A Rose Blooms in the Desert

By: Jo Anne Kock Vicki Agao

Illustrated by: Lisa Pattieshaw

Celebrating the Desert Rose Garden

CM-08-04

Activity Book

A Rose Blooms in the Desert Dedicated to: Lori McGuire, Lisa Houser, and Olga Soto (Teachers Extraordinaire) Special thanks to: Bob Morris Area Extension Horticulture Specialist University of Nevada Cooperative Extension (UNCE) Ann Edmunds Program Officer I Horticulture University of Nevada Cooperative Extension (UNCE) Graphics by: Vicki Agao Lilian Blanchard Barbara Toston

The University of Nevada, Reno is an equal opportunity/affirmative action employer and does not discriminate on the basis of race, color, religion, sex, age, creed, national origin, veteran status, physical or mental disability and sexual orientation in any program or activity it operates. The University of Nevada employs only United States citizens and aliens lawfully authorized to work in the United States.

Let’s take a journey back to Ellie’s Las Vegas world in 1905. Through the eyes of a child, learn about growing roses in the desert. Help Ellie find a rose, plant it and see the truly magnificent results. Through Ellie’s interactions with a hostile environment, participate in rose culture and learn some rose history. Enjoy your history trip back in time as you share this rose book with a child.

A ROSE BLOOMS IN THE DESERT

Celebrating the Desert Rose Garden

ACTIVITY BOOK

TABLE OF CONTENTS Section 1 Introduction Section 2 Preparing for the Activities (for workshop presenters) Section 3 Activity Plan (for workshop presenters) Section 4 Activity Descriptions and Materials Section 5 Resources, Evaluation and Certificate

Introduction

Section 1

A ROSE BLOOMS IN THE DESERT

ACTIVITY BOOK

Introduction

What an exciting way for children and their parents to learn about roses. Children can begin to understand what it was like to live in Las Vegas in 1905 while learning about roses. By having someone read A Rose Blooms in the Desert to them or reading the book themselves, children will enjoy a unique educational experience. The activities in this manuscript will help children ages 4 to 10 learn some new vocabulary, new ways to extend the information in the book, as well as provide many hours of educational entertainment. A Rose Blooms in the Desert Book and activity book may be used as an in-service training curriculum for child care providers or parenting classes. The activity manual provides information and instructions for conducting a three hour, three credit workshop for child care providers wanting to offer an educational history and horticulture curriculum. The workshop focus is on working with preschoolers. This program has been designed with parents and child care providers in mind, though others may benefit from the material (e.g., foster parents, teachers, and human service professionals). Reading aloud to young children results in bonding and positive parent/child interaction. When reading to children, remember to:

• get down to the child’s level • read slowly • read with expression • show pictures after reading each page • point out items in the artwork • explain vocabulary • smile and both you and the child will enjoy the book

The overall goals of this history and horticulture curriculum are to increase participants’ knowledge of:

• the history of the rose with a background of Las Vegas history • growing roses in the desert • the use of developmentally appropriate literary and horticulture activities through hands-on participation • local rose culture and technology • the importance of parent/child bonding while learning about roses

1-1

1-2

This program is designed for three hours, though shorter formats are possible. Three hours is preferable in order to allow opportunity for discussion and reaction to the material. A list of materials needed for the workshop is provided in this manual along with a pre-workshop check-list. Evaluation Systematic feedback can improve the quality of programs. At the end of this manual is an evaluation tool that can be used to assess the knowledge gained from this program. It is sug-gested that you make copies of the evaluation, administer it after the program, then use the in-formation as you wish.

Preparing for the Activities

Section 2

Preparing for the Activities (to be used by workshop presenters before presenting a workshop)

A lot of effort goes into making a program successful. This guide may be used to help you with planning and organizing your A Rose Blooms in the Desert workshops. Scheduling the Program Consider when to offer the workshop. Finding the best time may be challenging. Will you schedule workshops in the morning, afternoon or evening? Which of these times is best and most convenient for providers or parents to attend? How may the time you select affect how ready the audience will be to learn? What can you do to increase their readiness to learn? When scheduling, remember that each workshop lasts about three hours. What time of day will you offer your workshop? Publicizing the Program Publicity takes time. Before you begin, determine the very best way to communicate with the audience you want to reach. Brainstorm with your staff and with some providers or parents from your target audience to get ideas on how to get the word out. Use your imagination. Start advertising as soon as you can and get your message repeated as often as you can. Remember that great programs don’t just market themselves. Great programs result from setting up a sense of anticipation and excitement among participants before they begin. When creating your advertising message, include words that generate audience interest, excitement and anticipation. Publicize the program by using flyers, posters and other promotional techniques. Site-based newsletters or direct mailers to the target audience also can be an effective way to recruit participants. What types of publicity methods will you use?

