Download Plant Explorer

Plant Hunters at Chester Zoo
Explorer Trail
Teachers Information
KS2
Introduction
Find the brightly coloured, interactive signs in the Zoo and learn
about shape, form and function of plants.
Curriculum links: SC2 Life Processes and Living Things (Life
processes, Green Plants and Living Things in their Environment).
Resources required in the Zoo: Self-directed learning at each of
the 10 signs (no paper or pencils required)
Location in the Zoo: Information from the downloadable teachers’
information sheet.
Things to do in school beforehand: Download the location map
showing the position of the signs. Read through the information
supplied and the possible extension work within the Zoo.
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Say it with flowers
This sign is found inside Elephants of the Asian Forest.
The activity, based on the game I-spy, introduces pupils to the life
cycle of a flowering plant.
Pupils are asked to find:
 The model of the Amorphophallus flower
 Papaya fruit that contains seeds
 Tree shrews (model or live animals)-they disperse seeds
 Model of germinating seeds
Suggested extension work:
In the Zoo: In ‘Elephants of the Asian Forest’ look for flowers and
other animals that could disperse seeds e.g. elephants, hornbills.
Visit the new Butterfly Journey exhibit to see more flowers and
their pollinators, the butterflies. This does not open until Oct half
term.
Visit Islands in Danger and see the model of the Coco de mer
seed, the largest seed in the world.
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In the classroom: Pupils could draw the life cycle of a flowering
plant.
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Why animals need plants
This sign is found in two locations: one at the entrance to the
Tropical Realm and one inside the Tropical Realm.
Animals use plants in many different ways, not just as a source of
food. This sign encourages pupils to think about the ways in which
animals use plants.
Suggested extension work:
In the Zoo: Encourage pupils to explore the Tropical Realm and
find examples of our animals using plants. How do humans use
plants? The following animals can be found in the Tropical Realm:
several snake species, several lizard species, several insect
species, several bird species and Philippine Crocodiles. On exit
you can view Capuchin Monkeys.
In the classroom: Pupils could explore how animals use different
habitats and how animals are adapted to these environments.
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Bertie’s food challenge
This sign is found in two locations: by the Arara Picnic Lawn and
by the Arara Picnic Lodge.
This sign challenges pupils to think about where the food that we
eat every day comes from. The challenge is to look at a typical
packed lunch and decide what comes from a plant. Bertie Bee
asks the question, ‘How many items in the packed lunch come
from plants?’ The idea behind this sign is to get pupils to think
about where our food originates and about food chains.
Suggested extension work:
In the Zoo: While having lunch discuss where all of the food comes
from. With what do most of the food chains start? Don’t forget
packaging as most of that can originate from plant material.
In the classroom: Look at food webs and food chains. What
happens when one element is removed? What are the knock-on
effects?
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4
Age a tree
This sign is found outside Spirit of the Jaguar.
Growth is a characteristic of living things. This activity looks at
different ways to age a tree.
Activity:
 Knowing that each year a Monkey Puzzle tree grows a new
ring of branches around the trunk, pupils can work out the
age of a Monkey Puzzle tree. Pupils can also work out which
tree is the oldest.
 Knowing that a tree trunk lays down a new ring of wood each
year, pupils can work out the age of the tree trunk by
counting the dark rings.
Suggested extension work:
In the Zoo: Discuss why the distance between the rings of
branches is not the same-less growth when the tree was
transplanted, the difference between wet and dry years.
In the classroom: Carry out experiments to see the effect of light,
air, water and temperature on growth.
5
Animals eat plants, but plants eat animals too!
This sign is found outside the entrance to Realm of the Red Ape
(at the top of the entrance ramp).
The activity, based on the game I-spy, introduces pupils to the idea
of food chains and carnivorous plants.
Pupils are asked to look for:
 Durian fruit
 Star Fruit
 Orang-utans
 Pitcher plants
Suggested extension work:
In the Zoo: All of these animals live in the same environment, the
Asian rainforests, but they use the environment differently.
