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Iganyana Bush Camp
Iganyana Bush Camp
Lesson Plan
Activity Title: Tree Adaptations Discovery
(In same activity session as Teak Woodlands Scavenger Hunt. The scavenger hunt activity is first.)
Goals: The purpose of this activity is:
- Introduce the concepts of adaptations and ecological relationships.
- To instil an understanding and appreciation of the following Educational Themes from the Iganyana Bush Camp Curriculum:
Educational Themes:
KEY CONCEPTS
2) Ecological relationships affect all creatures.
4) Each species is adapted to successfully exploit its niche.
SECONDARY CONCEPTS
3) Each species plays an important role (its niche) in the natural community to which it
belongs (its habitat).
6) Biodiversity has value to stable ecosystems and human economy.
9) Careful observation using all five senses, scientific skills, methods and inventiveness
are useful in understanding the environment and solving environmental problems.
Objectives: By the end of the activity, students will:
- Work in pairs to answer the questions and draw the pictures in the Tree Adaptations Discovery Sheet.
- Participate in an activity group discussion of the above questions.
EEO Preparation: none
Guide Preparation: none, beyond those required for the Teak Woodlands Scavenger Hunt (the previous activity of the same activity session).
Activity Outline:
- Introduce (or Review) Terms: Species, Adaptations
- Describe Activity, Review Rules
- Walk to new spot in EEE
- Explain no. 10
- Monitor Progress
- Walk to Shady Spot when time is up
- Volunteers share
- Review Adaptations Concept
- Plan Pantomime in pairs
- Present Pantomimes with Group Feedback
- Return to Bush Camp
- Orient to Next Meeting Details
Student Orientation (Introduction):
"Each kind of living thing is called a species. Have you heard the word ‘species’ before? Who can give me an example of a species of animal? Who can give me an example of a species of tree?"
"Each species has special traits that help it survive in its natural community. These traits are called ‘adaptations.’ Each kind of animal has adaptations that help it survive. Can you think of an adaptation or trait that a lion has that helps it catch its food? How does that adaptation help the lion?"
"Each kind of plant also has special adaptations. If you were a tree, what adaptations might you have to help you to avoid being eaten by a giraffe?
We are now going to focus on the adaptations of different kinds of trees in this forest. A tree’s adaptations can help it survive in many ways:
- help protect it from animals that eat it.
- help it interact with animals that help it.
- help it get what it needs from the air and soil.
- help it make its own food.
- help it reproduce successfully.
- help prevent it from drying out during dry times."
"Just like with our scavenger hunt, we are now going to look for things in the forest, draw them and answer questions about them. But this time, the things you will hunt for are all tree adaptations.
Delivering the Lesson:
Lead the students to a new spot for this activity. Keep looking back to be sure the group is together, walking quietly in single file. Pace your speed, so that no one is left behind.
Pick a place that has sunny and shady spots. Stop the group in a shady spot if it is hot. "Turn to pages ______ and ______ in your logbook. Note that this section is just two pages long."
Remember, number 10 is blank, so you have the same options as with number 17 in the previous activity. If you choose to let the students fill in number ten with their own discovery, remind them that it must be an adaptation that helps the tree survive somehow.
"Like before, you do not need to start with number one. You can try to find the adaptations in any order. You have thirty minutes to find, draw and answer the questions about as many adaptations as you can find. The rules regarding where you go are the same as before: within site of me and with your partner. Read through the two pages with your partner now, so you know what to look for. Once you have read over the two pages, you may begin."
At 20 minutes, warn them that they have ten minute left. If the activity is going well and student interest is high, you may choose to give them more time.
At the end of the allotted time, gather every one together, making sure that you have everyone.
Conclusion:
Lead them back to the Forest Pavillion, or to a shady spot back along the trail toward the bush camp.
Have everyone sit down.
Go over the logbook sheets with the group. For each item ask if anyone found it. If not, ask the students to consider how such an adaptation might help the tree. If so, ask for a volunteer to tell the group about it and answer the questions in the logbook for that item.
When appropriate, congratulate students on their thought processes in attempting to discern how the adaptation might help the tree.
When you are finished reviewing the two pages, ask them to consider and discuss the following questions, one at a time: What makes one species of tree different than another species of tree? Why do different species of trees have different traits?
To wrap up the activity, ask the pairs of students to create a short pantomime that shows how a tree uses an adaptation to help it survive. They may work in groups of four if they prefer, but each student must play a part. Remind them that in a pantomime no characters may talk, and there can be no narration.
After each play, lead the rest of the activity group in guessing what the pantomime was about. Congratulate students on their creativity and understanding, as appropriate.
"We will be learning a lot about adaptations, relationships between species and the roles each species plays in its environment this week. This has been a good beginning. Well done!"
Lead the group back to the bush camp, looking back often to make sure everyone is together and in single file.
When you get back to the bush camp, ask the children who knows when to meet for your next activity. Tell them where to meet.
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