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![](media/image3.jpeg){width="5.220138888888889in"
height="7.227777777777778in"}***Elementary School***

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# Section 7 -- Plant Activities

-   **They Ate What?**

-   **Where Did the Water Go?**

-   **An Automatic Water System**

-   **Giving Trees**

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**They Ate What?**

**Pre-Visit and Field-Trip Activities**

**Intermediate and Secondary Levels**

**Science** (Life)**, Social Studies** (Cultures, Geography)

**45 Minutes plus Field Trip**

**Objective(s).** Students will list and identify plants used for food
or medicinal purposes.

**Related NM Content Standards with Benchmarks.** SC10-M1, SC10-M2,
SC10-H2, SS6-M2, SS11-M3

**Method.** Students will prepare identification records/cards for
plants common to Carlsbad Caverns area. Students will hike the nature
trail at the park, identifying plants used by early American Indians.

**Materials.** field plant guide and/or southwest desert plant field
guide, large index cards, pens, coloring pencils

**Key Vocabulary.** flora, roots, medicinal, names of plants underscored
below

**Background.** The early American Indian diet consisted mainly of wild
plants. Although many early American Indians were hunters, they were
also gathers. Eighty percent of what they ate was vegetation rather than
meat. The *yucca* was quiet popular among the early American Indians.
Its flower, stalk, buds, core and fruit were eaten. *Prickly pear* pads
were roasted, then placed on wounds to heal cuts and infections. The
pads of the cacti and fruit were eaten. Soaked *algerita* wood chips
were used to relief sore eyes, and the plant's berries were eaten. The
*Texas walnut* (Ephedra) was eaten raw or was grounded into flour.
Mashed leaves and juice of *mesquite* were used to sooth irritated
eyelids. A drink was made from its pods and seeds, and its fruits were
eaten. *Juniper* berries were made into tea. Tea was also made from the
*littleleaf sumac*. For more information about these and other useful
plants, refer to a field guide.

**Suggested Pre-Visit Procedure.** Prior to the field trip, the teacher
will instruct students to...

1.  Research how early American Indians who inhabited the Chihuahuan
    Desert used plants, roots and flora.

2.  Make identification records on large index cards for at least 10
    plants found at Carlsbad Caverns National Park. Each record should
    include common name, scientific name, family, where found,
    description, food/medicinal/clothing purposes and an illustration in
    color.

**Suggested Field-Trip Procedure.** During the field trip, the teacher
will instruct students to...

1.  Walk the nature trail, looking for and identifying plants used by
    the early American Indians. (Students will need to take their
    identifications records to the park.)

2.  Mark each plant found on their illustration records.

**Cautions**

-   Some plants may be fatal if swallowed.

-   The spines (needles/thorns) of many desert plants inflict pain.

-   Collecting anything, without a special-use permit, is illegal in a
    national park.

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**Where Did the Water Go?**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary Level**

**Science** (Unifying Concept, Physical, Life)

**Two 30-Minute Sessions plus Monitoring Over the Period of a Day**

**Objective(s).** Students will demonstrate and explain what evaporation
is and how life in the desert adapts to it.

**Related NM Content Standards with Benchmarks.** SC2-E3, SC9-E1,
SC10-E1, SC11-E1

**Method.** By demonstrating evaporation in action, students determine
how animals and plants of the desert adapt to extremely high
temperatures.

**Materials.** sponges, cut up pieces of sponge, 2 shallow pans,
chalkboard, bucket of water, blackboard

**Key Vocabulary.** evaporation, transpiration, nocturnal

**Background.** Water is evaporating from surfaces all the time. This
evaporation helps desert animals and plant survive hot, dry lands. Some
animals sweat. As the sweat changes from a liquid to a vapor, it pulls
heat away from the surface, thus cooling the animal. Some animals, like
the roadrunner, pant to cool down. Other animals have big ears and long
legs, such as jackrabbits. Their big ears give off body heat and their
long legs keep their important body organs away from the hot desert
ground. All desert animals have their own way of removing heat to cool
their bodies.

Carlsbad Caverns National Park has 76 species of mammals, 44 species of
reptiles and amphibians, and more than 800 species of plants. When you
visit the park, there is a good chance that you may not see its abundant
wildlife. That is because many of these animals are nocturnal, searching
for food during the cooler night hours. Many of the park's plants have
waxy coverings, small leaves that roll up in the hot day, small pores,
hairs and spines. Without a protective waxy coating, small leaves that
roll up and small pores, these desert plants would lose most of their
water through the process of transpiration. Hairs and spines also reduce
water loss by breaking the wind.

**Suggested Procedure**

1.  Have students demonstrate how water evaporates by wiping damp
    sponges across a blackboard. When the dry patches appear, ask
    students, "Where did the water go?" Explain that the water
    evaporated---changed from a liquid to an invisible gas.

2.  Have students demonstrate the affects of heat on evaporation. Take 2
    shallow pans filled with equal amounts of water. Place one directly
    in the sunlight and the other in a shady place. Using a measuring
    cup, determine the amount of water left in each pan at the end of
    the day. Have students explain the results.

**Alternative**

A.  Have students write their names on the sidewalk with a wet piece of
    sponge.

B.  Instruct students to write their names twice---in a sunny location
    and in a shaded location.

C.  Time how long it takes for the names to disappear.

D.  Have students explain why the water evaporates more quickly in the
    sun.

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3.  To show how animals stay cool by sweating, have each student dip one
    arm into a bucket of water, leaving the other arm dry. Next have
    them wave both arms in the air. Which feels cooler? Why?

4.  To demonstrate how plants retain moisture, make two wet spots on the
    sidewalk. Cover one with a clear plastic. Which one dries quicker?
    What part of the plant does the plastic represent?

