- Display the overhead transparency of the World Map of Fig Tree Cultivation (S-7-3-1_World Map of Fig Tree Cultivation.doc). Based on the data shown on the map about fig tree cultivation, ask students what they think the climate is like where fig trees are grown. Elicit that fig trees grow around the world, and that they grow in the tropics where it is warm. Tell students that figs can grow in tropical rainforests, where the climate is warm and wet, or in Mediterranean climates where it is hot and dry.
- If computers with Internet access are available, have students view the video, “Giving Food and Shelter (Sycamore Figs)” (see Related Resources). Ask students to list three reasons why figs are important to other organisms in their environment.
Distribute copies of Double-Entry Notes (S-7-3-1_Double-Entry Notes-Student Version.doc) and guide students in completing the double-entry notes as you provide instruction about fig trees (S-7-3-1_Double-Entry Notes-Teacher Version.doc). Double-entry notes provide organized structure when students are taking notes. Be sure to emphasize that each reproductive structure of figs carries out a specific function. Also, reinforce that the life cycle of fig trees is a repeated process; fig trees produce figs about three times each year.
Distribute copies of the Fig Tree Reproduction and Life Stages Worksheet (S-7-3-1_Fig Tree Reproduction and Life Stages-Student Version.doc) and have students complete it individually.
- Students who may need opportunities for additional learning can work with a partner on Fig Tree Reproduction and Life Stages Worksheet. Review the answers aloud with students after the activity. Also, collect the double-entry notes and add to them as needed to make sure each question is fully answered. It may also be helpful to provide a list of vocabulary terms and definitions from this lesson.
- Students who might be going beyond the standards can write a step-by-step guide for propagating fig trees using cuttings.