Grade Three Objective:

Transcription

1 Image from env.gov.yk.ca. Grade Three Objective: To introduce students to wetlands by exploring the characteristics and needs of wetland plants, their uses, importance, and how they relate to animals. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-1

2 Image from pinimg.com. Pre-Visit Activity Grade Three Roots, Shoots & Stems Summary Students are introduced to wetlands by observing, comparing and contrasting the structure and appearance of three wetland plants. Materials Print or project the plant images Drawing and colouring utensils for students Paper for each student Specific Learning Outcomes : Use appropriate vocabulary related of their investigations of growth and changes in plants : Observe, compare, and contrast the structure and appearance of several types of plants : Recognize that a plant uses the Sun s energy to make its own food : Identify the basic parts of plants and describe their functions : Explain how different adaptations of plants help them survive in particular environments. General Learning Outcomes 3-0-1a: Ask questions that lead to investigations of living things, objects, and events in the local environment e: Respond respectfully to the ideas and actions of others, and recognize their ideas and contributions g: Verbalize questions, ideas, and intentions during classroom-learning experiences a: Make observations that are relevant to a specific question b: Express enjoyment when sharing and discussing science-related experiences from daily life. Vocabulary wetland, habitat, plant, soil, water, structure, appearance, root, stem, leaves, flower, fruit, Cattail, Wood s Rose, Common Bladderwort Procedure Warm Up Begin by asking students to list or describe the different parts of a plant. Project or show accompanying page identifying the parts of a plant (Daisy example), relating each part to humans when possible (stem is like a backbone, roots are like our still feet, leaves are like our hands when we make food, seeds are like babies). Explain that roots keep the plant in place and collect nutrients from the surrounding soil or water. The stem keeps the plant upright and delivers the nutrients to the different parts of the plant. The leaves are where the plant makes its own food (using Chlorophyll) by absorbing the Sun s energy through a process called Photosynthesis. The flower is typically where the seed develops, and the seeds may be found inside a fruit. The seed is a way for the plant to spread to other places. Note that these are the typical parts of a plant, but there can be exceptions. Each plant will be adapted to wherever it lives. The Activity Explain that plants are found all over the world, and come in many varieties. Today the class will be exploring three kinds of plants that all live in a place called a wetland. A wetland is... (see note below). Wetlands covers almost half of Manitoba (41%), and are home to many different kinds of plants and animals. A wetland is an area of land that holds shallow water, with a maximum depth of two metres. The water makes the soil very moist, so plants who need moist soils will grow in and around the water; this is why a wetland can not be deeper then two metres, because otherwise these kinds of plants drown and do not receive enough sunlight. The water moves slowly across because there are so many plants that slow the water down, absorbing some of the water like a sponge and filtering it as it moves through. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-2

3 Pre-Visit Activity Grade Three Explain that the class will be observing, comparing and contrasting the structure and appearance of three wetland plants: the Wood s Rose, the Narrow-leaved Cattail, and the Common Bladderwort. The students will first be given their drawing materials, and then shown pictures of one of the plants (presenting the included page without labels). Students will then draw the appearance and structure of the plant, labelling where they think the different parts of the plant are located. Afterwards, go through the list of plant parts with the students, asking them where they think that particular part is found on that plant. Finally, show the labelled pictures of that plant, explaining its particular structure, and providing more background information. Go through this process for each of the other two plants. Recommended: It is highly recommended to start with the Wood s Rose because its structure and appearance may be the most familiar to students of the three plant options. Follow with the Cattail, then conclude with the Bladderwort, for its structure and appearance is not typical and students will not likely be familiar with this plant. Optional: To better illustrate the Common Bladderwort s underwater trap you may wish to play one or both of these videos: The ultra-fast trap of an aquatic carnivorous plant by Philippe Marmottant. Hungry carnivorous plants by Philippe Marmottant. Wrap Up Wrap up the activity by facilitating a class discussion comparing and contrasting the three wetland plants and discussing how each has adapted to the moist soil conditions of a wetland. Conclude by explaining that as a class you will be visiting a wetland called Oak Hammock Marsh where students will be exposed to different living things that are found in a wetland, including plants like the Wood s Rose, the Narrow-leaved Cattail, and the Common Bladderwort. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-3

