INTO THE WOODS

INTO THE WOODS

flehelo$ INTO THE WOODS https ://c u bscouts. org/l i b ra ry/i nto-th e-woods/ http ://sco utermo m. co m/a ch ieve me nt/we be losao -e lectiv...

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INTO THE WOODS

https ://c u bscouts. org/l

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http ://sco utermo m. co m/a ch ieve me nt/we be losao -e lective-a dve ntu reI

requirements-woods/

Webelos/Aot Elective Adventure: lnto the Woods Do all of these:

1. ldentify two different groups of trees and the parts of a tree. 2. ldentify six trees common to the area where you live. Tell whether they are native to your area. Tell how both wildlife and humans use them. 3. ldentify six plants common to the area where you live. Tell which animals use them and for what purpose. 4. Visit a nature center, nursery, tree farm, or park, and speak with someone knowledgeable about trees

and plants that are native to your area. Explain how plants and trees are important to our ecosystem and how they improve our environment. 5. Develop a plan to care for and then plant at least one plant or tree, either indoors in a pot or outdoors. Tell how this plant or tree helps the environment in which it is planted and what the plant

or tree will be used for. 6. Make a list of items in your home that are made from wood and share it with your den. Or with your den, take a walk and identifo useful things made from wood. 7. Explain how the growth rings of a tree trunk tell its life story. Describe different types of tree bark and explain what the bark does for the tree.

IN THE WOODS JUST THE FACTS ! Have you ever wondered where plants can grow? Have you ever seen a plant grow out of a sidewal-k or in the sand? Have you ever seen

a plant grow under water or poke out from under frozen, covered ground? Where have you seen plants grow?

snow*

plants growing in a variety of places. Fold a large plece of construction paper into fourths. In each section, draw a plant living in a different p1ace. Then, compare your ideas with the ideas of others in your den. Work together to come up with lists of the different places plants can grow. You probably have seen

gives a plant the temperature it needs to grow. The SUN I S LIGHT gives the leaves of a plant the energy they need to make food. .A plant needs CARBON DIOXIDE to help it. make food for it self. Land plants get their carhon dioxide from air, Water plants get their carbon dioxide from water. .WATER helps a plant make f ood. Vf,ater also carries the food throughout the plant. . The SUN I S WARMTH

-A plant

needs MINERALS

to grow fts growth j s related to the amount of minerals it gets. Land plants get their from soil. minerals Water plants get their minerals from water.

Plants grow in many places. Searchr for them and you will with what you find !

be surprised

Run

to the

Sun

!

Question How do plants react to sunlight? Connections Math; communicating, graphing, relating Science: applying, communicating, comparing, observing, relating Setting The Stage

.

.

Have students look at the houseplants in their home or classroom. If &ey do not rotate their pots, in which direction do they seem to grow? V/hy? Discuss with students a plant's need for light in order for photosynthesis to occur.

Materials Needed for Each Group . two same-sized shoeboxes with lids . two sprouting potatoes . cardboard strips to make amaze pattem in the shoeboxes a sunny window ledge. scissors . Data-Capture Sheet (page C-17), e tape two per student Procedure (Student Instructioas)

1. Cut a hole 2" (5 cm) in diameter in the end of one shoebox. Leave the other shoebox irncut. 1 Cut four "tuazc" pieces for each box, and arrange

them in the boxes as shown in the diagram. Hold them in place with tape.

J. Place the sprouting potatoes at the ends of each shoebox. The potato should be opposite the hole in the first shoebox.

4. Cover the shoeboxes with their lids and place them on a sunny window ledge. The hole in the first shoebox should face the light. 5. Remove the lids briefly to check the sprouting progress once each day for two weeks. Include the weekend's growth on the second Monday's recording space. 6. Draw what you see on each day sn the data capture sheet. Use a different color to mark each day's growth. Extensions . Have students make a more complicated path for the potato sprout to follow. Closure . In their plant joumals, have students tell the story of the plant's joumey towards the light using pictures or sentences. The Big Why

.

Plants need light in order to grow. Therefore, they

it.

will

seek out a light source and grow towards

Run

to the

Sun

!

will need two of these sheets. On one sheet, draw a hole in the end of the shoebox near the sunlight. On the other sheet, do not draw a hole. Record the growth of each potato root or sprout on t.he appropriate dat a*capture sheet . Use a different color to show each day's growth. You

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COLOH KEY

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Day 1:

Day 5:

Day

Day 2:

Day 6:

Day 10:

Day 3:

Day 7:

Day 11 :

Day 4:

Day 8:

Day 12:

Record the weekend's growth observat.i-on.

on

the second

Monday

of

Food for Plants Complete a separate data-capture sheat for each of the plants in your investigation. lllustrate and record what you observe.

Data-q+PI+1".

DAVil

Sheet P_l DfiVE

#.

DOY 6

Height:

Height:

Height:

Condition:

Condition:

Condition:

DAV 9

DAV ilz

DAV

Height:

Height:

Height:

Condition:

Condition:

Condition:

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