PLANTS

Many people think of the desert as vast expanses of sand dunes without many . Yet, the des- ert actually has an impressive diversity of plants. For example, Lake Mead National Recreation Area has over eight hundred different kinds, some of which are found nowhere else in the world. PLANTS PLANTS arsh desert conditions, such as Looks Can Be or fibrous plants. They can take the H high temperatures, scarcity of worst the desert has to offer. Cacti store water, constant winds, and lack of soil Deceiving moisture in their spongy stems or root nutrients, make it difficult for many tissues during periods of rain, then use plants to exist. Plants have an additional he drought evaders are perennial it sparingly during times of drought. problem in that they cannot retreat or T plants that live for many years. They have been reduced to spines and escape from the sun as animals can. face high temperatures and drought the green cortex (stem) functions as the They have adapted to these problems in by maintaining life only. They in leaves, carrying out the process of pho- a variety of ways and with amazing suc- the spring then shed their leaves when tosynthesis. Other plants, such as the cat- cess. summer temperatures arrive. The plants claw acacia and the mesquite, have deep Desert plants can be divided accord- enter a state of dormancy until condi- and widespread root systems to capture ing to how they meet the conditions of tions improve. These plants may look all available moisture. surviving high temperatures and uncertain dead much of the year. The ocotillo is a Many drought resisters, such as the precipitation: drought escapers, drought good example. creosote bush, have tiny leaves and/or evaders, and drought resisters. coat their leaves with a waxy, resinous Spines Are Fine substance to reduce moisture loss. Fine, grey, downy hairs on leaves and stems he drought resisters include a of plants, such as the brittlebush, reflect Here Today, Gone T variety of shrubs and other woody Tomorrow the sun’s rays. These hairs also function he drought escapers are also known T as ephemerals. They are abundant and showy annuals. These are especially noticeable during the spring wildflower season. Water is not a problem for these plants, as the seeds do not germinate if there has not been adequate rainfall. The seeds lie dormant until specific condi- tions are met. The seed coats contain a germination inhibitor that dissolves with adequate rainfall and specific tempera- tures. Life for these plants is brief. The grow- ing season is short. Taking advantage of the two rainy seasons (summer storms and winter showers), they grow quickly, flower, and produce seeds for a new gen- eration. These lie dormant in soil the rest of the year escaping heat and drought. When the seeds have been produced, the withers and dies. The seeds fall to the ground, then are carried by wind, rain, or animals. They may wait years for the right conditions to germinate.