4 Pre-Visit Activity Grade Three Growing through the Seasons Specific Learning Outcomes : Use appropriate vocabulary related of their investigations of growth and changes in plants : Recognize that a plant uses the Sun s energy to make its own food : Identify the basic parts of plants and describe their functions : Explain how different adaptations of plants help them survive in particular environments : Identify characteristics that remain constant and those that change throughout the life cycle of a flowering plant.. General Learning Outcomes 3-0-1a: Ask questions that lead to investigations of living things, objects, and events in the local environment e: Respond respectfully to the ideas and actions of others, and recognize their ideas and contributions g: Verbalize questions, ideas, and intentions during classroom-learning experiences a: Make observations that are relevant to a specific question b: Express enjoyment when sharing and discussing science-related experiences from daily life. Vocabulary wetland, plant, lifecycle, structure, appearance, characteristics, root, stem, leaf, flower, fruit, seed, Narrowleaved Cattail, Wood s Rose Summary Students are introduced to wetlands by exploring the life cycle of a flowering wetland plant and identifying characteristics that remain constant and characteristics that change. Materials Print 1 Growing through the Seasons circle for each student double-sided OR create large versions of the activity sheet on easel pads so students can work in groups Gather enough drawing supplies for each student or table group Print picture (included) or set up projection of the accompanying images Print and cut out cards (provided) Procedure Warm Up Begin by asking students to list or describe the different parts of a plant. Project or show accompanying page identifying the parts of a plant (Daisy example), relating each part to humans when possible (stem is like a backbone, roots are like our still feet, leaves are like our hands when we make food, seeds are like babies). Explain that roots keep the plant in place and collect nutrients from the surrounding soil or water. The stem keeps the plant upright and delivers the nutrients to the different parts of the plant. The leaves are where the plant makes its own food (using Chlorophyll) by absorbing the Sun s energy through a process called Photosynthesis. The flower is typically where the seed develops, and the seeds may be found inside of a fruit. The seed is a way for the plant to spread to other places. Note that these are the typical parts of a plant, but there can be exceptions. A wetland is an area of land that holds shallow water, with a maximum depth of two metres. The water makes the soil very moist, so plants who need moist soils will grow in and around the water; this is why a wetland can not be deeper then two metres, because otherwise these kinds of plants drown and do not receive enough sunlight. The water moves slowly across because there are so many plants that slow the water down, absorbing some of the water like a sponge and filtering it as it moves through. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-4

5 Pre-Visit Activity Grade Three Each plant will be adapted to wherever it lives, from how it stays upright to how it overwinters. The Activity Explain that as a class you will be learning more about a particular plant that needs wetlands, exploring what this plant does during each season. Have students first identify what season it is currently, followed by listing all four seasons. Ask how the seasons may affect plants, and brainstorm together what ways plants change and/or stay the same during each season in order to survive. Use either the Narrow-leaved Cattail or the Wood s Rose as the focus for this activity. Explain that you will be playing a game where the students will be trying to match the season with the correct stage of each plant s growth. Give each student a card (provided), and allow them to move around the class, looking at each other s cards, deciding if they match or not. If they think they match (such as one student has the spring card, and the other has the stem sprouting from roots card), they should stick together and find others that match their cards. Once the students are finished deciding, you should see four groups made (one group per season). Show students the chart (provided), asking students if the groups they made match the groups on the chart. Ask students to describe what is happening in each picture, explaining the general changes and constants that occur for this plant throughout the seasons. Wrap Up Hand out the activity sheet to each student (the Venn Diagram and the explanation pages) OR create large versions of the Growing through the Seasons circle on easel pads so students can work together in groups. Have students draw the plant in each season showing the plant s changes and constants throughout its life cycle, writing a brief description on the back of the page about what is happening in each season. Optional: Facilitate a brief class discussion on how the plant is adapted to the seasons, referencing the students drawings and descriptions. Conclude by explaining that as a class you will be visiting a wetland called Oak Hammock Marsh where students will be exposed to different living things that are found in a wetland, including plants like the Wood s Rose, and the Narrow-leaved Cattail. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-5

