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THE LIVING DESERT
MASTER TEACHER Larry
Manshot
GRADES 1 - 2
OVERVIEW
The video series READING RAINBOW has developed an episode on the
Sonoran Desert in Arizona. The host, LeVar Burton, makes learning
about this geographical area very easy for children to understand. This
video lesson provides students with an understanding that a desert is not dead
but alive with many wonderful living things. Students will learn that even
though a desert may seem inhospitable, plants and animals have learned to adapt
to the hardships of the desert. Water, the source of life in the desert,
is a major theme emphasized throughout the video. Hands on activities will
provide an extension of the lesson by allowing students to use skills learned in
mathematics. Reinforcement and application of graphing skills will make
learning about desert animals more exciting and fun.
ITV SERIES
Reading Rainbow #62 Desert Giant, The World
of the Saguaro Cactus
Windows on Science (Optical Data
Corporation Laser Disc) Grade One
LEARNING OBJECTIVES
The student should be able to:
*define the word desert
*identify plants and animals that live in the desert
*explain how plants and animals have adapted to living in the
desert
*organize desert animals into their classes (mammals, reptiles,
birds, etc.)on a branching diagram
*make a table of the number of desert animals in each class and
graph data from table
MATERIALS
(per student)
pencil
crayons
scissors
glue
bookletsheets
(per teacher)
laser disc player
classroom map of the U.S.A.
chalkboard
class tablet or posterboard with chalk and/or writing pens
(per group)
1 cactus leaf
1 paper plate and 1 plastic cutting knife
scale for measuring weight
VOCABULARY
desert
survive
adapt
water
cactus
cacti
nocturnal
PREVIEWING ACTIVITY
Begin the lesson with the "Windows on Science"
laser disc. Go to frame #30956 and a picture of a desert will appear.
Ask the students, "Where do you think this picture was taken?"
(Desert.) Continue the discussion by asking, "What do you think a
desert is like?" Brainstorm with students what a desert is like
and write their responses on the chalkboard, class tablet or poster board.
Tell students, "Let's find out what a desert is in the
illustrated glossary of the laser disc." Go to frame #48976 and the
word, desert, appears on the screen. Write the word "desert" on
the chalkboard, class tablet or poster board. Go to frame #48978 and the
definition of desert appears on screen. Ask students to read the
definition and discuss its content. Ask students to look up the word,
desert, in a dictionary and discuss the definition. Compare the
definitions found in the illustrated glossary and in the dictionaries.
Develop a simple definition for the word, desert.
In the laser disc go to frame #30959. A desert scene
with cactus will appear on the screen. Ask, "Is a desert alive or
dead?" (Alive.) Emphasize the point that a desert is alive, but you
have look very closely.
Note: If you are unable to use the "Windows on
Science" laser disc, you may use a picture or poster of a desert.
Follow the above suggestions as it relates to your picture/poster.
FOCUS FOR VIEWING
Say, "You are going to see a video that will help you
explore the desert." To give students a specific responsibility while
viewing say, "Watch the video closely and look for the different kinds of
plants and animals that live in the desert and the characteristics they possess
in order to survive in the desert."
VIEWING ACTIVITIES
Begin video after the words "Hosted by LeVar
Burton" appear. LeVar Burton is seen walking up an incline in the
desert. LeVar states that he is in the Sonoran Desert in Arizona. Pause
after he says, "...the most lush and green desert in the world."
Locate Arizona on a map of the U.S.A.
Resume video. LeVar will introduce the words,
survive and adapt. Pause after LeVar says, "...survive or
adapt to the desert." Ask students to find these words in the
dictionary and discuss their meaning. Develop a class definition for these words
and teacher will write words on chalkboard, class tablet or poster board.
Resume video. Video will show plants and animals
of the desert. Pause after the flowers are shown...purple flowers
are the last of the series. Ask students, "What living things did we
just see that live in the desert?" (Plants.) Resume video.
Various desert animals will be shown. Pause after the tortoise is shown.
Ask, "What living things did we just see that live in the desert?"
(Animals.) Discuss that there are plants and animals that live in the desert
even though it seems impossible to survive.
Resume video. LeVar will explain how much rain
the desert gets in a year. Pause after LeVar mentions the amount of
rain that falls in the desert. Discuss the amount of rain and compare it
with the average rainfall for the area the students live in. Compare
the amounts and find the difference by writing a number sentence.