2-1

Some ideas for flyers and posters: • Use large bold type at the top of the page, bright paper and eye-catching graphics to call

attention to the name of the program. You may use rose art from book or flyer. • Give the time, date and location of the program including the street address and name of the

building, if appropriate. Consider including a map. • List a brief workshop agenda or topics that will be covered. People want to know what they

are getting into. • Give the name of the sponsoring organization. Also, give the name and phone number of a

person to contact for more information. Registration You may want to encourage providers or parents to sign up in advance for the program. By having them register in advance, you will know better how to set up the rooms, the amount of refreshments to provide and the quantity of workshop materials to have on hand. Based on our experiences, the suggested maximum number of participants is about 35. Registering too many participants may negatively impact the quality of the A Rose Blooms in the Desert experience. Have a clear plan on limiting participation to your desired number. Will you do this by stipulating that registration will occur on a “first-come, first-served” basis? Will you have another workshop series planned to accommodate the extra participants? Will you keep a waiting list? Whatever your approach, make sure you have a plan in mind. What is the ideal number of participants for your workshop location? Participant Registration Confirmation Just prior to beginning the workshop series, you may want to use a postcard, flyer or telephone call to confirm with the participants that they are registered to take part in the program. Confirm meeting times and dates. Ask participants to notify you if they become unable to participate. What method will you use to confirm attendance?

Workshop Site Logistics Whatever site you select for the program, make sure it can accommodate the anticipated number of participants. Also, make sure that it is acceptable to persons with disabilities. Hold your meeting in a place that is easily accessible by public and private transportation.

2-2

Where will the workshop be held? ____________________________________________________ Room Arrangement A Rose Blooms in the Desert workshop calls for participants to work in small groups and to interact with the workshop materials. Additional space is needed to accommodate this technique. As you think about the arrangements for the room, consider how many people will be attending. Will the arrangement be conducive to accomplishing the workshop goals? Are there enough tables and chairs for everyone? Does each person’s seat have a clear line of sight to the instructor and to any visuals that will be used? How will you arrange the room?

How many tables will you need? How many chairs will you need? Refreshments Program participants enjoy refreshments. Food and beverages can be a real selling point in getting them to come to your program. Refreshments will vary with the time of day, the time of year and the audience. The A Rose Blooms in the Desert workshop suggests a rose snack to be served during the workshop. Supplies you will need for this snack are listed in the “Materials Presenter Will Need for the Workshop” Activity 4 portion of this section.

2-3

Activity Plan

Section 3

Pre-workshop Checklist (to be used by workshop presenter when presenting a workshop)

Use the checklist below to help make sure that all necessary details for conducting your A Rose Blooms in the Desert workshop(s) are complete. One month before the workshop: ______ Review all written materials Schedule the A Rose Blooms in the Desert workshop Confirm the availability and reservation of the workshop site Begin A Rose Blooms in the Desert publicity, page 3-3 Have the sign-up registration sheet ready Begin preparing the “Workshop Props and Demonstration Materials” Begin preparing the activities for small groups to use during the workshop (See details on “Activities for Small Groups to Use During the Workshop” page later in this section.) See page 3-3 One week before the workshop: Confirm with participants their participation in the A Rose Blooms in the Desert workshop Purchase workshop refreshments for rose snack Begin preparing the materials listed in the “Materials Presenter Will Need for the Workshop” page Review and practice your presentation Make sure all workshop materials and supplies are ready Specific materials for featured demonstration and activities conducted in the workshop Name tags Evaluation forms Print certificates if you will be handing them out at the end of the workshop

3-1

At the workshop: Set out sign- in sheets and pens Set out name tags and markers at a table near the door Set out the activity examples on the presenter’s table Place the activities box in a convenient place with the activities in the order they will be presented Set up the “Rose Snack”, if desired Review the script one more time ______ Evaluation ______ Certificate Greet your participants Have a great workshop! Workshop outline: 1. Welcome and Introduction 2. Read story 3. Instruction for activity 4. Participants do activity 5. Evaluation 6. Refreshments 7. Certificate