UNIT VI–2 UNIT VI–3 PLANTS PLANTS

like the spines on cacti to provide shade. Drought resisters survive throughout the GLOSSARY year and grow as conditions allow. adaptation — special tool for survival, mucilaginous — pertaining to or physical or behavioral characteristic secreting any of various gummy or Exotic Aliens that makes an organism more suited to gelatinous substances. its environment. ome plants found in the desert native species — a plant or animal S today, such as tamarisk (salt cedar) annual — a plant which completes its that evolved or was transported to the and tumbleweed (Russian thistle), do life cycle from seedling to mature plant area through natural means. in a single growing season and then not belong there. They were introduced perennial — a plant which persists in from other countries and are called dies. whole or in part from year to year and exotic, alien, or non-native species. The cactus — a plant with fleshy stems in more than one year. tamarisk was planted as a shade tree and branches and with scales or spines photosynthesis — the process by and to control wind and erosion. It came instead of leaves. originally from the Mediterranean area which green plants convert carbon and can tolerate salty soils. It grows well community — the plants, animals, dioxide and water into simple sugar. in sandy, moist soils and has invaded and other living things that live in Chlorophyll and sunlight are essential riverbanks and natural springs, compet- an area and are dependent upon one to the series of complex chemical ing with native species for precious water another. reactions involved. sources. ephemeral — lasting a very short species — a genetically and adaptively time, short-lived. unique plant or animal able to reproduce itself and to evolve. Activity 1 exotic species — non-native, something that did not exist in the area spine — a pointed, more or less rigid, Join The Club before humans brought it from another deep-seated emergence from a plant. A OBJECTIVE: Identify three common place. spine is a modified . A thorn differs in having vascular tissue, like a branch. plants of the Mojave Desert. List three mortar — a bowl-shaped receptacle adaptations plants have developed in in which substances are pounded to a wash — the bed of an intermittent order to survive in the desert. powder or paste. stream. MATERIALS: Clipboards, map of the located. Ask them if they live in the des- Give each group a clipboard, paper, and United States, paper, pencils, props: ert? What would they need to take if they a pencil. Assign a “secretary” for each canteen, several white shirts, several were going to walk through the desert for group. wide-brimmed hats or sun-visors, suntan a day. This would include light-colored 4. Distribute one prop (see list of lotion. clothing with long sleeves and long pants materials) to each group that represents SUBJECTS: Art, science. to protect them from the sun and cacti. a particular adaptation. Students will Other items would be suntan lotion, sun- search to find members of their “club.” SKILLS: Comparison, drawing, observa- glasses, water, and lunch. Discuss other tion, public speaking, small group work. ideas the children may have. Suntan Lotion Lovers — Many plants limit what moisture they can lose METHOD: We can leave the desert when the day through evaporation by covering their 1. Find an outside area near your is over. When it’s hot we go to our air- leaves or pads with a waxy coating. This school that has several different kinds of conditioned homes. Plants can’t leave, works much the same as suntan lotion desert plants. This could also be done on so they have developed survival tools. in protecting us from “drying out” in the a field trip to a wild desert area. Did you know that plants make their own sun. Desert plants also have very small 2. Discuss with students briefly what shade? Plants make their own suntan or no leaves (may have spines instead) a desert is. (A region that is hot, dry, lotion. Plants can store water and reflect in order to reduce surfaces exposed to windy, has rocky soils, etc.) Display the sun’s heat. the sun. Give students in this group a a map of the United States, and show 3. Divide students into four groups. bottle of suntan lotion. students where the Mojave Desert is