6 Post Visit Activity Grade Three Plants & Animals Summary Students continue their exploration of wetlands by investigating the common needs of plants and animals, how they meet those needs within a wetland setting, while also exploring how plants and animals depend on each other. Materials Specific Learning Outcomes : Use appropriate vocabulary related of their investigations of growth and changes in plants : Identify needs common to plants and animals, and contrast how they meet those needs : Describe ways that plants and animals depend on each other : Identify animals found in soil and explain their importance to soil quality. General Learning Outcomes 3-0-1a: Ask questions that lead to investigations of living things, objects, and events in the local environment e: Respond respectfully to the ideas and actions of others, and recognize their ideas and contributions g: Verbalize questions, ideas, and intentions during classroom-learning experiences a: Make observations that are relevant to a specific question b: Express enjoyment when sharing and discussing science-related experiences from daily life. Vocabulary wetland, plant, animal, soil, needs, nutrients, food, water, shelter, space, reproduction, scat, pollinate, decompose, filtration, flooding Print 1 Plants & Animals Venn Diagram for each student OR create a large version of the Venn diagram on an easel pad, chalk, white or Smart board so students can work as a class Print 1 Plants & Animals t-chart and 1 Plants & Animals Action Statements page per student (note: must be printed one-sided, for the Action Statements page will be cut out by students) OR create a large version of the t-chart on an easel pad, chalk, white or Smart board so students can work as a class Writing supplies for students Glue sticks for students Scissors for students Procedure Warm Up Begin by reminding students about their visit to Oak Hammock Marsh Interpretive Centre, briefly reviewing the day s activities. Remind students of the word wetland and ask them what they think it means now that they visited a wetland. The Activity Explain that the class will be learning more about the common needs of plants and animals, how plants and animals depend on each other to help fulfill those needs, and how they meet their needs within a wetland. Create a Venn Diagram on a board or easel pad OR give each student their own Venn Diagram. First have students identify some of the plants and animals they saw or learned about while at Oak Hammock Marsh, writing down the names of the plants and animals around the outside of the diagram. Have students then brainstorm some of the needs of these plants and animals. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-6

7 Post Visit Activity Grade Three Explain that both plants and animals need food, water, shelter, and space while also needing to reproduce, but plants and animals fulfill their needs in different ways. As a class, brainstorm together how plants meet their needs, comparing it with how animals meet their needs. Write down the similarities in the middle circle, and the differences in the outside circles of the Venn Diagram. Next, hand out the t-table and the accompanying action statement page to each student OR recreate the t-chart on an easel pad or chalk, white, or Smart board, doing the activity as a class. If students are doing the activity individually, instruct students to cut out each statement on the action statement page, read each action statement, and then decide whether the action is something a plant would do or an animal, placing the cut out action statement on either the plant or animal side of the t-chart. Have students write in the space provided an example for each statement. For example, I help pollinate: Sunflower. If the class is doing the activity together, simply read out each statement and have students decide where it should go on the t- chart. Create examples together as a class. Wrap Up Have a brief class discussion about where students put each statement on their t-chart and the examples they thought of, having students explain their thought-process. Explain how plants and animals help each other survive (see teacher key). After the discussion, students can glue down their answers (if students did this activity individually). Conclude by stating that many different kinds of plants and animals depend on wetlands to help them fulfill their needs of food, water, shelter, and space, while wetlands are also an important place for young plants and animals to grow and develop. Wetlands are a place where plants and animals help each other survive, working like a community. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-7