3-2

Materials Presenter Will Need for the Workshop

Rose Snack: One box of graham crackers, colored frosting in tubes, napkins, handiwipes—see 4-6, cream cheese & food color Activity #1: Meet Ellie and Learn Some 1905 History and Plant a Seed Cotton balls or alternative planting matter, paper cups, grass seed or legumes Activity #2: Planting a Stick by a Stained Glass Window Wax paper 11”x17”, shaved crayons, ribbon or yarn, hole punch, iron, heavy cardboard or cardstock larger than 11”x17” or wooden board Activity #3: The Importance of Water l. Celery Veins: water, blue food coloring, paper cups, celery stalks with leaves 2. 3-D Paper Vase: tissue paper (red) cut into 6 inch squares, tissue paper (any color) to stuff bottom of vase, 8”x10” colored construction paper, 11”x17” cardstock/poster board, pipe cleaners (green), rose oil Activity #4: Rose Hips Rose water, rose oil, graham crackers, frosting (in tubes), napkins, handiwipes, cream cheese, food color Activity #5: Tussie Mussie 1. Tussie Mussies: One white doily per participant, small bunch of roses with stems, rubber bands, ribbon 2. Potpourris: dried rose petals or dried flowers, lavender or rose oil, jar/cup or small zip lock bag, needle or straight pin 3. Men’s sachet: Two 6”x6” fabric squares, staples, stapler, potpourri, buttons, glue Activity #6: Starry Starry Night Salt, wet water color (blue), poster board, heavy cardstock or construction paper, scissors, parchment letter paper, glue Activity #7: School Starts 1. Ellie: Rose print material, lace, trim, buttons, scissors, glue 2. Billy: Muslin material, heavy cotton material, string, ribbon, buttons, rick-rack, glue, scissors Activity #8: Where in the World? Map or globe to use as a reference, colored, round removable adhesive DOTS—¼ inch round or larger depending on the size of the enlarged map, toys or objects in the room

3-3

Activity #9: Roses in Literature Books with a rose theme or rose illustrations (Save plant nursery ads from the newspaper, especially any that contain pictures of roses) Activity #10: Do I See Leaves? Do I See Buds? 8”x10” finger paint paper or plain white paper, tempera paint (watered down), small styrofoam paper plates, real leaves (different sizes and shapes), wet paper towels (for messy fingers), dry paper towels (to blot and press leaves), butcher paper or plastic cover Activity #11: A White Picket Fence Large craft sticks (tongue depressors), spray paint (antique white), poster board strip (2 ¾”x14” pre-cut into fence with four folds*), glue, tissue paper roses (5 squares tissue paper per rose) or artificial flowers with bendable stems, green pipe cleaners * See fence pattern Activity #12: A Rose Blooms in the Desert 1. Gak: ½ cup Elmer’s glue, ½ cup liquid starch, 3-4 drops food coloring** 2. Silly Putty: ½ cup Elmer’s glue, l/2 cup hot tap water, 3 drops food coloring, l cup hot tap water, 2 tablespoons borax** 3. Play-Dough: l cup flour, l cup water, ½ cup salt, 2 tablespoons cooking oil, 2 tablespoons

cream of tarter, 2 pkgs. Kool-aid (2 cherry = light red) (2 lemon-lime = green) (2 strawberry-kiwi = pink) (2 berry blast = blue)** 4. Flubber: l ½ cups glue, 4 tablespoons Borax, 4 cups water (hot tap water), 3 drops of food coloring** ** Vinegar or mayonnaise will remove substance from clothing. Activity #13: UNCE Rose Garden None Assemble kits that will be used by participants in the small groups by: 1. Reading the list of activities listed previously 2. Locating directions for each activity in the “Activity Packet” section of this manual (Section 4) 3. Assembling the materials needed for each activity and placing a copy of activities and materials in a large manila envelope or large plastic bag 4. Labeling the outside of the envelope or bag with the name of the activity