UNIT VI–2 UNIT VI–3 PLANTS PLANTS

White Shirt Specials — Since light shelter, oxygen, etc. Also include ways it. Topics to research might include ways colors work to reflect the sun’s rays, animals need that plant — food, shelter, that plant survives in the desert; what some plants “wear” light colors to keep moisture. particular community it lives in (desert cool and, in doing so, retain more mois- wash, cliff, spring); human uses of it for 7. Ask students ways they can help ture. Many desert plants have white food, medicine, clothing, etc.; and ways protect plants — not littering, not pick- leaves or hairy surfaces that work just other animals use it. The information on ing, not stepping on or driving over. as a white shirt to reflect the sun’s rays. plant uses following this activity can be Consider creating a desert garden on the Give students in this group white shirts shared with students. Display pictures of school grounds. Sometimes desert plants to wear. each plant with a description about it on can be obtained from areas that are a classroom bulletin board. Make-Your-Own-Shade Club — If a planned for development with permis- plant can be kept cool, it will lose less sion from the landowner. water through evaporation. Many plants EXTENDING THE EXPERIENCE: are able to keep themselves somewhat Ask each student to choose a plant cooler than the surrounding air tempera- that they think is interesting and do a ture by “making their own shade.” Spines research project to find out more about on cacti and leaves on trees create shade for those plants. Large plants are able to shade the ground over their root system, which allows for more moisture to be Uses Of Plants held within the ground and to be used Beavertail cactus — The young by the roots. Give children in this group Joshua tree — Birds, lizards, pads and fruits are still used as a food sun-visors or hats to wear. packrats, and other animals use the source. Pads are gathered in the spring Joshua tree for food, shelter, and nest- Canteen Kids — Some plants are able when most tender and boiled for building materials. Native Americans to store large amounts of water in their twenty minutes. The outer skin with used the smallest roots (red) for thick leaves or stems. Members of this all the spines is removed. Pads are cut patterns in their baskets. group are called succulents. Cacti are a into strips and stored in water. Fruits Mesquite — Native Americans used good example of this group. After water are used to make jam. the seed pods as an important food is taken up by the roots (which are gen- Brittlebush — Early Catholic priests source. The seeds were ground into erally short in order to quickly absorb burned the dried leaves for incense. flour and made into gruel or bread. surface water after a shower), it is then Native Americans chewed the gum The trunk was used to make mortars chemically changed by the cactus into exuded from the stems and heated and furniture. The sap was used as a a mucilaginous substance. It does not the gum to smear it on their bodies to snack, for glue, and as an ointment for evaporate as quickly as the watery sap relieve pain. wounds. found in large-leafed plants. This mois- ture is stored in the stem. Give this group Creosote bush — Over thirteen Mojave yucca — Leaves were a canteen. different kinds of insects make pounded in water to release the fiber this bush their home, including and worked into cordage for ropes, 5. Ask the students to search for the several species of grasshoppers and nets, hats, and shoes. Thousand- next fifteen or twenty minutes. Use clip- crickets that live only on this plant. year-old sandals made of yucca boards and pencils to record findings. Native Americans used the plant to strands have been found in primitive Students can draw a simple sketch of the treat a wide range of ailments from dwellings. Seeds were ground plant. Each group should try to find at rheumatism to wounds and burns. A into flour. Roots were cleaned and least six members of their “club.” tea was made from the leaves to cure pounded into a soup called “amole.” 6. Gather the groups together and go colds and infections. Lac, the resinous on a “tour” to look at the best example incrustation on the branches, was used from each group. (Have the students by Native Americans to mend pottery choose this plant.) Discuss ways we need and attach arrow points to shafts. that plant — for food, water, medicine,

UNIT VI–4 UNIT VI–5 PLANTS PLANTS

Activity 2 plant on an index card. On a second METHOD: card have them write three or four 1. Find slides or pictures of many of My Favorite Plant descriptive sentences about their plant. the plants listed in the Fun Facts box. OBJECTIVE: Use creative expression in Go back outside and attach the name Divide them according to size — belly describing the environment. cards to each plant. Give a descrip- flowers, below your knees, etc. Share the tion card to each group and have them slides or pictures with your students. MATERIALS: Clipboards, index cards, try to find the matching plant. Switch 2. Find an outside area near your paper, pencils. cards between groups and repeat. school that has several kinds of desert These cards could also be used in the SUBJECTS: Art, language arts, science. plants. This could also be done on a field classroom to play a game of “concentra- trip. SKILLS: Description, discussion, listen- tion.” Spread cards on a flat surface face ing, observation, public speaking, read- down. Turn over two at a time to try to 3. Split the class into small groups. ing, writing. match the description with the name. In addition to each student having a METHOD: clipboard and copy of the activity page, give each group a plant field guide. Have 1. Go outside to a desert area and have each student or group of two or them look at the field guides, and explain three students sit by a plant that they how they can be used to identify plants. think is interesting. Each student should 4. Using the activity page (and the examine the plant closely, describe it on field guides, if possible), challenge the paper, and think of a name for the plant students to identify as many plants as based on its description. True names they can. Remind them of the size cat- are not important. Especially note any egories as an aid in identification. unusual characteristics the plant may have. Look also for signs of ways animals 5. After getting the group back togeth- use that plant — holes around roots, er, list all the plants found. Did they find insects that live on it, etc. Have students plants that are not on the activity page? look for ways their plant is adapted to 6. In what size categories are most the desert. When everyone is finished, desert plants? Compare desert plant have each student or group “introduce” sizes with those of a different area, such their plant to the rest of the class and tell Globe mallow as a dense forest. Are the sizes different? what they have discovered about it. Why? 2. Have each student or group write EXTENDING THE EXPERIENCE: a poem about their plant. A simple form Choose plants from the Fun Facts box to use is this version of a cinquain, a to list on the board. Have each student five-lined stanza. On the first line name pick a plant to draw and describe, similar your plant. On the second line write two Activity 3 to what is done in a field guide. Using descriptive words about it. On the third the size categories in the Fun Facts box, line write three action words about it. On Be A Botanist arrange the pictures and descriptions the fourth line describe its relationship OBJECTIVE: Identify three common into a plant field guide. Loan your book to the environment in four or five words. plants of the Mojave Desert. to other classes to help them identify On the fifth line sum up your feelings desert plants near the school. MATERIALS: Clipboards, crayons, about the plant in one word. Discovery Activity Page #1, plant field EXTENDING THE EXPERIENCE: Do guides, slide projector, slides or pictures research on each plant to find out its of desert plants. common and scientific names. Are either SUBJECTS: Art, language arts, science. of these names based on a description of the plant? Have each group write the SKILLS: Comparison, drawing, observa- common and scientific names of their tion, small group work, writing.