8 Image from bp.blogspot.com. Post Visit Activity Grade Three Create a Plant Superhero! Specific Learning Outcomes : Use appropriate vocabulary related of their investigations of growth and changes in plants : Show respect for plants as living things : Describe ways plants are important to the environment. General Learning Outcomes 3-0-1a: Ask questions that lead to investigations of living things, objects, and events in the local environment e: Respond respectfully to the ideas and actions of others, and recognize their ideas and contributions g: Verbalize questions, ideas, and intentions during classroom-learning experiences a: Make observations that are relevant to a specific question b: Express enjoyment when sharing and discussing science-related experiences from daily life. Vocabulary wetland, plant, animal, soil, needs, food, water, shelter, filtration, flooding Summary Students continue their exploration of wetlands by creating a wetland plant superhero while describing the many ways plants are important for the environment. Materials Drawing materials for each student Paper for each student (large paper for groups or 11x7 for individuals) Optional: wetland plant reference books to help students develop their superhero Procedure Warm Up Begin by reminding students about their visit to Oak Hammock Marsh Interpretive Centre, briefly reviewing the day s activities. Remind students of the word wetland, having them describe what a wetland looks like now that they have visited one. Discuss some of the benefits of wetlands (i.e. flood prevention, water filtration, habitat, resting stop for migrating animals, provides nutrients, cleans the water, nursery for many young animals, etc.)? Create a list of the wetland plants you had talked about during your field trip, and brainstorm as a class what the roles of those plants have within a wetland? The Activity Explain to the class that today you will be demonstrating the amazing qualities of plants and their importance to the environment by creating a plant superhero character! Either assign or let students choose from either the Narrow-leaved Cattail, the Wood s Rose, or the Common Bladderwort. The plant chosen will be the basis for the superheroes, where they can do some research and learn more about the plant s abilities, incorporating those abilities within their superhero drawing. Optional: This activity could also work as a group assignment, in which case it is recommended that each group is assigned a different wetland plant in order to show diversity of wetland plants abilities and contributions. This activity could be done within a few classes, first beginning with researching their plants in the library, followed by designing their Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-8

9 Post Visit Activity Grade Three It must be emphasised that although creativity is highly encouraged the end result must include: the true name of the plant (even if its just in brackets); five superpowers that this particular plant species does in fact have; write at least one sentence per superpower explaining why each superpower makes the plant important to the environment and to wetlands (see example). The sentences do not have to be on the drawing but it must be clear which superpower goes with which sentence. Wrap Up Once finished their creations, students can then present to the class, introducing their Plant Superhero and explaining all of their superpowers and abilities which make them so important to the planet, and to wetlands in particular. Conclude by emphasising each plant has amazing abilities and are all superheroes in their own right. We must shown great respect and appreciation for each plant and for what plants do for us and our world. Animal Highlight the Muskrat On the cover of this section, and in the insets, you will see pictures of muskrats or structures made by muskrats. Muskrats are a type of animal known as a rodent, meaning they have teeth that are continuously growing and coated with enamel, which creates that telltale orange hue. Muskrats are categorized in the animal kingdom as a mammal, for muskrats are born alive, drink milk from their mother when they are young, and have hair on their bodies. A muskrat looks like its larger cousin the Beaver, but is smaller, has short brown fur all over its body, with a skinny, leathery rat-like tail. Like the Beaver, Muskrats also build lodges for themselves, but instead of using logs and branches, they use plant materials, predominately the cattail (a green stem, with green ribbon-like leaves, and what looks like a hot-on-a-stick on the end of the stem). Muskrats both eat and use cattails to construct their homes in wetlands. Muskrats are considered helpful creatures in a wetland, for they eat away aquatic plants which clears waterways for ducks and other birds to swim. The lodges built by Muskrats are also used as homes by other animals, such as birds who may nest right on top of the lodge. If you want to learn more about Muskrats, check out: mammals/muskrat.html?referrer= Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-9