3-4

Activity Descriptions

and Materials

Section 4

Activity Descriptions and Materials Activity #1: Meet Ellie and Learn Some 1905 Las Vegas History and Plant a Seed Ellie and her brother, Billy, lived in Las Vegas in 1905, the year Las Vegas became a town. Ellie lived with her family in a dusty tenthouse until their new home was built. Ellie and Billy’s father ran the mercantile store. Everything, including plants, was brought into the Las Vegas valley by train. Ellie missed seeing all the pretty flowers, especially the roses that grew around her first home in Salt Lake City. Activity: Growing grass seed in cotton balls

Growing Legumes in alternative planting matter (perlite)*

*Used as a component of soiless growing mixes. Its light weight makes it ideal for use in container growing Instructions: Have children fill their cup with 2-3 cotton balls. Have children add water to moisten the cotton. Have children take a pinch of grass seed and drop onto cotton balls. Cover with another moistened cotton ball. Have them place their cup in a sunny area of the classroom. Have the children water their plant (cup) each day until sprouts appear, then have them take it home. Alfalfa seeds and lima bean seeds are also easy to plant and sprout quickly. Materials needed: Cotton balls or alternative planting matter, paper cups, grass seed or alfafa seed Vocabulary: New words to introduce tenthouse mercantile seeds alternative railroad

4-1

4-2

4-3

Activity #2: Planting a Stick by a Stained Glass Window Ellie asks her dad to help her find a place to plant her rose stick. Dad explains that the rose will probably do better if planted close to the house so it will be protected from the wind. As they are deciding where to plant, the setting sun shines on one of the windows in the house making it look like it is made of stained glass. Roses are used extensively in architecture. It is very common to see a “rose stained glass window” in a church such as the Chartres Cathedral in France. Many Victorian homes built in the late 1800s or early 1900s had a rose etched in the glass window of the main entry door. Activity: Making a stained glass window Materials needed: Wax paper 11”x17”, shaved crayons, ribbon or yarn, hole punch, iron, heavy cardboard or cardstock larger than 11”x17” or wooden board Instructions: Give children two sheets of 11”x17” wax paper. Have them place the first sheet of wax paper on top of card stock paper (or cardboard). Have them sprinkle different colors of crayon shavings on the first sheet. Let them be creative. Once their design is done, have them place the second sheet of wax paper on top of the crayon shavings. Have parent or adult iron the two sheets of wax paper together using a heavy board placed underneath. The crayon shavings will melt together to create a colorful design. Once the wax paper design has cooled, they can cut their design into a square, oval or circle, leaving room for a hole punched in the top of the design. String a ribbon or yarn through the hole and hang in a picture window. When the sun hits the design, it looks like a stained glass window. Vocabulary: New words to introduce architecture stained glass Victorian etched extensively cathedral

4-4

Activity #3: The Importance of Water With very little water available in Las Vegas, Ellie found it easy to forget to water her stick! The two activities below help children understand how water travels in a plant and helps them remember what a rose looks like. Ellie was very excited to find several books with roses in them. She shouts to Billy, “Look what I found!” Activity:

1. Celery Veins: Celery in blue food colored water 2. 3-D Paper Vase: With roses made with pipe cleaners and tissue paper

Materials needed: l. Celery Veins: water, blue food coloring, paper cups, celery stalks with leaves 2. 3-D Paper Vase: tissue paper (red) cut into 6 inch squares, tissue paper (any color) to stuff bottom of vase), 8”x10” colored construction paper, 11”x17” cardstock/ poster board, pipe cleaners (green), rose oil Instructions: l. Celery Veins. Give each child a celery stalk (preferably with leaves). Fill paper cup with a little water and blue food coloring. Have children place celery stalk into cup, watching the blue food coloring ascend up the celery stalk. Explain to the child that this is the way a plant drinks water. 2. 3-D Paper Vase. Glue 8”x10” colored construction paper in the shape of a cylinder shaped vase onto cardstock/poster board. Stuff bottom of vase with tissue paper. Have children make tissue paper roses with red tissue paper cut into 6” squares. (Six 6” squares per rose and green pipe cleaners for stems. Optional: Buy artificial roses for 3-D vase. Have children place roses in 3-D vase. Hang on wall for a nice colorful decoration. May scent with rose oil (optional). Vocabulary: New words to introduce available vein celery cylinder