UNIT VI–4 UNIT VI–5 PLANTS Fun Facts — SOME PLANTS OF THE MOJAVE DESERT Note: Some of the desert plants listed below are in the drawing on the opposite page. Locations are given below.

COMMON NAME SCIENTIFIC NAME COMMON NAME SCIENTIFIC NAME

BELLY FLOWERS OVER YOUR HEAD Desert star Monoptilon belliodes Blue palo verde Cericidium floridum Desert heron’s bill Erodium texanum fan palm Washingtonia filifera (Filaree) (top row, 2nd from left) Monkeyflower Mimulus spp. Catclaw acacia Acacia greggii Purple mat Nama demissum Cottonwood Populus fremontii (top row, 1st from left) BELOW YOUR KNEES Creosote bush Larrea tridentata Chia Salvia columbariae (top row, 5th from left) (bottom row, 3rd from left) Desert willow Chilopsis linearis Desert dandelion Malacothrix californica Joshua tree Yucca brevifolia (bottom row, 5th from left) (top row, 3rd from left) Desert five-spot rotundifolia Mesquite Prosopis glandulosa Desert gold poppy Eschscholzia glyptosperma Mojave yucca Yucca schidigera Desert mallow Sphaeralcea ambigua (top row, 6th from left) Desert paintbrush Castilleja angustifolia Ocotillo Fouquieria splendens Forget-me-not Cryptantha spp. (top row, 4th from left) Gilia Gilia spp. Pincushion Chaenactis spp. CACTI Prickly poppy Argemone munita Barrel Ferocactus cylindraceus lecontei (Cowboy’s fried egg) (bottom row, 2nd from left) Sun cup Camissonia brevipes Beavertail Opuntia basilaris (bottom row, 4th from left) BELOW YOUR WAIST Fish-hook Mammillaria tetrancistra Bladderpod Isomeris arborea Golden cholla Opuntia echinocarpa Brittlebush Encelia farinosa (Silver cholla) Burrobush Ambrosia dumosa Mohave mound Echinocereus triglochidiatus- Cheesebush Hymenoclea salsola Mojave prickly pear Opuntia phaeacantha Desert Trumpet Eriogonum inflatum Pencil cholla Opuntia ramosissima (bottom row, 6th from left) (bottom row, 1st from left) ephedra Ephedra nevadensis Teddy-bear cholla Opuntia bigelovii (Mormon tea) Paper-bag bush Salazaria mexicana Rabbitbrush Chrysothamnus spp. Sweetbush juncea (Chuckwalla’s delight)

UNIT VI–6 PLANTS Discovery Activity Page #1

PLANTS How many of these desert plants do you know? you do plants desert these of many How

UNIT VI–6 PLANTS