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**An Automatic Watering System**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary and Intermediate Levels**

**Science** (Life)

**45 Minutes plus Monitoring for up to a Week**

**Objective(s).** Students will describe ways cacti are adapted to the
desert.

Students will demonstrate how temperature effects transpiration.

**Related NM Content Standards with Benchmarks.** SC10-E1, SC11-E1,
SC11-M1, SC11-M2

**Method.** Students compare desert plants to woodland plants.

**Materials.** Each Group: a potted cactus, a potted woodland plant,
flashlights, plastic bags, pieces of string (to close plastic bags), 2
sponges of equal size, petroleum jelly, 2 plastic margarine tubs,
rubberband or string, transparent plastic bags, thermometer, paper,
pencil

**Key Vocabulary.** transpiration, photosynthesis

**Background.** Carlsbad Caverns National Park is located in the
northern part of the Chihuahuan Desert. Plants that grow in deserts look
different than those that grow where there is much rainfall. Many of the
plants at the park are cacti. Cacti are uniquely adapted to the desert.
The spines on a cactus help shade the plant from the sun's rays and
break the strong desert winds. The more barrel-shaped the cactus is, the
less light shines on the plant, especially in the hottest part of the
day when the sun is overhead. Water loss through the leaves of a plant
is called transpiration. Cacti and other desert plants have a coating of
a waxy substance that helps protect them from water loss. Cacti and
other desert plants open their pores to receive carbon dioxide (which is
necessary for photosynthesis) at night instead of during the day when
temperatures are much higher.

See the background for "Where Did the Water Go?" activity.

**Suggested Procedure for Part 1**

1.  To each group, hand out one cactus, one woodland plant and one
    flashlight.

2.  Turn out the lights. Have students shine flashlights (from above)
    only on the woodland plant, then only on the cactus. Make sure the
    flashlight is held high enough to create shadows. What is the
    difference? The leaves on the woodland plant *catch* more light; the
    spines of the cactus shade the plant from direct sunlight.

**Suggested Procedure for Part 2**

1.  Have each group completely cover a healthy potted cactus with a
    transparent plastic bag, using a rubber band or plastic bag to
    secure the bag around the top.

2.  Have each group repeat #1 using a potted woodland plant, such as a
    fern.

3.  Have each group place their pots in a sunny location and lean a
    thermometer against each pot, positioning thermometer so it will not
    receive direct sunlight.

4.  Have students observe the plants and bags for a week. Daily, have
    groups record the temperature and any changes in appearance for both
    of their plants.

**Suggested Procedure for Part 3**

1.  Give each group 2 small tubs, 2 equal-sized sponges and petroleum
    jelly.

2.  Pour 1/4 cup of water into each tub.

3.  Cover one side and all four edges of one sponge with petroleum
    jelly. Lay the sponge non-greased side down into the tub of water.
    Lay the other piece of sponge in the other tub of water.

4.  Watch the sponges soak up the water. Over the next week, find out
    how long it takes for each sponge to dry out. The one with petroleum
    jelly will dry out last. Explain that the jelly, like the wax that
    covers many desert plants, prevents water loss through
    transpiration.

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**Giving Trees**

**Pre-Visit, Field-Trip and Post-Visit Activities**

**Primary/Elementary Level**

**Science** (Life**),**

**Language Arts** (Unifying Concepts, Receptive Language, Expressive
Language)

**Two 50-Minute Sessions**

**Objective(s).** Students will explain the benefits of trees in the
natural environment.

Students will develop a biography of a chosen tree in a natural
environment.

**Related NM Content Standard with Benchmarks.** SC10-E1, SC10-E2,
SC11-E1, LA3-E1, LA4-E1, LA5-E1, LA5-E5

**Method.** During their field trip, each student *claims* a tree. As a
post-visit activity, students research their trees and write tree
biographies.

**Materials.** *The Giving Tree* by Shel Silverstein, copies of the
student worksheet, crayons or colored pencils

**Key Vocabulary.** tree, bark, leaf, biography

**Background.** Living trees create shades and serve as homes for
insects and small animals. Trees clean the air by removing carbon
dioxide and releasing oxygen. They also return nutrients to the soil
through their fallen leaves. Dead trees are hosts to fungi (which also
decompose them), small animals and insects. Dead trees replenish the
soil with nutrients for new growth. Healthy trees are essential for our
environment.

**Suggested Pre-Visit Procedure**

1.  The day before the field trip, read *The Giving Tree* to your
    students under a large shade tree.

2.  Discuss how the tree in the story gave of itself. Ask students how
    trees are essential to a healthy natural environment.

3.  Instruct students to *claim* a tree at the park during the course of
    their field trip.

**Suggested Post-Visit Procedure**

1.  After returning from the field trip, distribute copies of the
    student worksheet. Review each section of the worksheet with your
    students.

2.  Have students use their worksheets to write biographies about the
    trees they selected on their field trip. Give students time to
    research their trees with reference materials available in the
    school library. Encourage students to be accurate and creative.

3.  Have students share their biographies with each other. Place special
    emphasis on the contributions each individual tree has made to its
    environment. Ask students why they choose the trees they did.

**Biography of a Tree**

Student Worksheet

Identification (name of your tree)

Birth Place (Walnut Canyon, Rattlesnake Springs or wherever)

Age (young, middle-aged, old, deceased)

Characteristics (List characteristics and draw pictures of the bark,
leaf and seed of your tree.)

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  **Bark**                **Leaf**                **Seed**
  ----------------------- ----------------------- -----------------------
                                                  

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Special Adaptations

Contributions to its Environment

Why I Chose this Tree

Illustration (Draw a picture of your tree on back.)