Resume video. LeVar will discuss what one should
have and wear when visiting the desert. Pause after LeVar says,
"...it sort of air-conditions you in the heat." Discuss with
students why water and certain clothing are important in the desert.
Emphasize that humans can survive in the desert with water and certain clothing
to stay cool. Write the word "water" on the chalkboard, class
tablet or poster board. Discuss this word.
Resume video. LeVar will now discuss the plants
found in the desert. He will first introduce the Saguaro
Cactus and other cacti. Pause after LeVar says, "...they are
experts on desert survival." Discuss age of the cactus (over 100
years old) and compare to students' ages. Use a number line for
comparison. Ask if the difference between ages is large or small.
Fast Forward video. You will skip the book that is
being read. Pause at the end of the book. The words
"The End" will appear on screen.
Resume video. LeVar will discuss how the Saguaro
Cactus has adapted to the desert. Pause after LeVar says,
"...cactus has water to live on all year long." Ask for the
three adaptations of the cactus (ability to expand for water storage, spines,
wax coating). Discuss the purpose of spines on the cactus.
Discuss the purpose of the wax coating on the cactus (to help the cactus to
retain water). Ask, "How does water get to the cactus?" (Through
the roots). Ask for the meaning of the word, twice. Ask students if
they could drink enough water to be twice as big and be able to live a
year without more water.
Resume video. LeVar will show other cacti of the
desert. Tell students to pay close attention since the action will move
very quickly. Ask students to count aloud the number of cacti LeVar
takes pictures of. Pause after different cacti are shown and LeVar
is standing in front of a cactus about his height. Pause when LeVar is
laughing Introduce the word "cacti". Write the words
"cactus" and "cacti" on the board, tablet or poster board.
Discuss the meaning of these words and how the plural for cactus is made without
adding the letter "s". Ask students to estimate height of
the cactus.
Resume video. The video will now show the
different desert animals that live in the desert. Some of the animals will
state how they have adapted to living in the desert. A jack rabbit will be
shown. Pause after the jack rabbit says, "...that keeps me
cool." Ask, "How has the jack rabbit adapted
to living in the desert?" (Its big ears help to give off heat and
keep it cool.)
Resume video. A kangaroo rat will appear. Pause
after kangaroo rat says, "...it quenches my thirst." Ask,
"Where does the kangaroo rat live and how does it get water?" (It
lives underground and gets water from seeds.)
Resume video. The video will show a lizard. Pause
after the lizard says, "...and I have to share it." Ask,
"How does a lizard keep cool?" (It stays in shade around rock ledges.)
Ask, "Why is it important that a lizard find a cool place?" (Reptiles
are cold-blooded animals.)
Resume video. The video will now show a javelina.
Pause after the javelina says, "...cactus fruit is a real
treat." Ask, "How does the javelina get its water?" (From
the water in the cactus.) Ask, "Why has the javelina chosen the
cactus to get its water?" (Cactus stores water inside.) Ask,
"Why do you think a javelina can eat a cactus while other animals
cannot?" (A javelina probably has a tough tongue so spines will not bother
it.)
Resume video. A roadrunner will now appear
on the screen. Pause after the roadrunner says, "...it's
lunchtime." Ask, "How does a roadrunner gets its water?"
(From the food it eats.)
Resume video. Video will show an owl followed by
a bird. Pause after the bird says, "...the view is
spectacular." Ask, "Why do you think these birds like to live
inside a cactus?" (The water in the cactus keeps it cool inside.)
Resume video. A bobcat and snake will be shown.
Pause after the snake says, "...to grip the desert floor."
Ask, "How do the bobcat and snake stay cool in the desert?" (They come
out at night when it is cool.) Introduce the word
"nocturnal" and write it on board, tablet or posterboard. Ask,
"Are the bobcat and the snake nocturnal animals?" (Yes.)
Resume video. A gila monster will appear on the
screen. Pause after the gila monster says, "...as we
head for home." Ask, "How does the gila monster get its
water?" (It stores water in its tail.) Ask, "How is
the gila monster similar to the Saguaro Cactus?" (Both store water for
future use.)
Discuss with students the different desert animals they saw
on the video. Make a web diagram showing the desert animals
the students remember from the video. Include in the diagram the
classes
of animals: mammals, reptiles, birds, etc. Write on
chalkboard, class tablet or posterboard.
Fast Forward and skip the sections on the desert snake
and the book review.