4-5

4-6

Activity #4: Rose Hips Rose hips, also called rose haws, are the pomaceous fruit of the rose plant. Pomaceous means relating to pome fruit that is fleshy and has seeds but no stones such as an apple, pear or pomegranate. Rose hips are typically red to orange but may also be dark purple to black according to the rose species. Rose hips of some species, especially Rosa canina (Dog Rose), have been used as a source of Vitamin C. Dried rose hips are one of the richest plant sources of Vitamin C. Rose hips are commonly used as an herbal tea. They can also be used to make jam, jelly and marmalade. Rose hips were used in many food preparations by indigenous peoples of the Americas. The Latin binomial for this herb is Rosa Laevigata. Activity: Introduce children to rose water (taste) and rose oil (smell). What can they be used for? Teas, cakes, frosting, rejuvenating potpourri, etc. For snack activity, children will decorate graham crackers. Materials needed: Rose water, rose oil, graham crackers, frosting (in tubes), napkins Instructions: Have children take turns tasting the rose water and smelling the rose oil. Give each child several graham crackers and have each child decorate their graham cracker with colored frosting. Encourage children to make a rose with frosting on top of a graham cracker. Graham crackers may be iced with cream cheese mixed with food coloring. Then eat! Vocabulary: New words to introduce Rose Hips Rose Haws cumin pomaceous pomegranate chamomile species Vitamin C hemlock indigenous marmalade coriandrum (coriander) binomial herb

4-7

4-8

4-9

Activity #5: Tussie Mussie In the hot climate of Las Vegas in 1905 before air conditioning, people didn’t bathe as often as we do now. They didn’t have a lot of water in which to wash clothes so they didn’t always smell very good. When women went out socially, they liked to carry something that made them smell pretty. They call these scented bouquets “tussie mussies.” They also made sweet smelling sachets for their clothing drawers as well as spicy sachets for the men’s clothing chest. Activity: 1. Make tussie mussies

2. Make potpourris 3. Make men’s sachet for clothing drawer

Materials needed: 1. Tussie Mussies: One white doily, small bunch of roses with stems, rubber bands, ribbon 2. Potpourris: dried rose petals or dried flowers, lavender oil or rose oil, jar/cup or small zip lock bag, needle or straight pin 3. Men’s sachet: Two 6”x6” fabric squares, staples, stapler, potpourri, buttons, glue Instructions: 1. Tussie Mussies - Have children take one white doily and cut a ½ inch hole in the middle. Have them pick out different colored artificial roses with stems (making a bunch). Have them rubber-band the bunch together and place through the hole in doily. Decorate the stem with long ribbons to cover the rubber band. 2. Potpourris - Have children take a handful of dried rose petals/flowers and put them in a jar/cup or small ziplock bag. Then have them sprinkle scented oils on top of the petals. Poke several tiny, tiny holes in the bag. They are making their own potpourri. 3. Men’s Sachet – Have children take two 6”x6” fabric squares turned inside out and staple three sides (seams) together leaving the top seam open. After stapling the three sides turn inside out and stuff with potpourri. Add scent. Then staple or glue top portion closed. Decorate top seam with buttons. Vocabulary: New words to introduce Tussie Mussie climate potpourri air conditioning bathe socially sachet

4-10

Activity #6: Starry, Starry Night Ellie is surprised to learn that her cousins in Oregon see the same stars she sees in Las Vegas. Some of the stars look like roses. Little does she know that in the next 100 years the National Air and Space Administration (NASA) will send up the Hubble telescope that will discover planetary nebulae that really does look like a rose. The “rose nebula” is a concentric gas shell with jets of high speed gases that is a visual “fossil record” and late evolution of a dying star. Activity: Make starry note cards, stationery or holiday cards Materials needed: Salt, wet water color (blue); poster board, heavy cardstock, or construction paper, scissors, parchment letter paper, glue Instructions: Have children take water color (blue) and paint all over poster board or white construction paper. Then have them sprinkle salt all over wet paint (use a salt-shaker or have children use their hands to grab and sprinkle salt). Let dry. The salt creates a star effect. Poster board or construction paper then can be cut into note card size to make note card stationery for holiday cards. Glue cutout sky onto folded parchment letter paper for holiday cards. Vocabulary: New words to introduce National Air and Space Administration (NASA) fossil evolution nebula Hubble telescope concentric planetary Las Vegas Oregon cousins