Explore Realm of the Red Ape and see how these animals and
plants use the rainforest differently. The following animals and
plants can be found in Realm of the Red Ape: Orang utans, Lar
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Gibbons, several species of birds, several species of reptiles,
several species of insects, pitcher plants, epiphytes, Star Fruit,
Durian fruit, vines and orchids.
In the classroom: Look at adaptations and animal and plant
interaction in a certain habitat.
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Finding the height of a tree
This sign is found near the exit to Realm of the Red Ape.
Growth is a characteristic of all living things.
Activity:
 Pupils can use this fun way to find the height of the tree.
 Possible discussion as to whether it is an accurate method of
measuring the height of a tree.
Suggested extension work:
In the Zoo: Find the height of other trees in the Zoo.
In the classroom: How does a tree get all of its requirements for
growth and where from? Draw a picture of a tree and indicate
where air, light and water may enter the tree.
7
Large leaves
This sign is found in the Dragons in Danger Garden outside
Islands in Danger (opposite the bird aviaries).
Plants can make their own food, using energy from sunlight and
carbon dioxide. This process is known as photosynthesis. The
leaves are the power houses of plants and this is where this
process takes place. Leaves have become adapted to catch as
much sunlight as possible, but they have adapted to do this in
many different ways.
Pupils are asked to find leaves of different shapes and think about
how these shapes will help to catch sunlight.
Suggested extension work:
In the Zoo: In a habitat there will be many different plants and they
all have to compete for sunlight. They do this in many ways. By
observing the many plants in the Dragons in Danger Garden can
pupils’ think of different ways plants compete for sunlight? (size,
shape, orientation, arrangement, height and colour of leaves).
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In the Dragons in Danger Garden there are many different plants
including Gunnera (Giant Rhubarb), the plant with the largest leaf.
In the classroom: Collect leaves from outside the classroom and
compare their shapes and arrangements.
8
Wonderful water
This sign is found by the Ark Restaurant, just opposite the Jubilee
Monorail Station.
Water is essential to life and plants require water to function
properly. For this to be effective water must reach every part of
the plant. Pupils are asked to listen for this water movement in the
trunk of the eucalyptus tree.
Suggested extension work:
In the Zoo: Ask pupils to think about where plants get their water
from and how it gets into the plant. What would happen if there
was no water? Visit the Grow Zone to look at how different plants
have adapted to cope with differing water availability in the wild
(cacti, pitcher plants, epiphytes).
In the classroom: See how fluids move in a plant by putting some
white flowers, like carnations or daisies, into water containing blue
ink. After a few days their petals will have turned blue when the
inky water has been transported around the plant.
9
Who smells best?
This sign is found at the Roman Garden.
The leaves of green plants are able to produce their own food by
photosynthesis. Herbivores eat plants. Some plants produce a
smell when the leaves are damaged e.g. being eaten by an
animal. This smell stops the animal eating more of the leaves.
Note it’s only when the leaves are damaged that the smell is
produced.
Activity:
 Using fingers, pupils will gently rub the leaves of plants and
try to identify the smell and to work out why the leaves
produce the smells.
 Look around the Roman Garden to discover how we use
these plants.
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Suggested extension work:
In the Zoo: Find other ways that plants protect themselves-stings,
thorns-from being eaten by animals. Look around the Roman
Garden and Glasshouses.
In the classroom: Take a closer look at animal and plant
relationships. Animals need plants to survive, but do plants need
animals to survive? Discuss what animals do for plants e.g. spread
seeds, pollinate flowers etc.
10
How many plants have you used today?
This sign is found at the Very Important Plant (V.I.P.) Border.
This follows on from ‘Who smells best?’ activity. Pupils will learn
how plants are important in their everyday lives.
Activity:
 Pupils are given a list of plants and have to find out how
people use them. All the answers are found by looking
around Glorious Grasses and along the VIP Border.
Suggested extension work:
In the Zoo: Are there any plants along the VIP border that pupils
recognise and use. Visit the Roman Garden and Glasshouses to
discover ways that plants are used.
In the classroom: Look at food chains. Try and come up with
something that humans use that does not come from a plant,
either directly or indirectly.
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