Moonflower: an Introduction to the City’s
Nightlife
Suggested Time: 45-60
minutes
Overview
Students will learn about nocturnal animals and plants, using the
mysterious and beautiful moonflower as an introduction to the vibrant
nightlife around them. After becoming more familiar with the types of
wildlife that coexist with humans, often at night, students will conduct
their own research project to learn more about a particular species.
Vocabulary
- Diurnal
-
Nocturnal
-
Ecosystem
-
Environment
-
Habitat
-
Urban
Objectives
- Students will learn about the difference between diurnal and nocturnal
flora and fauna.
-
Students will learn about the interdependence of organisms and how
they fulfill particular niches within ecosystems.
-
Students will discover more about wildlife that coexist with humans in
urban environments, with an emphasis on nocturnal species.
Next Generation Science
Standards
-
LS1.A-B. Structure and Function; Growth and Development of Organisms
-
LS2.A. Interdependent Relationships in Ecosystems
-
LS3.A-B. Inheritance of Traits; Variation of Traits
-
LS4.B. Natural Selection
-
LS4.D. Biodiversity and Humans
- PS1-6. Asking Questions; Planning and Carrying Out Investigations;
Obtaining, Evaluating, and Communicating Information
Required Project
Materials
- The Moonflower. H. Peter Loewer.
http://amzn.com/156145138X
-
Wild in the City . Jan Thornhill.
http://amzn.com/0871569108
-
Coyotes in the Crosswalk . D. Swanson.
http://amzn.com/1552851265
Multimedia Resources
Optional Multimedia
Resources
- City Lots, Living Things in Vacant Spots . P.S. Busch.
http://amzn.com/B000WFDZKK
Before the Lesson/ Background
Information
Homework from Previous
Session:
The Lesson
Part 1: The Moonflower (15
mins)
-
Read The Moonflower with the students.
-
Take time to teach the fun facts about animals and plants in the
margins of the pages.
Part 2: Nocturnal Animals (15
mins)
- Ask students to think about the local wildlife that comes out at
night. What about their own yards?
-
Many nocturnal animals, such as raccoons and possums, thrive in urban
environments. Ask these students if they have had any experiences with
any of these animals. Read or refer to Wild in the City and/or
Coyotes in the Crosswalk.
Part 3: Research Project (15-30
mins)
- Have the students pick a nocturnal animal (or plant) they’ve seen
nearby but might not actually know that much about. They can also pick
one from one of the books. Possible species include bats, raccoons,
and morning glories.
-
Have the students write down two or three questions they have about
the animal. The questions can relate to the animal’s feeding habits,
biology, habitat, or any ecological factor.
-
Have each student research the animal by looking them up on reputable
sites, like National Geographic. Then have the students share the
interesting facts they’ve discovered with each other.
-
Let the class know that they’ve just conducted a mini research
project. They identified a problem, or something they wanted to know
more about; they looked for existing literature on the topic; and they
shared and discussed their results.
Homework
Ask the students to observe their own yard or a nearby park, schoolyard,
or other green space. They should list any animals (such as insects)
they find there and describe what they are doing. If they don’t see any
animals, they can also describe a plant and try to find out what it is
and how it thrives. Have them report their findings during the next
class session.