10 Wetland Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-10

11 Wetland Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-11

12 Flower image from Wikimedia Commons. Seed image from Ebay. Parts of a Plant Flower Where Seed (fruit) Leaf Flower Bud Stem Roots Seeds Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-12

13 Wood s Rose: -Teacher s Key - Roots, Shoots & Stems The Wood s Rose is a type of wild rose shrub found in a variety of ecosystems, including near the edges of water in a wetland. The Wood s Rose has a typical structure of a plant, having roots, stem, leaves, and developing a flower and fruit (where the seeds are located). The Wood s Rose fragrant pink flowers bloom in June, followed by its fruit (the Rosehip berry) developing near the end of August and staying ripe throughout winter. The Rosehip berry is a red berry filled with hairy seeds. Although edible and full of vitamin C (more than an orange), these berries cannot be eaten from the branch without the proper removal of the seeds, otherwise the seeds stick to the insides of one s intestines (due to the little hairs) and cause an uncomfortable experience referred to as itchy bum. Animals, such as squirrels, birds, and coyotes, eat the Rosehip berries as they are a great source of nutrients in the winter when food is not as readily available; this is a way seeds are spread to new areas. Narrow-leaved Cattail: The Narrow-leaved Cattail is a type of plant which is rooted in wetland soils but has its upper stem and leaves grow outside of the water (called an emergent plant). Cattails are common throughout the prairie provinces of Canada. They are found in marshes, ditches, ponds and on the edges of lakes. The Narrow-leaved Cattail has ribbon-like leaves, and a stem leading up to the flower which looks like a hotdog on a stick. In the spring, this hotdog on a stick starts off green, with the stamens (male flowers) pollinating the green hotdog (female flower) with bright yellow pollen. In the summer, the seeds begin to develop in the female flower. In the fall, the female flower ( hotdog ) has developed seeds, and will soften until the seeds explode (like a Dandelion) drifting away in the wind. Cattails are very important plants in wetlands. They act like a sponge by absorbing water, which contributes to a wetland s ability to hold excess water after heavy precipitation, helping to reduce flooding. Cattails also act like a filter, absorbing nutrients (such as phosphorous), as the water slowly flows through the wetland. Finally, cattails provide shelter and food for a large variety of animals. Humans can even eat cattails. The stem (at the right time of year) is highly nutritious, and the pollen can be used as a flour substitute. Common Bladderwort: The Common Bladderwort is a type of carnivorous floating plant found in wetlands, lakes, and slow moving streams in the prairie provinces. The Bladderwort has no traditional root system but rather the plant s floating stems are stuck in the moist soil to keep it from drifting. The plant has fine, thin leaves which are submerged, and bright yellow snapdragon-like flowers which grow above water. Small bladders or tiny bags grow from the leaves which are able to capture prey. These bladders have fine hairs that are sensitive to touch. When activated the bladder will open, sucking in the small water bug with a vacuum effect, then shutting, digesting the prey with the digestive acids held within the bladder. The Common Bladderwort is the fastest known underwater trap in the natural world. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-13

14 Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide Large Wood s Rose image from Clinton Shock, Oregon State University. Small Wood s Rose image from paulbardenroses.com. Rosehip berry image from Pixabay. Rosehip seeds image from curiouskai.blogspot.ca. Root image from dendroboard.com. Wood s Rose 3-14

15 Flower Flower Stem Leaves Where the fruit develops Fruit (called Rosehip) Seed Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide Root (hidden underground) 3-15 Large Wood s Rose image from Clinton Shock, Oregon State University. Small Wood s Rose image from paulbardenroses.com. Rosehip berry image from Pixabay. Rosehip seeds image from curiouskai.blogspot.ca. Root image from dendroboard.com. Wood s Rose

16 Cattail plant image from animals.sandiegozoo.org. Cattail root image from askaprepper.com. Seeded cattail image from Wikimedia Commons. Narrow-leaved Cattail Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-16

