How do Plants and Animals Depend on Each Other



	How do Plants and Animals Depend on Each Other? Cindy Fry, Sandy Kelnhofer, Barbara Quintasket Paschal Sherman Indian School, Omak, Washington
	Summary Students discover the interdependence of plants and animals in the forests of the Colville Reservation. Grade level Kindergarten Time required Two 60-minute periods, plus two fieldtrips Materials Pine tree seedlings from the Tribal Greenhouse Variety of indigenous plants samples Magnifying glasses Science journal or paper Butcher paper Pictures of indigenous plants and animals Goals By completing this lesson, students will examine some of the indigenous forest plants and animals of the Colville Reservation, learn how plants and animals depend on each other, create a mural of an interdependent forest and develop inquiry process skills. Science standards addressed National Science Standards Abilities necessary to do scientific inquiry. Science as a human endeavor Organisms and environments Changes in environments Systems, order and organization American Indian Science Standards An awareness that observations and understandings of nature and ecological relationships traditionally formed an essential base of knowledge among American Indian cultures Various forms of scientific and technological work currently engaged in by American Indian men and woman and in what ways their fields require the process of problem identification, design and solution Local challenges in medicine and environmental protection and how traditional Indian knowledge, practices and philosophies have been and continue to be called upon for solutions Teacher tips Contact the Tribal Greenhouse prior to starting this lesson to arrange a time for the students to visit, and to request pine seedlings. Coordinate with Colville Tribal Fish and Wildlife to determine an area on the Reservation where the students could plant their pine trees, and to ask them to accompany your class on a fieldtrip to the site. Distribute the indigenous plant and animal pictures in proportion to what will be needed to create the forest mural. Ask an elder to visit your class who can talk about the ways that Colville people traditionally lived in harmony with Nature, using natural resources with the interdependent relationships in mind. Background information Much of the Colville Reservation is forested. As in other ecosystems, the organisms that live in the forest compose a web of interdependent relationships. The people of the Colville Bands have long understood these relationships and lived their traditional lifestyle in harmony with them. Procedure Engagement Ask students about experiences, such as camping, that they have had in the woods. Post pictures of plants and animals that the students observed in the woods on a chart. Discuss the relationships between organisms. Invite an elder to talk with the class about the knowledge that Colville people have of the harmony of Nature and how it was applied in traditional and contemporary lifestyles. Exploration Provide magnifying glasses and a variety of indigenous plants for students to examine, such as succulents, vines, and evergreens. Ask students to draw their plant observations. Explanation Facilitate a discussion about what kinds of animals would eat or use each kind of plant. Use the word “interdependence” in context. Using familiar scenarios, ask students to predict interdependent relationships. What would happen to the birds living in an area if a fire removed all the trees from the area? What would happen to osprey living near a lake if the fish in the lake all died? What would happen to the bees in an area if all the flowers died? Place the posted pictures of interdependent species next to each other on the chart as they are discussed. Elaboration Tour the Tribal Greenhouse. Ask the greenhouse specialist to talk about the importance of the plants grown there to the forest ecosystems of the reservation. At the end of that tour, each student will receive a pine seedling. Invite a tribal wildlife biologist to go on a fieldtrip with your students to plant their tree seedlings at a recommended site. Conduct a discussion about the interdependent relationships students observe there with the biologist. Evaluation Have students color and cut out the pictures of the indigenous animals and plants, then instruct them to use their pictures to create a classroom mural of an interdependent forest. Ask students to explain the interdependent relationships depicted. Resources Books Shreiber, A., & Pinkney, D. (1994). Log hotel. Scholastic Trade. Sherrow, V., & Davis, A., (1994). Chipmunk at Hollow Tree Lane. Washington, D.C.: Smithosonian’s Backyard. Web sites Kindergarden – A child’s web page filled with information and activities about plants. http://aggie-horticulture.tamu.edu/kindergarden/Fun/Funpage.htm Trees are Terrific – A tutorial on trees for the primary grades www.sciencenetlinks.com/lessons.cfm?BenchmarkID=5&DocID=80