| Lesson |
Description |
Picture |
Essential
Learnings |
Extensions |
|
1
What's a Forest to You?
(p. 14-16)
|
Students
will write a survey to assess the value and uses of forests. After
surveying friends and family, students will write a report, which
analyzes the results, including analysis of trends seen in survey
results. |
 |
Math
4.1, 4.2
Writing
2.2, 2.3
Science
1.3 |
Math: Students make bar
graphs to visually represent the results of their surveys.
Math 4.3
Social Studies: Students generate a list of
foods and products they use which come from trees. Students compare and
contrast their lives with and without these products. SS-Geography
3.1 |
2
Old
Growth Forests
(p.17-21) |
Students will read
background articles on old growth forests and discuss the reliability
and points of view of the articles. Student groups will then create a
newspaper on old growth, researching, designing, illustrating and
editing in the process. Student articles will explain facts, issues, and
opinions involved with old growth forests |
|
Civics
4.1, 4.2, 4.3
SS-Geography
3.1
Science
1.3
Reading
1.5, 2.1, 2.2, 2.3, 3.1
Writing
2.2, 2.3
Communication
3.2 |
Communication:
Students create a news-broadcast or
documentary on video to communicate the information on old growth
forests. Communication
2.1, 2.2, 2.3.
Arts
3.3 |
3
Tough Choices
(p. 22-29) |
Students will read an
article on an environmental issue. Through class discussion, students
will learn the components of an environmental issue: the problem, the
issue, values, players and positions, beliefs, and solutions. Groups of
students will then identify and discuss these components for additional
articles, creating a group solution to the issue, and presenting these
to the class. |
|
Civics
4.1, 4.2, 4.3
SS-Geography
3.1, 3.2
Reading
2.1, 2.2, 2.3 |
|
4A
Who
Owns America's Forests?
(p. 30-33) |
Students will take a
"pretest" to expose their preconceptions about the size and
ownership of forested land in our nation. Students will then analyze
tables and graphs to learn more facts that may test their
preconceptions. |
|
SS-Geography
3.1, 3.2
Math
4.1
Reading
3.1 |
Math: Students
convert information from tables into graphs and discuss the usefulness
of graphs.
Math 4.3 |
|
4B
Who
Owns America's Forests?
(p. 30-33)
|
Student groups will
research forests in different regions of the U.S. Information will focus
on amounts, types, and uses of forested areas in those regions. Groups
will present the information to their classmates through tables, maps,
figures, or creative presentations. After presentations, the class will
discuss trends that were observed. |
|
SS-Geography
3.1, 3.2
Reading
2.1, 2.2, 2.3
Writing
2.3
Communication
2.2, 2.5
Math
4.3 |
Writing: Students write a
brief report about how forest ownership affects their own lives (i.e.
access to forests, availability of forest products, jobs in forestry). Writing
1.1, SS-Geography
3.1, 3.2 |
|
5
Balancing America's Forests
(p. 34-36)
|
Students will read
different mandates given to various federal forest managers. The class
will discuss how these mandates, and public involvement, affect
decisions on management issues. Students will interview a panel of local
forest experts regarding their agencies' goals, concerns, and management
of the forest, followed by a class discussion of what the students
learn. |
|
Civics
4.2, 4.3
SS-Geography
3.1
Reading
2.1
Communication
1.2, 1.3 |
Social Studies:
Students apply what they've learned about the
different agencies to determine how each might deal with a specific
issue the students studied previously (i.e. Old Growth Forests). SS-Geography
3.1, Civics
4.2, 4.3 |
|
6
Squirrels
vs.
Scopes
(p. 37-41)
|
Students will read
background information on an environmental issue: construction of an
observatory in the habitat of an endangered squirrel species. Students
will then read editorials on the issue. Class discussion will assist
students in identifying bias in the editorials and articulating their
own opinions about the issue.
|
|
|
|
|
7
Words
to
Live By
(p. 42-46)
|
Students will create a
writing or piece of artwork to express their personal thoughts towards
forests, and then discuss events in their lives that may have shaped
those views. Students teams will read and discuss 10 excerpts from ten
writers of different time periods and discuss the view of forests which
each express. Teams will research the backgrounds of the authors,
placing the writings into chronological order and discuss how the events
of the authors' lives affected their views |
|
SS-History
1.1, 1.2, 3.2
Reading
2.1, 2.2, 2.3, 1.5
SS-Geography
3.1, 3.2 |
Social Studies: Students study a
historical debate between Gifford Pinchot and John Muir, then discuss
the terms conservationist, preservationist and environmentalist.
Students use the definitions of these labels to discuss stereotypes,
values and beliefs of given issues. Civics
4.1, 4.2, 4.3, SS-History
3.3
Writing: Students choose one of the ten
passages that best expresses their own views of the forest. Students
then write an essay explaining their choice of that particular passage. Writing
1.1, 2.2 |
|
8
Take
Action!
(p. 47-49)
|
Students will read
about a student project to reclaim a state part, and discuss the article
as a class. The class will then brainstorm issues that affect their
local forests, narrowing on one issue for more research, including
interviews of different players involved. After research, students will
plan an action project, which addresses the issue and allows students to
be actively involved in the community. |
|
Civics
4.1, 4.2
Science
1.3
Communication
1.2, 1.3, 3.2 |
|