4-11

4-12

4-13

Activity #7: School Starts Although Ellie’s father owned the mercantile store, Ellie’s mother still made most of Ellie’s clothes. Starting school was a special event so Ellie received several new dresses. The mercantile store carried yard goods, laces, fancy trims and buttons. The store also had material such as muslin and cotton for men and boys shirts. Yard goods used for making dresses often had small rose prints that were perfect for a young girl’s school dress. Ellie’s first school had two rooms and was located on the corner of Second and Lewis Streets. The rooms were finished in cloth and paper with a patch board ceiling. The building was previously the Salt Lake Hotel. It was remodeled for only $700, which included the addition of a pot-bellied stove. Activity: 1. Make a cutout of Ellie: Use tiny rose print cloth for dress, glue on. Add lace, trim, buttons, etc. 2. Make a cutout of Billy: Use muslin material for shirt, heavy cotton material for jeans, glue on. Add ribbon, string, etc. Materials needed: 1. Ellie: Rose print material, lace, trim, buttons, scissors, glue 2. Billy: Muslin material, heavy cotton material, string, ribbon, buttons, rick-rack, glue, scissors Instructions: Have children dress pictures of Ellie and Billy. Use pictures on 4-14 and 4-15 as master copies. Pre-cut dress pattern to fit Ellie, pre-cut shirt and pants pattern to fit Billy. Have children glue onto pictures and then decorate the clothes with ribbon, lace, buttons, etc. Vocabulary: New words to introduce mercantile yard goods trimmings patch board ceiling previously pot-bellied stove muslin

4-14

4-15

4-16

Activity #8: Where in the World? In the front of Ellie’s school room is a map of the world. Ellie finds that roses will grow most anyplace in the world except the Arctic and Antarctic. Roses were brought to the Americas from the Mediterranean, Middle East and China. Ancient trade routes brought roses to their present day locations. Ancient navigation gave us the compass rose or wind rose and the 32 points of the compass. Through the compass rose, you can learn the points on a compass’ true headings and the basic skills needed for navigation. Activity: Identify on map: Americas, Mediterranean, Middle East, China. Materials needed: Map or globe to use as a reference, colored, round removable adhesive—¼ inch round or larger depending on the size of the enlarged map, toys or objects in the room Instructions: Make large map or enlarge the map on the next page and put it on a wall. Help children look at the tags on their toys to see where the toy was made. Children will put dots on the map where their toys were made. Or, you may help children identify different things in the room and examine the objects to see where they were made. Have children put dots on map where object was made. Example: A classroom stapler: on the bottom it says “made in China” — have child place a dot on the map where China is located. Option: Have items or toys that are labeled in a box for easy access for children. Vocabulary: New words to introduce Arctic Antarctic Americas Mediterranean Middle East China ancient trade routes navigation

4-17 4-17

4-18

4-19

Look what I found!

4-20

Activity #9: Roses in Literature Many people do not associate roses and water conservation, but roses are not high water users particularly when you consider the many benefits that roses bring to a landscape. Many of the ancestors of our modern roses originated from desert and arid climates. The rose has been prized for thousands of years throughout a wide range of cultures. It has come to symbolize many different things. The rose, or symbols relating to roses, are found throughout literature and impact our languages, emotions, rituals and lifestyles. The rose was first an ancient symbol of joy, later of secrecy and silence, but is now usually associated with love. Ellie and Billy impatiently watch the rose “stick”, but still keep watering it. Activity: Look for roses in a book Materials needed: Books with a rose theme or rose illustrations (Save plant nursery ads from the newspaper, especially any that contain pictures of roses) Instructions: Look through your children’s books to see if there are any rose illustrations. Have children visit the library to look for roses in children’s books. Visit a book store, show children the children’s section and look for rose books. Look at nursery ads in the newspaper to see if there are any roses. Vocabulary: New words to introduce symbol literacy illustrations culture emotions rituals conservation benefits landscape ancestors originated

Activity #10: Do I See Leaves? Do I See Buds? Ellie notices green leaves on her rose. Not only are there green leaves but there are also buds. It looks like the rose is going to be a dark orange-red color. Ellie learns that roses have Latin names. In different parts of the world, it was common to label plants in the local jargon, frequently resulting in identical plants having many different names. Swedish botanist Carl Linnaeus devised a binomial system of a two part Latin name. The first part of the name is the genus to which a plant belongs and the second part is often an adjective. Activity: Leaf prints with real leaves and tempera paint. Materials needed: 8”x10” finger paint paper or plain white paper, tempera paint (watered down), small styrofoam paper plates, real leaves (different sizes and shapes), wet paper towels (for messy fingers), dry paper towels (to blot and press leaves), butcher paper or plastic cover Instructions: Cover table or work space with butcher paper or plastic cover. Place different colored tempera paints in styrofoam plates. Have children pick a leaf , dip it into paint and then press it onto 8”x10” paper. Use a dry paper towel to blot and press leaf to make a leaf mark. Let the children experiment with different shapes/sizes/colors. Vocabulary: New words to introduce buds Latin jargon identical botanist binomial adjective genus