17 Cattail plant image from animals.sandiegozoo.org. Cattail root image from askaprepper.com. Seeded cattail image from Wikimedia Commons. Narrow-leaved Cattail Male Flower Leaves Where the seed Seeds Stem Female Flower Root (hidden underground) Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-17

18 Flower image from pbase.com. Bladderwort plant and leaves images from Wikimedia Commons. Common Bladderwort Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-18

19 Flower image from pbase.com. Bladderwort plant and leaves images from Wikimedia Commons. Common Bladderwort Flower Stem Flower Bud Bladders (full eating) Where the seed (fruit) Stem Bladders Leaves * Does not have a root system, only a floating stem Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-19

20 Growing through the Seasons -Teacher s Key - Narrow-leaved Cattail: The Narrow-leaved Cattail is a type of plant which is rooted in wetland soils but has its upper stem and leaves grow outside of the water (called an emergent plant). Cattails are common throughout the prairie provinces of Canada, found in marshes, ditches, ponds and on the edges of lakes. The Narrowleaved Cattail has ribbon-like leaves, with the stem leading up to the flower which looks like a hotdog on a stick. Cattails are very important plants in wetlands. They act like a sponge by absorbing water, which contributes to a wetland s ability to hold excess water after heavy precipitation, helping to reduce flooding. Cattails also act like a filter, absorbing nutrients (such as phosphorous), as the water slowly flows through the wetland. Finally, cattails provide shelter and food for a large variety of animals. Humans can even eat cattails. The stem (at the right time of year) is highly nutritious, and the pollen can be used as a flour substitute. Spring: In the spring, stem begins to grow, leaves and the hotdog on a stick develops. The hotdog on a stick is the Cattail s flowers, starting off green, with the stamens (male flowers) pollinating the green hotdog (female flower) with bright yellow pollen. Summer: Rich with green leaves, the hotdog on a stick or female flower becomes brown which is where the seeds are developing, and the male flower falls off. Fall: In the fall, the female flower ( hotdog ) is now covered with developed seeds, which will soften until the seeds explode (like a Dandelion) drifting away in the wind; this is how Cattails spread their seeds, finding other places to grow. As the temperature gets colder, the Cattail s leaves and stem begin to turn light brown, eventually dying, as the cold reduces the plant s ability to make food through photosynthesis. However, the plant stores energy in its roots which allows it to survive the winter. Winter: The cattail survives on the energy stored in its roots (in the form of starch) during the winter season. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-20

21 Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-21 Female flower has softened and seeds have exploded. Stem sprouting from roots. Male flower developing pollen, leaves developing. Image 1 from berlinplants.woodpress.com. Image 2 from sharonboddy.wordpress.com. Image 3 from animals.sandiegozoo.org. Image 4 from Wikimedia Commons. Image 5 from roamschool.com. Fully developed pollinated female flower, with shrinking male flower. Foliage has died off, and plant stores energy in roots.

22 Fall Winter Spring Summer Cattail seeds, which are the fruit of the plant, spread in the wind. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-22

23 Summer 1 Image 1 from berlinplants.woodpress.com. Image 2 from sharonboddy.wordpress.com. Image 3 from animals.sandiegozoo.org. Image 4 from Wikimedia Commons. Image 5 from roamschool.com. Spring 3 Male Flower Female Flower 2 1. Stem sprouting from roots. 2. Male flower developing pollen, leaves developing (late spring). 3. Fully developed pollinated female flower, with shrinking male flower (early summer) Female flower has softened and seeds have exploded. 5. Cattail seeds, which are the fruit of the plant, spread in the wind. Fall 6 5 Winter Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 6. Foliage has died off, and plant stores energy in roots. 3-23

