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3.2. Activities for students

Activity 1. Match

Match the concept with its definition:

Draft A detailed drawing or diagram.

Layout A drawing printed in white lines on a blue background.

Plan A roughly drawn map that shows only basic details.

Blue-print An arrangement or a schematic plan.

Sketch To make a rough drawing of something.

Activity 2. Matrix

Try to put in order all the information about line styles and conventions in the following matrix:

Use of line styles and conventions

Line type Aspect Use

Activity 3. Match

Indicate if the drawings are correct or not according to the dimension placement rules:

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Activity 4. Label

Identify the plants by their symbols and put the

correct number in the picture:

1. Deciduous tree

2. Evergreen tree

3. Palm tree

4. Shrub

5. Evergreen shrub

Activity 5. Questions

1. A map has a scale of 1 : 50000. What are the real life distances (in km) represented by each of

these lengths on the map?

(a) 4 cm = ___________ km

(b) 10 cm = ___________ km

(c) 3.2 cm = ___________ km

(d) 5.1 cm = ___________ km

2. The distance between two places on a map is 6 cm. The map has a scale of 1 : 40000. What is the

actual distance between the two places?

Distance = ___________ km

3. On a map with a scale of 1 : 3000000, the distance between Edinburgh and London is 18 cm.

What is the actual distance between these cities?

Distance = ___________ km

4. Two towns are 15 km apart. What would be the distance between the two towns on a map with a

scale of 1 : 300000?

Distance = ___________ cm

5. On a map, a distance of 40 km, is represented by 32 cm. What actual distance would be

represented by 8 cm on the map?

Distance = ___________ km

6. The distance between London and Birmingham is 165 km. What would be the distance between

these two cities on a map with a scale of:

(a) 1 : 500000 = ___________ cm

(b) 1 : 1000000 = ___________ cm

(a) 1 : 300000 = ___________ cm

(b) 1 : 150000 = ___________ cm

7. A map has a scale of 1 : 50 000. A park is shown on the map as a rectangle measuring 6 cm by 4.2

cm. What is the actual area of the park?

Area = ___________ km2

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Activity 6. Evaluating activity

Designing a garden you must take into account the microclimate conditions it has depending on the

exposition, slope, type of soil, irrigation system… Here you have a plan of a house garden with some

details. Classify the list of plants and elements below depending on their growing needs and put

them in the correct place of the garden.

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Activity 7. Presentation

Now that you have finished designing your own garden is time to explain to the others.

To do that you must prepare a 5 minutes-presentation which may include the following aspects:

4. Description of your plot.

5. Designing objectives.

6. Plant selection criteria.

7. Plant distribution criteria.

8. First draft.

9. Final plan.

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3.3. Extra activities

Activity 1. Remembering activity

Match the flowers with their correct common English name and their scientific name in Latin:

Hortensia Leucanthemum sp.

Rosemary Euphorbia pulcherrima

Sunflower Hydrangea sp.

Poinsettia Lilium sp.

Daisy Dianthus sp.

Daffodil Helianthus annuus

Weaver's broom Rosmarinus officinalis

Lily Spartium junceum

Carnation Narcissus sp.

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Activity 2. Analysing activity

You’re going to graduate on Gardening so you might be able create your own business or company

offering professional services and maintenance.

Design a leaflet to present your company to the costumers and giving all the information about it.

Take into account:

• A leaflet is not an in-depth project of your company.

• It should give enough information to grab and keep the readers interest from start to finish.

• It shouldn't contain so much information; choose 2 to 3 key points such as your services, your

facilities, machinery and so.

• If there are other important elements, consider listing them in a simple bullet list or chart

somewhere in your leaflet.

To do that you must:

• Decide the best format to present your information.

• Use different fonts if your leaflet has lots of text.

• Use colours, pictures, small blocks of text, lists, charts, or maps.

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Activity 3. Substitution table

Raunkiær life-form categories

The life-form categories of the Raunkiær system are based on the place of the plant's growth-point

(buds) during seasons with adverse conditions (cold seasons, dry seasons).

1. Phanerophytes. Woody perennials with resting buds more than 25 cm above soil level (trees).

2. Chamaephytes. Woody plants with buds on persistent shoots near the ground, no more than 25

cm above the soil surface (shrubs).

3. Geophytes. Perennial plants with buds resting under the ground. They may be subdivided into:

a. Bulb geophytes (onions).

b. Rhizome geophytes (gladiolus)

c. Stem-tuber and root-tuber geophytes (potatoes).

4. Hemicryptophytes. Perennial plants with buds at or near the soil surface (rosette plants).

5. Therophytes. Annual plants which complete their life-cycle rapidly under favourable conditions

and survive the unfavourable cold or dry season in the form of seed (wheat).

According to the text above, write a description sentence for each Raunkiær life-form category:

Phanerophytes more

Chamaephytes less

than 25 cm

above

Geophytes

perennial with

under

the

ground

Hemicryptophytes near

Therophytes

are

annual

plants

without

resting

buds

but

seeds

1. ________________________________________________________________________________

2. ________________________________________________________________________________

3. ________________________________________________________________________________

4. ________________________________________________________________________________

5. ________________________________________________________________________________

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Activity 4. Sequencing

1. Fill the gaps

stem(s) leaf(ves) root(s) part(s) fruit(s) shoot(s) flower(s) seed(s)

A plant is a living organism. It is made up of different _________, each of which has a particular

purpose or specialized function.

The basic _________ of the plant are the _________ system, which is below the ground, and the

_________ system above. The _________ system has two main functions. It takes in or absorbs

water and minerals from the soil; and it holds or anchors the plant firmly in the soil.

The _________ system above the ground consists of the _________, the _________, _________ and

_________. The _________ supports the plant and enable water and minerals to pass up from the

_________ to the _________. The _________ make food for the plant by the process known as

photosynthesis. _________ contain the reproductive organs of the plant which may grow in a

_________ after the pollination. The _________ encloses and protects the _________ which will

develop into another plant.

2. Match each part of the plant with its definition

Stem Ripened ovary of the flower

Seed Flat green surfaces growing out of the side of the stem

Root Generally coloured part of the plant with reproductive organs

Fruit Package of foodstore and embryo enclosed in a fruit

Leaves Aboveground structures that support the aerial parts of the plant

Flower Absorbs water and minerals from the soil through thin hairs

3. Complete the definition

In the photosynthesis, the _________ takes

energy from the _________ and turns the

_________ and the _________ into _________.

It also takes _________ from the air and returns

_________ to the atmosphere.

minerals carbon dioxide leaf

oxygen sun water sugar

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Activity 5. Matching

Match the plants with their Raunkiær life-form categories:

Hortensia

Rosemary Phanerophytes

Sunflower

Poinsettia Chamaephytes

Daisy

Daffodil Geophytes

Weaver's broom

Lily Hemicryptophytes

Carnation

Willow Therophytes