4-21

Activity #11: A White Picket Fence The earliest roses are known to have flourished thousands of years ago. Petrified rose wreaths have been unearthed from ancient Egyptian tombs. The earliest known gardening was the planting of roses along the most traveled routes of early nomadic humans. Ellie and her family are continuing the tradition of planting a rose in their garden. Ellie’s family has painted the house white and her father and Billy built a picket fence around the yard. Billy painted the fence white. Ellie’s mom planted flowers and shrubs around the house and fence and the whole family helped haul water from the Las Vegas Springs to water the yard. Ellie’s rose is just starting to bloom. Activity: White picket fence with roses Materials needed: Large craft sticks (tongue depressors), spray paint (antique white), poster board strip (2 ¾”x14” pre-cut into fence with four folds*), glue, tissue paper roses (5 squares tissue paper per rose) or artificial flowers with bendable stems, green pipe cleaners *see fence pattern. Instructions: Spray paint craft sticks ahead of time. Have children glue craft sticks onto poster board strip—approximately 12 sticks per fence. Then have children make tissue paper roses with 5 inch square red tissue squares and attach to green pipe cleaners for stems. Have children intertwine roses and stems onto picket fence. Vocabulary: New words to introduce picket fence bloom haul petrified wreaths Egyptian tombs routes tradition intertwine

4-22

Fence Backing Pattern

4-23

4-24

4-25

The Las Vegas Rose

Activity #12: A Rose Blooms in the Desert Roses have inspired artists throughout the centuries. Roses appear in paintings and frescoes as far back as 2000 B.C. Rose, or rhodonea, curves are curves that have the shape of petalled flowers. They were introduced in the early 1700s by the mathematician Guido Grande and provide students an excellent jumping off point into understanding the basis for precalculus and polar coordinates. The beautiful orange-red Las Vegas rose represents all of Ellie’s hard work of hauling water and her belief that “Yes, a rose really can bloom in the desert!” Activity: Making gak, silly putty, play-dough, flubber to create rose sculpture (may be made ahead of time Materials needed: 1. Gak: ½ cup Elmer’s glue, ½ cup liquid starch, 3-4 drops food coloring* 2. Silly Putty: ½ cup Elmer’s glue, l/2 cup hot tap water, 3 drops food coloring, l cup hot tap water, 2 tablespoons borax* 3. Play-Dough: l cup flour, l cup water, ½ cup salt, 2 tablespoons cooking oil, 2 tablespoons cream of tarter, 2 pkgs. Kool-aid (2 cherry = light red) (2 lemon-lime = green) (2 strawberry-kiwi = pink) (2 berry blast = blue)* 4. Flubber: l ½ cups glue, 4 tablespoons Borax, 4 cups water (hot tap water), 3 drops of food coloring*

* Vinegar or mayonnaise will remove substance from clothing. Instructions: 1. Gak: Mix glue, starch and food coloring. Store in plastic ziplock storage bag. 2. Silly Putty: Mix ½ cup Elmer’s glue, ½ cup hot tap water & three drops of food coloring together in a bowl. In another bowl mix one cup hot tap water and 2 tablespoons borax. Then combine both bowls together stirring rapidly. After glue and borax bind, squeeze out excess water. Store in zip lock plastic storage bag. 3. Play-Dough: Mix flour, salt, and cream of tarter in pot with wire whisk. Add Kool Aid and stir in. Add cooking oil to water, add to flour mixture. Stir with wire whisk to remove lumps. Cook, while stirring over low heat. Dough will form a ball, remove from heat while cooking to keep texture consistent if necessary. Turn dough out on heat proof surface. Let cool (10 min), knead and store in plastic zip lock storage bag. 4. Flubber: Mix 2 cups water with glue in large bowl. In a separate bowl mix 2 cups hot tap water with the borax. Stir until dissolved. Pour borax mixture into glue stirring rapidly. Squeeze out excess water store in plastic zip lock storage bag. Have children create roses. Example: Roll play-dough with hands into a long roll. Press roll with thumb to resemble petals. Roll into a rose shape. Vocabulary: New words to introduce