24 Growing through the Seasons -Teacher s Key - Wood s Rose: The Wood s Rose is a type of wild rose shrub found in a variety of ecosystems, including near the edges of water in a wetland. The Wood s Rose has a typical structure of a plant, having roots, stem, leaves, and developing a flower and fruit (where the seeds are located). The Rosehip berry is a red berry filled with hairy seeds. Although edible and full of vitamin C (more than an orange), these berries cannot be eaten from the branch without the proper removal of the seeds, otherwise the seeds stick to the insides of one s intestines (due to the little hairs) and cause an uncomfortable experience referred to as itchy bum. Animals, such as squirrels, birds, and coyotes, eat the Rosehip berries as they are a great source of nutrients in the winter when food is not as readily available; this is a way seeds are spread to new areas. Spring: In the spring, once temperatures are warmer, the plant once again produced chlorophyll through photosynthesis, resulting in the leaves beginning to develop. The Wood s Rose fragrant pink flowers bloom typically in June, producing a bright yellow pollen. Summer: The rose blooms typically last through the beginning of summer. The blooms will wilt, and the berry will begin to develop in late summer. Fall: In the fall, the Rosehip berry will have become ripe red fruit, filled with seeds. As the temperature gets colder, the Wood s Rose leaves and stem begin to turn brown, eventually dying, for the cold reduces the plant s ability to make food through the photosynthesis process. However, the plant stores energy in its roots which allows it to survive the winter. Winter: The Wood s Rose survives on the energy stored in its roots during the winter season, while feeding animals with its Rosehip berries, simultaneously spreading its seed to different locations where a new Wood s Rose plant may grow in the Spring. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-24

25 Leaves beginning to lose their chlorophyll the green substance that makes leaves appear green. Ripe Rosehip berries. Rosehip berries are all that remain; foliage has died off, roots are storing energy. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide Spring 3-25 Image 1 by Clinton Shock from tss.oregonstate.edu. Image 2 from paulbardenroses.com. Image 3 from Wikimedia Commons. Image 4 from Pixabay.com Blooming Wood s Rose plant.

26 Summer Fall Winter Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-26

27 Spring Summer Ripe Rosehip berries (late Summer). 2. Close up of roses (flowers). 4. Close up of berries Leaves beginning to lose their chlorophyll the green substance that makes leaves appear green. Fall Winter Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 6. Rosehip berries are all that remain; foliage has died off, roots are storing energy Image 1 by Clinton Shock from tss.oregonstate.edu. Image 2 from paulbardenroses.com. Image 3 from Wikimedia Commons. Image 4 from Pixabay.com 4 1. Blooming Wood s Rose plant (late Spring).

28 Spring Summer Winter Fall Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-28

29 Write a brief explanation of what you have drawn, explaining what is changing in the plant s life cycle in each season, and what is staying the same. Spring: What changes? What stays the same? Summer: What changes? What stays the same? Fall: What changes? What stays the same? Winter: Growing through the Seasons Name: Plant s Name: What changes? What stays the same? Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-29

30 Plants Animals Plants & Animals Name: Venn Diagram Do plants and animals have common needs? Do they have different ways of fulfilling those needs? Write down what you think are similar and different about how plants and animals fulfill their needs in order to survive, writing what they have in common in the middle space, and what is different in the outside spaces. Both Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-30

31 Plants Animals - Teacher's Key- Name: Water Due to the shape of their leaves water is directed toward the roots and stem and then drawn up through the plant s roots Shelter Other kinds of plants become the shelter for a plant Plants & Animals Food Plants make their own food (using Chlorophyll) through Photosynthesis; they also find other nutrients from the soil through their roots Space Plants need enough space for the plant to grow above and below ground Reproduction Plants reproduce through seeds that are spread through a variety of ways, such as wind, water, animal carriers, and human carriers. Venn Diagram Both Food Water Shelter Space Reproduction Food Animals have to find their food by either foraging, hunting, or both, depending on what food source is needed by the animal Water Animals have to search for water bodies, such as wetlands, to drink from and receive water from their food sources (such as the water stored in plants) Shelter Animals have to either build or find shelter to be protected from harsh weather conditions or to hide from predators Space Animals need enough space to allow them to gather enough food and water without being in too great of competition with other living things Reproduction Animals reproduce through a variety of ways which result in live young Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-31

