Group Title: Environmental teaching plans
Title: The bur and the beast
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Permanent Link: http://ufdc.ufl.edu/CA01300920/00030
 Material Information
Title: The bur and the beast
Series Title: Environmental teaching plans
Physical Description: Archival
Language: English
Creator: St. Croix Environmental Education Team
Publisher: Division of Fish and Wildlife
Place of Publication: Frederiksted, VI
 Record Information
Bibliographic ID: CA01300920
Volume ID: VID00030
Source Institution: University of the Virgin Islands
Holding Location: University of the Virgin Islands
Rights Management: All rights reserved by the source institution and holding location.

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E.T. A LOCAL WAY OF LEARNING


THE BUR AND THE BEAST


Author:
Grade Level:


Concepts:
2.Ecosystem
3.Carrying capacity


Eulalie R. Rivera Elementary School Environmental Education Team


Disciplines:
1. Science
2.Social Studies
3.Language Arts
4. Art


Objective:


Through the experience, students will demonstrate how they become carriers for dispersing seed burs,
understanding then that in a natural area, animals perform the same function.

Rationale:

Nature has a way of getting things done. Some plants have burs, containing their seed, and depend on a
carrier to spread that seed for reproduction. They, in other words, are dependent on something or somebody
else in order to sustain the species. Can you see a relationship between this and people being dependent on
others? Think about it.

Materials Needed:

Students are grouped into teams of 4-5; team leader. Each team should have the
Following:


1.A plastic or paper bag
2.A hand lens.
3.A small container for soil
4.A large piece of white paper (20" x 30" or so)
5.Each member of team might have the same type of clothing fabric (optional--to see which attracts the most
burs)

Pre-Trip Activity:

Discussion of:

Description and function of burs
Distribution role of animals, birds, people, wind
Kinds of fabrics to which burs stick well
Soil in which burs take root and grow


Title:








E. T. E-30

THE BUR AND THE BEAST

Directions/Activity:

In pre-designated areas, student teams should:

1. Walk, arm's length apart, in a circular path through the given area.
(5-10 minutes)

2. At some appropriate spot, team members can crawl, lay, roll, run, walk. (5-10 minutes)

3. Team members, individually or helping each other, pick off burs from their clothing and place in bag.

4. Each team obtains soil for the container from their general area.

5. Summary activity:

a) How many burs were collected by the team?
b) How many different kinds were there?
c) How many of each kind can you identify?

What Kind? Number
1)

2)

3)

4)

Additional Activities:

1. Each team may prepare a tagboard display by gluing on different species and describing them.

2. Planting burs.

a) Place gravel in bottom of container and add soil collected previously

b) Plant burs.

c) Water lightly occasionally.

d) When burs sprout, place in sunlight.

e) Record Germination time, and growth.

3. Review in class why some plants have burs and compare to other natural or human ways and needs.




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