Brief Description

Plants are used to encourage learning about geography.

Standards and Frameworks

Technology Standards

1T-E1. Communicate about technology using developmentally appropriate and accurate terminology.

3T-E2. Use a variety of technology tools for data collection and analysis

STANDARD 3: GEOGRAPHY1
Students analyze locations, regions, and spatial connections, recognizing the natural and
cultural processes that impact the way in which people and societies live and interact with
each other and their environment.

3SS-E4. Demonstrate understanding of the characteristics, purposes, and use
of geographic tools to locate and analyze information about people, places, and
environments.

Academic

The students will be able to utilize technology to discover facts about several plants.

The students will be able to categorize plants by their geographic region or orgin.

The students will create a map using the flower's orgin as a focus.

The students will be able to examine information on web sites and repot it to the class.

Using kid friendly search engines to research on the Internet.

Materials

A plant or several plants
Computer
Map of region
Colored pencils and black ink pen

Accommodations for Special Needs

Students work in pairs to research plants
Have a handout designed to organize resaerch
Pair reading of web sites

Procedures

1. Present the plant to the class.  I like to present it as a scientist just discovering the plant or a plant that I just bought and have no idea how to care for it.
2. Brainstorm  ideas to research about the plant origin, water needed, sunlight needed, medicinal purposes, what biome it is in, region, how it is grown, when it is grown, who grows it etc.
3. Either use the classroom computer, encyclopedia, plant books, or go to the computer lab and have the students research. (marthastewart.com has an online plant encyclopedia that may help students.)  This may take 30 minutes to an hour.
4. Discuss with the students the information that they found.  They should have found out where the plant is found. (among many other intesting facts)
5. After the research have the map ready for the students to complete.  The map should contain the region the plant is from.  An example would be to have a bamboo plant and have a map of Asia ready for the students to label.
6. Teach the students how to label a map with black felt thin tipped markers.  Countries in all caps, cities in lower case, capitals with a star, etc.
7. Either by using nationalgeographic.com or by atlas have the students label the map.  I like to have the students draw a picture of the plant on the exact origin of growth.
8. After the students have completed the map go over the map on the overhead for clarification.

• The students  keep a geo-plant portfolio that is checked weekly for a picture of the plant either drawn or printed off the computer, 10 facts recorded about the plant, and the map of the region completed.
• A quiz is given on the map of the week.
• Students should show an idea of other plants that are from the area.

Teacher Name: Susie Gilbertson
Site: Harelson
Date Submitted: November 7, 2001