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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. 1 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. 1 In the classroom: Pupils could draw the life cycle of a flowering plant. 2 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. 3 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? 2 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 3 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. 6 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). 4 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. 5 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. 6