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The Bush

The Bush. Classifying Forest Plants. Susie Stafford-Bush 2014. Ideas to remember. Visit to Hunua Falls, Manurewa Botanical Gardens and Totara Park Visit by Conservation Department, Bush Ranger. Brainstorm: what I already know about the bush… (Connecting, Communicating, Creating).

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The Bush

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  1. The Bush Classifying Forest Plants Susie Stafford-Bush 2014

  2. Ideas to remember Visit to Hunua Falls, Manurewa Botanical Gardens and Totara Park Visit by Conservation Department, Bush Ranger

  3. Brainstorm: what I already know about the bush… (Connecting, Communicating, Creating) Teachers: Check Prior Knowledge and build on areas of learning - what do the students need to know?

  4. KWL CHART: TOPIC - What do you think you know? DATE: What did we learn? DATE: What do we want to find out? DATE: Teachers: Support learning by helping students find the information to answer their questions.

  5. What knowledge I need to know about the bush? (Connecting, Communicating, Creating) Trees can be grouped together in different ways. (Classification) Some trees have seeds, some have flowers and some don’t have either. (Reproduction / Seed dispersal / Pollination / Structure of a plant) Trees have different types of leaves. (Structure of leaves / patterns / identification) Trees are important for us to live. (Oxygen / food / timber / Uses) There are different types of trees that live in different parts of the bush. (Classification / co dependence) There are different kinds of forests /bush in different parts of New Zealand. (Differentiation / Geography / Conditions) Some trees are native and some are exotic. (Differences / Conservation / Uses) Other animals depend on trees for survival. (Birds / Animals / Food / Shelter) Trees are special to Maori and they use them in many ways. (Bush lore, food, shelter, medicine, building material, dyes, transport, clothes, ornaments, Maori Myths and Legends) We need to look after the trees. (Conservation - Project Crimson, diseases, replanting, Eradication of pests) Other Ideas To Explore: Survival in the bush, DOC - working in the bush, Visiting Hunua Ranges - classification / identification,Protecting the bush - National Parks, Collecting seeds and germinating to replant - flax, Pests in the bush - eradicating possums, What was Bombay like 200 years ago? What trees were here? Tane Mahuta - Kauri Gum farming, Employment in the bush - loggers, trackers, Rangers, Arbour Day,

  6. How does ‘The Bush’ relate to other subjects?(Connecting, Creating, Communicating) READING: Books from resources that link to the bush - reading resources, Library Books, poems, Maori Myths and Legends, Sunshineonline Journal Surf Bush Poems A Pantoum in the NZ bush - poem National Library - NZ Plants and Animals Kiwi Kids Conservation Club MATHS: Measuring - comparing heights of trees, leaves - scale, scales drawings, distance, Geometry - shapes in nature, angles of branches, directions, map reading, plotting courses, co ordinates, grid references, Statistics - graphs of findings - types of trees, birds, tallys, growth Number - numbers of trees, problem solving SCIENCE: You Tube Science Learn - Building Ecosystems / Native Birds NZ Birds for kids Plants of the NZ Bush Native Trees and their uses ART: Photography, Sketching - trees, leaves, animals, birds, Painting - Samuel Stuart - “A Bush Settlers Cottage”, Henry Warre - NZ BushGeorge Valentine - NZ Bush SceneryRei Hamon - Art of the NZ Bush Pen and Ink, Collage, Birds - Pastel, 3D models, Paint, Crayon/Black Dye, Clay,

  7. How does ‘The Bush’ relate to Writing?(Connecting, Communicating, Creating) MENTOR TEXTS: (This needs to keep building) Creative writing: The Forest Descriptive Writing Snipits How to write descriptively WRITING STRUCTURES: RECOUNT: Trip to Hunua Falls, Proudes Park, Botanical Garden/ Totara Park NARRATIVE: A bushwalk gone wrong, A legend about the bush (based on a Maori Legend), Told by an old Kauri tree, A situation that needs the use of traditional medicine, DESCRIBE: Being in the bush - what can you see, hear, smell, feel?, the bush at night - animals, a single tree, INSTRUCT: How to survive in the bush, building a bivouac, PERSUADE: The need for conservation, Eradicate the pests, Keeping our Native Forests alive, NZ’s clean, green image, We should use more traditional medicines rather than antibiotics, INFORM: The structure of the forest, How to survive in the bush, Pests of the New Zealand Bush, How to identify a tree, We can all enjoy the bush, Analysing words of a song -Damn the dam - John Hanlon Writing own song / lyrics / rap and performing it

  8. Teachers Page:

  9. What do you already know? (Connecting, Creating, Communicating) Complete the following activities to check your understanding. 1. Matching labels to the trees 2. Noticing the differences in leaves 3. Classifying trees into groups

