OBJECTIVES
1. Understand relationships between seeds and insects.
2. Calculate percentage, collect data, and report information
in a graph.
3. Understand the varieties of animals dependent on the oak tree.
4. Identify arthropods, worms, and other creatures that live in
acorns.
Grades: 4-6
Materials:
100 acorns gathered in the fall
Graph paper, pencils
Copies of June 1989 NATIONAL GEOGRAPHIC, "Life in a Nutshell"
Hammers-one per group
Magnifying glass-one per group
Baggies-5 per group
decay litter larvae parasites community moth sprouting ecosystem decompose compost predators
Procedure:
Note: Copies of the June 1989 National Geographic should be made
available for students to read and study.
1. Students or teacher should collect
100 acorns per class. Not all acorns should be new and fresh.
They should also be collected from under leaves and debris. Stress
that should acorns be taken from an area their removal will harm
the ecosystem, and they should be returned to the ecosystem when
the activity is finished.
2. Demonstrate for the students how to
use a hammer to open acorns. (pliers also work well) Demonstrate
how to examine an acorn.
3. Divide students into groups.
4. The groups should open and examine
their set of acorns. Students should categorize the acorns according
to the following conditions: (Show an example of each type of
acorn)
A. Fresh with no damage
B. Those with small holes
C. Those that are sprouting
D. Those in early decay
E. Those in advanced decay
5. Students should record the data in each category on graph paper. Show students how to figure simple percentage. The percentages should be recorded on the graph.
6. All acorns should be opened completely to search for all possible life forms. All life forms should be examined with a magnifying glass. All life forms should be listed and described.
7. One life form should be sketched by each student. The drawing should be labeled. Each student in the group should sketch a different life form. Each student should find out two facts about the sketched life form and write the facts on the back of the sketch. Students should graph the number of each life form they discover.