32 Plants & Animals Name: Do plants and animals depend on each other to survive? How do plants help animals survive? How do animals help plants survive? Cut out the action statements from the following page. Read each action statement and decide whether the action is something a plant would do or an animal, placing the cut out action statement on the side you have chosen. Write in the space provided an example of each statement. How do plants help animals survive? How do animals help plants survive? Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-32

33 My scat helps provide nutrients for seeds:. I help pollinate:. I provide a great hiding spot:. I help feed living things:. When I die and decompose, I add nutrients to the soil:. When I die and decompose, I add nutrients to the soil:. Plants & Animals Action Statements I absorb water and can help reduce flooding:. I help break up soil, allowing air and water to mix with organic matter and minerals, helping to make soil:. I help clean the water through filtration:. I provide shelter:. I help feed living things:. I help spread seeds (through my scat, or fur):. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-33

34 - Teacher's Key- Plants & Animals Name: How do plants help animals survive? How do animals help plants survive? I provide a great hiding spot. Plants provide excellent cover which allows animals to hide. Some animals have even developed colours on their bodies that help them. camouflage with plants (such as ducks and rabbits). I provide shelter. Plants are used by animals to make shelters, such as the grasses used to make a Mallard s nest or the Cattails used to make a Muskrat s lodge. I help clean the water through filtration. Plants, especially plants that live in moist soils (such as in wetlands), help clean water through filtration. The plants absorb the water, filtering out any nutrients before the water is released. I absorb water and can help reduce flooding. Plants, especially plants that live in moist soils (such as in wetlands), absorb water, then slowly release it. This process allows for water to drain and helps prevent flooding when there is a heavy rainfall or snow melt. Flooding can cause great harm to animals and so its prevention is vital to many animal s survival. I help feed living things. Plants feed many different kinds of animals, particularly animals who are herbivores (eating only plants) and omnivores (eating both plants and meat). However, all animals are dependent on the energy plants provide, for they are the producers of energy at the bottom of the food chain, so even carnivores (only eat meat) feed on animals that need to eat plants. When I die and decompose, I add nutrients to the soil. I help spread seeds (through my scat or fur). When animals ingest seeds or seeds get caught in their fur (such as Burdock seeds), they make excellent forms of transportation for plants, moving the seeds to new possible places to grow. My scat helps provide nutrients for seeds. When animals poop, their scat provides fertilizer for seeds helping them grow. Animal scat is especially helpful when an animal has ingested seeds. Once they poop, the seeds land in the scat, having access to plenty of nutrients that are needed for growth. I help pollinate. Animals like Bees and Butterflies pollinate plants, which allows the plant to then develop fruit/seeds. Without pollinators, plants would not be able to produce fruits and new seeds. I help break up soil, allowing air and water to mix with organic matter and minerals, helping to make and maintain healthy soil. Animals like moles, beetles, ants, and worms all help create and maintain healthy soil. When soil has spaces for air and water, it also allows a plant s roots to spread. When I die and decompose, I add nutrients to the soil. When animals die and decompose, nutrients return back to the soil, and can be drawn up by the roots of plants, helping to provide needed nutrients to plants, which in turn provide nutrients to other living things. I help feed living things. Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-34

35 Cattail Superhero! Plants, like the Cattail, create oxygen which we and other animals need to breath! Plants provide shelter for animals to hide from predators or from harsh weather. Plants, like the Cattail, take the sun s energy and turn it into usable energy, meaning that plants are the producers of all our food energy which travels through the food chain (and eventually to us)! Plants, like the Cattail, provide food for animals (including you & me)! Cattails help reduce flooding by soaking up the water like a sponge and slowly releasing it. Some other plants can do this as well. Cattails provide homes and protection for many different animals, including the Mallard, and Muskrat! Cattails help clean the water by filtering out pollutants! Plants, like the Cattail, help keep soil from eroding (blowing or flowing away). If soil erodes, plants will no longer be able to grow, which means no more food! Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 3-35