52 InTouch June 2012

Cúrsaí Teagaisc

Fócas ar bhláthanna fiáine – Mí an MheithimhPaddy Madden continues his series of SESE tips

Corn marigold– Compositae family

Background informationThe study of wildflowers in Junecan engage children in workingscientifically. The following skillswill be utilised: questioning,observing, investigating, estimatingand measuring, analysing, recordingand communicating. Most importantof all, however, they will beworking outdoors. Outdoor learningwill be remembered long after thetextbooks are closed.

Key areas to study• Classification• Parts of a flower• Habitat• Distribution• Reproduction• Value to wildlife• Adaptation• Preserving specimens• Propagation• Threats

Active learningIn the junior classes use hoops to focus thechildren’s attention on small areas around theschool grounds. Compare the plants found inthe middle of a grassy field to those found un-der a hedge or in a wooded area for example.

In the senior classes use quadrats or linetransects to record plants in different habitats.A quadrat is a 1 metre square wooden framefor sampling different areas; a line transect is apiece of string or rope 5 metres long with knotsevery 50 cm. e latter is tied between 2 sticksin the habitat under investigation and the plantclosest to the knot is recorded.

Children enjoy collecting flower specimensand their leaves. For this activity you will need:clipboard for each child (old election postersmade from corruboard are ideal; use clothes’pegs to attach the A4 paper to the boards);masking tape or sticky labels to attach speci-mens (the children tear small strips from thelabel); pencils; 2 plywood boards 33cmx43 cm,newspapers and 2 belts to press the specimens(place 4 sheets of newspaper on the board andplace 2 A4 sheets with specimens on top ofthem. Place 4 more sheets on top of these.Continue like this until all the specimens are inplace. Place another board on top and tie withthe 2 belts. Leave in a warm place. Change the

newspaper after 3 days. e specimens shouldbe dry in about a week. Some teachers like toput alternate layers of corrugated cardboardand newspaper between the boards. ismethod allows air to circulate to prevent thespecimens from going mouldy. N.B Only collect common plants.

To make a distribution map mark off an areawith string and measure the length and width.Draw a rectangle on an A4 sheet and write inthe measurements along the sides. Mark in thetrees first. en mark in where groups ofplants can be seen. Use symbols for the plantsand trees e.g. circles for the latter. Design a keyto explain the symbols.

Activity Pack: Usborne Spotter Cards, 50Wild Flowers to Spot www.usborne.com

Active learning

zoom in on wildflowers

Equipment forspecimen collecting

Flower press

Lady's Smock – Cruciferaefamily

InTouch June 2012 53

Teaching Matters

Primroses– Primrose family

Useful websiteswww.naturedetectives.org.ukIdentification cards and games.

Useful books

l Go Wild at School (3rd Ed. 2011) byPaddy Madden. Shows how to makewildflower meadows and whichflowers are beneficial for bees, butterflies and hoverflies.

l e Wild Flowers of Ireland by De-clan Doogue and Carsten Krieger(Gill and Macmillan, Dublin, 2010).

l e Wildflowers of Offaly by JohnFeehan (Offaly County Council,2009)

l Wild ings at School by Eanna NíLamhna (Meath County Council,Navan, 2009).

Classification Children should be made aware that flowers are di-vided into families. They could examine the followingones:1. Labiatae – Flowers in this family have square

stems and irregular flowers with a lip. Leaves arearranged in pairs. Examples: RedDeadnettle, White Deadnettle,Bugle, Self-Heal, Hedge Woundwort.

2. Compositae – Flowers arecomposite. The heads are made upof tiny flowers or florets. Examples:Daisy, Dandelion, Ragwort, CornMarigold, Thistle.

3. Cruciferae – The 4 petals spread outlike a Maltese cross. Examples:Shepherd’s Purse, Lady’s Smock,Charlock, Hedge Garlic, Watercress.

4. Umbelliferae – Flowers grow instalks from the top of the stem likean umbrella. Examples: Cow Parsley,Hogweed, Pignut, Wild Carrot, Ground Elder.

5. Leguminosae – Flowers look like butterflies.They have one large petal called the standard andtwo side-petals called the wings. Two more petalsin the front are covered by the wings and form a

keel. Examples: Gorse, Birdsfoot-trefoil, RedClover, Common Vetch, White clover.

Parts of a flowerChildren should be taught to recognise the carpel, stamens, petals, and sepals. It is a good idea to buy

some large plastic lilies to demonstrate thefunctions of each. Yellow pollen from a sta-men must fall on the top part of the carpelbefore a seed can develop. The stigma issticky in order to hold on to the pollen. Theflower must rely on messengers to bringpollen to another flower. They employ in-sects to do this. The petals attract the in-sects. Some have bee guide-lines on them todirect them to the base of the petals wherethe flower holds the “bribe”-nectar. Pollenbrushes onto the insect from the stamenwhen it is foraging.

Literacy Stamen: Male part composed of filament and

anther.Carpel: Female part composed of stigma, style and

ovary.Sepal : Outer part of flower. It is usually green.

Paddy Madden lectures onSESE in Coláiste Mhuire,Marino Institute of Education.He is a Heritage in Schoolspecialist-see www.into.ie. Hislatest book, the third reprint of

Go Wild at School is available now for €15plus €2.50 p&p. To purchase contactpaddy.madden@mie.ie. He is also the authorof e School Garden – What to do andwhen to do it. is is available from thesame email address for €10 plus €2 p&p.

Foxglove

Pressing flowers

Strand Units covered this monthEnvironmental awareness, caring for theenvironment, plant and animal life, the localnatural environment.

Purple Loosestrife

Lords and Ladies