Resume when you see LeVar in the desert again. Resume
video. A segment will be showing the desert as it changes during the
four seasons. Continue to play without stopping through the four
seasons. Point out to the students the different seasons and the changes
that occur in the desert. Emphasize that the desert isn't always hot and dry.
Pause after LeVar has said, "...its transformations are truly
remarkable." Ask the students for the four seasons (Winter, Spring,
Summer, Fall).
Resume video. LeVar will appear on the screen
again. Pause after LeVar says, "I'm leaving the desert
just as I found it. Not taking out more than I brought in except for
what's inside here." Ask students what they think he meant by this
statement and discuss.
Stop video when music is finished.
POSTVIEWING ACTIVITIES
Pass out sheet called "The Desert", page 2, to
each student. Students will write their own definition of what a desert
is. Students will draw a desert scene in the space above the definition.
Pass out the sheet with the pictures of the plants, page 3,
to each student. Students will color only the pictures of the plants found
in the desert. Have students explain each of the plants they colored and
explain how the plants survive in the desert.
Pass out sheet with pictures of animals, page 4, to each
student. Students will cut out pictures of only the desert animals and
glue them onto the branching diagram sheet , page 5. Each picture should
be glued under the appropriate heading. Have students explain how
each of the desert animals survive living in the desert.
Pass out table and graph sheet, page 6, to each student.
Students will transfer data from branching diagram onto table using tallies.
Students will transfer data from table onto graph.
Pass out "The Living Desert" cover sheet and
students will color. Put together all sheets from lesson in numerical
order and make a booklet by stapling the pages.
Have students get in groups of 3 - 4 students.
Pass out a cactus leaf, a paper plate and a plastic knife to each group.
Allow time for groups to study the leaf. Discuss the shape and texture of
the cactus leaves. Have students weigh their leaves on a scale.
Record findings of each group on chalkboard, class tablet or posterboard.
Each group will cut open their leaf in two equal parts. Allow time for
students to study the inside of a cactus leaf. Each group will place their
leaves in the sun for 4 - 5 hours. Groups will get their leaves and weigh.
The leaves should weigh less because the water in the cactus evaporated.
Record findings of each group next to previous data and compare.
ACTION PLAN
Invite a biology instructor from the local college or university
to discuss desert animals. The instructor can demonstrate characteristics
of certain desert animals such as snakes, mice, insects, butterflies, etc.
Arrange a field trip to a place where animals are on display
such as a zoo, nature reserve, science museum and have students keep a list of
animals they saw that are found in the desert.
Plan a field trip to a nursery and look for how many kinds of
cacti are sold or ask a representative from a nursery to bring cacti to class
and describe each.
EXTENSIONS
Language Arts
Show a picture of a desert animal and have students write
adjectives describing the animal. Give each student a picture of a desert
animal and have the student write a short story about the animal.
Reading
On the Reading Rainbow video #62, play the book that was skipped
during the lesson, The Desert Giant The World of the Saguaro Cactus.
Discuss the book. Display other books about the desert, desert animals,
cactus, etc. and allow students to read at their leisure.
Also, students can find books at the school or local public library .
At an appointed time, students can go in front of the class and explain why
they enjoyed reading the book they chose.
Math
Find plastic models of desert animals such as snakes, lizards,
insects, etc. and have students measure the length of each animal.
Art
Using green tissue paper, the students can make cactus leaves
stuffing them with boxed facial tissue. Put all the leaves together to
form a cactus plant.
Health
Have someone cook cactus leaves and have students taste the
cooked cactus. You may want to have students taste cactus jelly, prickly
pear jelly or the prickly pear fruit.
THE LIVING DESERT
BY
_____________________
NAME:__________________
Page 2 (Obj. 1)
THE DESERT
Define the word, Desert.
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NAME:__________________
Page 3 (Obj. 2)
Plants of the Desert
Color only the plants below that are found in the desert.
NAME:__________________
Page 4 (Obj. 3)
NAME:__________________
Page 5 (Obj. 4)
Glue pictures of desert animals on the diagram below.
Animals of the Desert
Repriles
Mammals
Birds
NAME:__________________
Page 6 (Obj. 5)
Table of Classes of Desert Animals
Make tallies for each class of animals using data from
diagram.
Graph on Classes of Desert Animals
Reptiles Mammals
Birds
Updated: April 01, 2008
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