Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
This lesson will introduce the learners to the human and physical characteristics of desert regions around the world. It will include plants and animals that inhabit those deserts and how people living in desert regions use resources wisely.
Duration:
One 30 – 45 minutes class period
Objectives:
The learner will:
- identify three major desert regions around the world.
- describe general human and physical characteristics of deserts.
- give examples of animals and vegetation particular to deserts.
- identify how the people that live in desert regions conserve water and other resources.
- learners will describe how working to take care of the land is an act of philanthropy.
Materials:
- A variety of cacti. (Note: Try to get at least one with a bloom. These can be found at most garden centers in the house plant sections. Remind learners not to handle plants with needles. If live plants can’t be obtained, post some pictures of different cacti for the learners to see.)
- Container of sand
- Container of rocks
- Ice or representation of ice
- Any other relative material that you might have that would represent physical characteristics of a desert.
- Chart paper for recording observations about the plants and other items on display. Chart paper will also be used for creating the two question charts.
- Picture book: Cactus Desert (One Small Square) by Donald M. Silver and Patricia Wynne.
Teacher Note: While this is a 4-9 year old reading level, learners will enjoy having the book read to them. - Several different color markers for recording information on charts.
- A copy of Attachment One: Desert Vocabulary List or a representative vocabulary list.
Instructional Procedure(s):
Anticipatory Set:
At the beginning of the class period place several cacti, a container of sand, a container of rocks, and ice or ice representation on a desk or table in front of the students. Allow the learners to make some observations about the items on the table. Record their observations about what these items have in common, or how they might be related, on the chart paper and keep for future reference. You want to guide them to the idea that these things are found in a desert.
- Label a sheet of chart paper with the question “What do we know about deserts?” Record learners’ responses. Some responses might include: hot, dry, not many plants, cacti, snakes, ice.
- Label a second sheet of chart paper with the question: “What do we want to know about deserts?” Record learners’ responses. Some responses might include: What kinds of animals live in a desert? How hot does it get? Does it get cold? What animal life is in the desert? What do the animals eat? Do people live there? How much water is in the desert?
- Read the book Cactus Desert (One Small Square). Discuss the story and concepts found in the book. Ask the learners what new information they want to add to the two charts. Guide them to the idea that the people living in the desert regions need to act responsibly to protect the limited resources. They should be good stewards of the Earth. (Define and discuss “stewardship” as needed.) Remind them that physical characteristics are things that are not human made and human characteristics are things that are human made. Record any new information in a second color on the chart.
- Point out that deserts are located on all continents including the Polar Regions of northern Europe and North America, and the continent of Antarctica. These regions are considered deserts because they get less than ten inches (25cm) of precipitation a year. (For more desert information see: Principal Deserts in the World at http://www.factmonster.com/ipka/A0778851.html)
- Create a “Word Wall” (chart) of some of the vocabulary discussed in the book. (See Attachment One: Desert Vocabulary List for a list of some of the words.) Keep this list posted and add to it in future lessons.
Assessment:
Ask the learners to write two short paragraphs (3-4 paragraphs for older learners) on what they have learned about the human and physical characteristics of deserts. Remind learners to use a proper paragraph writing style that the teacher/school supports. Tell the learners to include at least three kinds of animals that live in the desert, three kinds of plants that live in the desert. (See Attachment Two: Rubric for Writing Activity)
Teacher Note: This writing assignment may be done as a homework assignment.
School/Home Connection:
Ask learners to talk to their families or other adults about deserts. Ask learners to share the writing assignment with members of their families or other adults.
Cross-Curriculum Extensions:
Learners may study any one of the deserts further and create a poster or write a short informational paper.
Bibliographical References:
- Silver, Donald M and Wynne, Patricia. Cactus Desert (One Small Square). McGraw-Hill; 1st edition (September 1997) ISBN: 0070579342
- Principal Deserts in the World http://www.factmonster.com/ipka/A0778851.html
Lesson Developed By:
Clare FriendCurriculum Consultant
Learning to Give
Handouts:
Handout 1Print Handout 1
Desert Vocabulary List
Region – a large land area that has particular geographic, political, or cultural characteristics that distinguish it from others, whether existing within one country or extending over several
Biome – a large region of the world that has similar living conditions for plants and animals. Biomes contain specific kinds of plant and animal life. : Desert; tropical rain forest
Climate – An environment’s average weather or the regular variations in weather in a region over a period of years.
Drought – the absence of water for a long period of time.
Adaptations - the ability of living things to change in order to survive certain living conditions of their habitat
Aquifer - a layer of permeable rock, sand, or gravel through which groundwater flows, containing enough water to supply wells and springs
Precipitation – moisture in the atmosphere that falls to the ground in the form of rain, snow or hail
Desert - an area of land, usually in very hot climates, that consists only of sand, gravel, or rock with little or no vegetation, no permanent bodies of water, and erratic rainfall
Stewardship - The conducting, supervising, or managing of something; especially: the careful and responsible management of something entrusted to one's care, stewardship of our natural resources The position or work of a steward.
Handout 2Print Handout 2
Rubric for Writing Assignment
| Paragraph | Points |
| Paragraphs are written in correct paragraph format and includes three animals, three types of plant life, and three human characteristics of deserts | 4 |
| Essay is written in correct paragraph format and includes two animals, two types of plant life, and two human characteristics of deserts | 3 |
| Essay is written in basic paragraph format but names only one or two of the required characteristics. | 2 |
| Essay is not written in correct paragraph format and names only one or two of the required characteristics. | 1 |
| Essay is not written in correct paragraph form and does not include of the characteristics | 0 |
Note: This is designed as a suggestion. Teacher should adapt it to suit their needs and the needs of the learners.
Unit Contents:
Overview:Sand, Sand, Everywhere Sand Summary
Lessons:
- 1.
- Into the Desert
- 2.
- Where in the World is the Desert?
- 3.
- People of the Desert
- 4.
- Stewards of the Sand
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