they visited at the Park
(grasslands, spruce forest) and research
how the Natives used those plants. If the
students need assistance with plant
identification, there is a brief species
checklist on our website (www.fishcreek.org) in the Park Features section.
Some of the newer field guides, such as
Trees and Shrubs of Alberta by Kathleen
Wilkinson and Wildflowers of the
Canadian Rockies by George W. Scotter
and Halle Flygare, provide colour
photographs and a detailed description
of the plants that included Native use.
31
Fish Creek Environmental Learning Centre
8.6 ALIEN INVADERS
The problem of Alien Invaders is rapidly
becoming a major environmental
concern. As the issue of Alien Invaders
grows in magnitude, the levels of
awareness and commitment to action
are also increasing. There is a wealth of
information available on the Internet.
Have the students:
• Stay on designated trails. Do not
walk through weed infested
areas.
•
• Thoroughly groom dogs before
leaving an area to remove any
seeds from their coats or feet.
•
•
• Clean all footwear, clothing and
camping gear, before leaving an
area to avoid accidentally taking
seeds along to your next location.
learn about the 10 most common
weeds in Calgary (available on the
City of Calgary website). Can the
students find (and remove) any of
these weeds in the school grounds,
alleys and community green spaces
or their own yards? Caution: leafy
spurge should only be picked by
someone wearing gloves.
• Encourage drivers to stay on
established roads or trails
through weed infested areas.
Seeds can become embedded in
tire treads and travel to a new
area.
learn more about garden flowers
that have the potential to become
Alien Invaders (such as Shasta
Daisy and baby's breath). Do they
have any of these flowers growing
in their yards? If so, can they
discuss the issue with their parents?
• Encourage family and friends to
plant only non-invasive flower
species in their gardens.
• Encourage family and friends to
use non-chemical methods to
eradicate weeds. Overuse of
herbicides is negatively affecting
water quality. The website of
Alberta Invasive Plants Council
has suggestions for controlling or
eliminating many of Alberta's
alien invaders.
make a list of other ways students
can show stewardship, helping to
reduce the spread of the Alien
Invaders. The list might include
some of the following:
• Refrain from picking
wildflowers. They may be
invasive weeds. Picking them
can spread their seeds.
Plant Communities
32
Publication only for use in conjunction with a scheduled Fish Creek program - not for public distribution.
PLANT COMMUNITIES IN
FISH CREEK PROVINCIAL PARK
NAME: _______________________________
IMPORTANCE OF PLANTS TO……. For each plant you find to complete a square, mark a G if it was in the grasslands and an F if it was in the forest the environment kinnikinnick: erosion control moss: moisture retention grass: dead material adds nutrients to soil food building materials shelter food building materials shelter prairie smoke: tonic for swollen eyes buffalo bean: flowers used for yellow dye vetch: roots roasted and eaten yarrow: medicine for indigestion horsetails: used to scrub pans wild rose: jelly, tea, salads wildlife: insects/invertebrates/ birds/mammals First Nations people settlers Publication only for use in conjunction with a scheduled Fish Creek program - not for public distribution.
GRASSLANDS INTRODUCTION Growing Conditions: Air temperature: _______ ◦ C Amount of sunlight: _____________ % Amount of wind: _________________ % Soil: dry ____ slightly moist ____ moist _______ Soil type: sandy _____ clay _____ loam _____ Humus: ________ % GRASSES Stem: hollow cylinder like a straw, jointed like your fingers Collar: band where leaf blade joins stem is distinct Leaves: arranged in 2 vertical rows Detailed drawing of an entire plant: leaves (blades), veins and stem GRASSLANDS ROPE RING Legend: plant symbol drawing CATCHING THE COLOURS apple green wheat yellow forest green moss green grass green light olive green dark olive green marigold yellow fossil brown sand brown gopher brown sparrow brown Alien Invaders – Canada Thistle Legend: # plant symbol observed
drawing Total number of different plant species _______ WHITE SPRUCE FOREST INTRODUCTION Growing Conditions: Air temperature: _______ ◦ C Amount of sunlight: _____________ % Amount of wind: _________________ % Soil: dry ____ slightly moist ____ moist _______ Soil type: sandy _____ clay _____ loam _____ Humus: ________ % Common plant: Drawing: Description: _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ WHITE SPRUCE FOREST ROPE RING Legend: plant symbol drawing FOREST ‘FUN GUY’ Fungi (singular Fungus), otherwise known as, Mushrooms: cannot produce their own food because they lack chlorophyll. They obtain their energy from other organic matter. Portrait of ‘Fun Guy’ Portrait of ‘Fun Guy’ Describe the colour: What is the mushroom living on? Where did you find it? A special observation: Describe the colour: What is the mushroom living on? Where did you find it? A special observation: FRED FUNGUS TOOK A “LICHEN” TO ALICE ALGAE Lichen: composed of 2 plants: an algae and a fungus living together for mutual benefit. The fungus provides physical structure and water: the algae, using photosynthesis, produces food. CRUSTY (CRUSTOSE) LEAF‐LIKE (FOLIOSE) SHRUBBY (FRUTIOSE) grows flat may be embedded in tree or rock attached only in spots; edges loose branched plant; can be hanging or upright colour number colour number colour number where found 1 observation where found 1 observation where found 1 observation