Grades K-2
Overview:
Contemporary curricula strongly emphasize the study of tropical rainforests. However, much of Earth's
tropics consists of less familiar habitats such as tropical dry forests, tropical deciduous forests, and spiny
desert, all of which differ markedly from the tropical rain forests. Mark Olson, a National Geographic
Emerging Explorer , is a botanist whose research is focused on the endangered vegetation of the world's
dry tropical habitats.
In this lesson, students will learn about how and why Olson studies plants. Students will compare a
situation in which farmers unknowingly destroyed a plant species with the conservation themes outlined in
Dr. Seuss's The Lorax , and then summarize the Seuss work through illustration.
Connections to the Curriculum:
Geography, social studies, science
Connections to the National Geography Standards:
Standard 6: "How culture and experience influence people's perceptions of places and regions"
Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"
Standard 14: "How human actions modify the physical environment"
Time:
One to two hours
Materials Required:
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Computer with Internet access
Poster board, crayons, markers, and other art materials
[Note: Teachers will need to read National Geographic News: Scaring Up "Ghost Plants" in Mexico prior
to teaching the lesson in order to be able to describe for students the inadvertent destruction of the
slipper spurge plant by farmers cultivating their crops.]
Objectives:
Students will
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learn about the life and work of Mark Olson;
explain how Olson's cultural and life experiences influence his perceptions of plants and plant
study; and
identify the ways in which people's experiences and priorities affect their view of conservation
efforts.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
Suggested
Opening:
Procedure
Bring a plant to school, and tell students to imagine that this is the last existing specimen of this plant on
Earth. Ask students for their reactions to your statement, and record their responses on the board. When
everyone wishing to share their thoughts has done so, initiate a discussion of students' reactions. Tell
students that in this lesson they will learn about a National Geographic Emerging Explorer , Mark Olson,
and his work on the study and conservation of near-extinct plant species.
Development:
Introduce students to Mark Olson by having them watch a brief interview video .
Ask for students' reactions to the information they saw and heard about Olson. Does his career choice
sound like something they would like to do? Why or why not? Ask students to identify ways in which
Olson's early life, education, and experiences influenced his talents and his career choice.
Activity 1:
Describe for students the experience Mark Olson had in searching for slipper spurge, or Pedilanthus
tomentellus, in Scaring Up "Ghost Plants" in Mexico and the way in which it was inadvertently destroyed
by the farmers who pulled it up to plant their crops.
Ask students whether they think restrictions should have been placed on these farmers to prevent the
total loss of the species. Suggest to students that the farmers probably did not know that the plant they
were removing was near extinction; also point out that restrictions placed on local agricultural practices
might have led to reduced crop yields and to hunger for subsistence farmers and their families. Ask
students to consider the difficulty of weighing the plant's importance against the needs of local residents.
Activity 2:
Read aloud, or have students read, The Lorax by Dr. Seuss. [School or local libraries should have a copy
of this book. An online version is available at this site .]
Have students share their reactions to the story, and then ask them some discussion questions:
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What was the land like before the Once-ler came?
Why did the Once-ler chop down the first truffula tree? What happened when he sold his first
Thneed?
What did the Lorax mean when he said "I speak for the trees?"
Why did the Once-ler keep "biggering and biggering" his factory? What happened to the
animals when he did it?
How is this situation different from the farmers' experience with the slipper spurge?
What do you think he could have done differently while still increasing his business?
Do you think the Once-ler feels good about his decisions? Why or why not?
What does the Once-ler tell "you" you can do for the truffula trees and the animals that lived
in the forest?
Closing:
Have students make a poster or flyer that tells the story of the Lorax. Student work should include
information about the reasons the Once-ler wanted to build his factory, and ideas for how he might have
done so without doing so much damage to the truffula trees. [Students who are not writing yet may need
to ask you for assistance to include captions on their work.]
Suggested Student Assessment:
Ask each student to pretend he or she is the Lorax and write a letter to the Once-ler arguing against the
destruction of the truffula trees. Letters should reflect students' understanding of the importance of being
thoughtful when they make decisions. You may wish to have students who are not yet writing dictate their
letters to you and then illustrate them.
Extending the Lesson:
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Have students create an imaginary forest, and make up a story about someone who comes
to the forest to start a business. Have them imagine a way that person can create their
business without harming the forest and its inhabitants. Students can write their stories or
work in groups to create a play.
Related Links:
National Geographic Explorer Magazine: Quick FlicksEcosystems
National Geographic News: Scaring up "Ghost Plants" in Mexico
National Geographic: Emerging Explorers
Key Concepts
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Ecosystem Destruction
Tropical forest
Endangered Plant
Tropical Deciduous Forest
Plant Conservation
Habitat Destruction
conservation
Mark Olson
endangered species
Tropical Dry Forest
Tropical Ecosystem
extinction
Spiny Desert