desert frescoes rose curves

mathematician precalculus polar coordinates

4-26

Activity # 13: UNCE Desert Rose Garden The Desert Rose Garden is an outdoor, personal discovery garden, planted on an acre of land just south of McCarran International Airport. The Desert Rose Garden, housed and maintained by University of Nevada Cooperative Extension (UNCE), encompasses a formal rose garden and nine informal gardens interconnected by a labyrinth of walkways and a mini-oasis. The major purpose of the Desert Rose Garden is to enclose outdoor class rooms for the purposes of education, conducting research and building community among those who want to learn about growing roses in the desert. Equally important, the Desert Rose Garden will provide educational portals for youth and adults to rediscover arts, sciences, mathematics, culture and technology through roses. Besides taking home knowledge about caring for roses in our desert, visitors to the Desert Rose Garden will see, touch, smell and learn about roses. Activity: Plan to visit the Desert Rose Garden at 8050 Paradise Road (corner of I-215 and Windmill Lane) Materials needed: None Vocabulary: New words to introduce International formal interconnected labyrinth walkway mini-oasis research community portal

4-27

Resources, Evaluation

and Certificate

Section 5

Resources

Bareroot Roses. Retrieved 9/10/07. http://www.weeksroses.com/ Barlow, R.S. The Vanishing American Outhouse. El Cajon, CA: Windmill Publishing Co. 1992 Capon, B. Botany for Gardeners. 2nd edition. Portland, OR: Timber Press, Inc. 2005 Ferris, R. Death Valley Wildflowers. , Grass Valley, CA: National History Association. 1983 Heirloom Roses. History of Roses. Retrieved 9/10/07. http://heirloomroses.com/cgi/browse.cgi?page=cat&cat-Heirloom+Roses Retrieved 9/1/07. http://aggie-horticulture.tamu.edu/PLANTanswers/publications/roses/intro.html Howard W. Cannon Aviation Museum, Henderson, NV: Department of Parks and Community Services Las Vegas Chamber of Commerce. www.lvchamber.com/las_vegas/history.htm Paher, S.W. Las Vegas: As It Began----As It Grew. Las Vegas, NV: Nevada Publications.1971 Patera, A.H. Rhyolite, The Boom Years. Lake Grove, OR: Western Places. 2001 Roses. Retrieved 9/1/07. http://en.wikipedia.org/wiki/Rose Walker, P.R. The Southwest: Gold, God, and Grandeur. Washington, D.C.: National Geographic. 2003

The University of Nevada, Reno is an equal opportunity/affirmative action employer and does not discriminate on the basis of race, color, religion, sex, age, creed, national origin, veteran status, physical or mental disability and sexual orientation in any program or activity it operates. The University of Nevada employs only United States citizens and aliens lawfully authorized to work in the United States.

5-1

A Rose Blooms in the Desert Evaluation

Date _________________ Facility (Place) ______________________________________ Please answer the questions below to help us review the workshop’s content and identify what you have learned. 1. Circle a number on the following scale to signify your level of understanding BEFORE this workshop about your knowledge of Las Vegas history and roses in the desert.

2. Circle a number on the following scale to signify your level of understanding AFTER this workshop about your knowledge of Las Vegas history and roses in the desert.

3. Circle the number on the following scale to signify how confident you feel about your

ability to effectively use the materials presented in this workshop.

4a. How do you think your children will like the book and activities? (Before) 4b. How do you think your children liked the book and activities? (After)

5. How would you rate this workshop?

not confident at all very confident

not at all will like / liked it very much

very poor excellent

low level high level of knowledge of knowledge 1 2 3 4 5

low level high level of knowledge of knowledge

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

5-2

On the back, please write suggestions that could improve this workshop.

C

erti

fica

te o

f A

tten

danc

e to

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

For

havi

ng p

artic

ipat

ed in

“A

Ros

e B

loom

s in

the

Des

ert”

Wor

ksho

p

____

____

____

____

____

_

Dat

e

_

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

__

is p

leas

ed to

pre

sent

this

5-3

Copyright © 2008, University of Nevada Cooperative Extension