  10. Can you label the native trees? (Connecting, Creating, Communicating) Puriri Tree Rimu Kowhai Tree Kauri Silver Fern Cabbage Tree/ ti kouka

  11. Look at the differences in the leaves What do you notice? Why do trees have different types of leaves? (Connecting, Communicating)

  12. Collect pictures of different types of trees. (Connecting, Creating, Communicating) Can you put them into groups? How did you classify them? Label your groups and explain why you put them into those groups. Leaves can be classified into three separate groups. Watch the video to help you understand. Classifying the three different types of leaves

  13. How well did you understand?(Connecting, Communicating) I’m ready to go on I need to learn more about plants

  14. Are plants living things? (Connecting, Communicating, Creating) Teachers to collect photos / pictures of different types of plants, trees, plant like insects (stick insects, leaf hoppers) as well as non plants - animals, furniture, rocks, teapot etc. Use the pictures and sort them into three groups - plant, non plant and not sure. Explain your reasons. Work with a partner to sort the plant pictures into two piles. What are your reasons for sorting them into the piles? How do you know they belong to that pile? Use the pictures again. Scientists classify plants into two categories - those that have flowers and those that don’t have flowers. Can you see the flowers? You may need to research to find out what the flowers of your plants look like. Make three charts headed “Plants that have flowers”, “Plants that never have flowers”, “Plants we are not sure about.” How do these charts compare with your first classification? How are the plants in the flower/non flowers groups similar to each other?

  15. Are plants living things? (Connecting, Creating, Communicating) Make observations and discuss them Plants make their own food Plants respond to stimuli (such as light) in their environment Plants produce new plants HOW PLANTS LIVE PLANTS MAKE THEIR OWN FOOD: Line the bottom of three containers with moist paper towels. Sprinkle the same amount of radish or mustard or wheat seeds in each container. Place one container in a bright sunny spot, one in a shady spot, and one in a dark cupboard. As you observe them add water to keep the paper towel moist. Predict which seeds will grow most vigorously and healthily. Check the seeds every day for two weeks - compare results and predictions. Why do the plants that grow in the dark look pale? TEACHERS: Ripe seed-bearing plants - pinecones, sunflower heads, lupin pods, pea pods, pumpkins, tomatoes, apples, avocados and berries. WHAT DO PLANTS NEED? Look at different books about plant care. Make a table to show what a plant needs and the way we look after plants PLANTS PRODUCE NEW PLANTS Look at the seed bearing plants - what do each of them come from? What are the seeds? Why does a plant have them? Go on a ‘baby plant’ hunt around the school. Can you find any seedlings growing near their parents? Try germinating and growing plants from seeds. TEACHERS: Link between light, air and water to develop green coloration. Green is essential to growth and health.

  16. Choose a Context for Study: (Connecting) Why do trees have different shaped leaves? -What is the job of the leaves? Learn about photosynthesis -Why do some trees lose their leaves? Why do trees lose their leaves? Why are there different levels of trees in the bush? -What kind of tree lives at each level? Layers of the forest -Why is important that the bush has different layers? -What else do you find living there?

  17. Choose a Context for Study: (Connecting) Why do some trees have flowers and others have cones? Different ways trees grow -Is there another way that trees reproduce? -How do these seeds germinate? -What conditions are needed? What do trees need to grow? -What would happen if there was no sunlight - would they still grow? (Try growing some seeds in different conditions - what do you notice?)

  18. Choose a Context for Study: (Connecting) Some of the native trees are very old. They were used for different purposes by the Maori. -What significance did the different trees have? -What were they used for? -What has happened to them today? Some trees are native to NZ and some have been brought to NZ. -What are the differences in the trees?

  19. Choose a Context for Study: (Connecting) The Maori used different parts of the bush as medicine. -Which leaves were used for different purposes? -What other parts of the tree/plant did they use? Trees were often used by the Maori for other other purposes. -What kinds of trees did they use? -Why did they choose those types of trees? -Are we still using those trees for the same purpose today - why / why not?

  20. Choose a Context for Study: (Connecting) Choose a tree that is ‘native’ to New Zealand. Find out about the leaf, reproductive method, size, shape and preferred environment. -Where else in the world is this tree (or its relatives) be found? -How long have these trees survived in the bush? How old is the oldest one found in New Zealand? -How did the Maori use their special knowledge of the tree to help them live?

  21. Presenting your findings: (Creating, Communicating) You may choose to present your findings Digitally: -Presentation, -Prezi, -Documentary -You Tube Clip -Movie - Comic strip -Cartoon You may wish to present your findings Visually: -poster, -booklet, -chart -mobile -fact box -3D - flip chart, -fold out book -photostory -board game -brochure -newspaper You may wish to present your findings Orally: -play -speech with props -song/rap Remember: 1. All ideas must be in your own words 2. Research needs to answer the questions that you have posed 3. Include a bibliography of where you got the research from

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