| Lesson |
Description |
Picture |
Essential
Learnings |
Extensions |
|
1
Adopt
-a-
Forest
(p. 16-26)
|
Students will select a
local forested area to "adopt" as the focus of their study on
biological and structural diversity within a forest ecosystem. After
studying background information (some provided), students will visit the
forest site and inventory the types of plants and animals present.
Students will gain a broader perspective on interactions within the
ecosystem through a debriefing discussion. |
 |
Science
1.1, 1.2, 1.3, 2.1 |
Writing: Students
compile the information they gather from their forest site into a guide
for the area, which visitors may use to gain an understanding of the
forest's inhabitants and ecosystem.
Writing
2.1, 2.2, 2.3
Writing: Students
write a final report on their experience with their adopted forest. Their
report should display the knowledge they gained through the activity and
identify how their preconceptions were challenged. An excellent assessment
tool for the activity.
Writing
2.2, 2.3 |
2
Cast
of Thousands
(p. 27-49)
|
Students will work in
their adopted forest (see Lesson 1) to perform a more detailed,
scientific, quantitative investigations of the forest's size and health.
Students will set plots, identify tree, shrubs, macro-and microfauna,
measure tree size, and study abiotic factors such as topography and soils.
The class will compile the information gathered and discuss interactions
among the forest components and assess the health of the forest. |
|
Science
1.1, 1.2, 1.3, 2.1
Math
1.2 |
Science: Students
focus on observations of the abiotic components of their forest plot,
including sunlight, wind, and temperature. Students will use tools such as
photographic light meter and student-created wind meters to make
quantitative and qualitative measurements. Students then discuss the
impact of these conditions on the biotic components of the forest.
Science
1.1, 1.2, 1.3, 2.1
Math
1.2
Science: Students
exchange data, facts and (possibly) samples with students from another
region of the country. Students compare and contrast the exchange
information with their own forest and analyze the information, considering
differences in climate, topography and human impacts.
Science
1.2, 1.3,
2.1
Math: Students
graph various factors of the forest, such as tree heights and diameters,
density of shrubs, presence of macrofauna and soil elements found in
different soil layer. Math
4.3 |
3A
The Nature of
Plants
(p. 50-58) |
Shades of Green: Students perform a simple experiment of blocking
sunlight to a leaf segment to observe the effects of sunlight on
photosynthesis. Students will study the formula for photosynthesis and the
structure of leaves and stems to understand water, sugar and oxygen
exchange. |
|
Science
1.2, 2.1 |
|
|
3B
The
Nature of
Plants
(p. 50-58)
|
Leaf Colors: Students conduct a chromatography experiment to
observe the different pigments that cause color in leaves. |
|
Science
1.2, 2.1 |
|
|
3C
The
Nature of
Plants
(p. 50-58)
|
How Plants Grow: Student teams design experiments which test the
importance of various factors (sunlight, soil, water…) on the growth of
plants. After four weeks of observation, students will analyze their data,
draw conclusions and present the information to other teams. |
|
Science
1.2, 1.3, 2.1
Math
4.2, 4.3 |
|
|
3D
The Nature of
Plants
(p. 50-58)
|
Plants under Stress: Student teams design controlled experiments to test
the effect of different conditions that may cause plant stress, such as
crowding, acidity of water, pollution and poor soil conditions. Students
will complete the entire scientific method, including writing hypotheses
and thorough conclusions. |
|
Science
1.3, 2.1
Math
4.2, 4.3
Writing
2.2, 2.3 |
Science/ Language Arts:
Students research the optimum growing conditions for a plant of their
choice. Part of research may be a trip to a nursery or botanical garden.
Results may be written in a table or written report. Science
1.3. Reading
2.1.
Writing
2.3 |
|
4A
Home Sweet Home
(p. 59-62)
|
Visitor for a Day: Student teams brainstorm how exotic (non-native)
species are introduced and their possible impact on an ecosystem. Each
team is then assigned an exotic species to research, determining the
impacts of that species and why its presence may be an issue for the
public. |
|
Science
1.1, 1.3
Reading2.1 |
|
|
4B
Home
Sweet
Home
(p. 59-62)
|
Exotics in Your
Adopted Forest: Students research a
plant or animal from their adopted forest to determine whether it is
native or exotic and its range, living requirements, and interactions with
other species. Student groups work on identifying the impact of exotics in
their adopted forest. |
|
Science
1.3
Reading
2.1 |
Civics: Local
or state agriculture representatives discuss exotics in the local area,
including harmful/helpful impacts and government management and
regulation. Civics
2.2, 4.1. Science
1.3. |
|
5A
Saga of the Gypsy Moth
(p. 63-70)
|
Gypsy Moth Management
Groups: Students will study
background information on the life cycle of the gypsy moth. Student teams
will make persuasive presentations on assigned management position. The
class will decide on a final plan, then discuss the decision process. |
|
Reading
3.1
Science
1.3
Communication
2.2 |
|
|
5B
Saga of the Gypsy Moth
(p. 63-70)
|
Learning to Cooperate: Students teams create
individual goals for gypsy moth management, then present these to the
entire group. The class discusses the individual team goals, then
collaborate to create a common goal. Using ideas from Part A, the entire
group creates a management plan that achieves the group goal. |
|
Communication
2.2, 3.2, 3.3 |
Science: Students read an
article on insecticide control of gypsy moths, then discuss the pros/cons.
Science
1.3. Reading
2.1, 2.2
Writing: Students write a report about the
possible impact of the gypsy moth (or other insect pest) on their adopted
forest.
Writing
2.2, 2.3. Science
1.3 |
|
6A
Story of
Succession
(p. 71-81)
|
Tree Tops Valley: Class will discuss signs of succession they've seen in
schoolyard or adopted forest. Student groups will read the story
"Tree Tops Valley" and discuss questions related to succession
in the story. Groups will draw overlying pictures on transparencies,
showing the changes in "Tree Tops Valley". |
|
Science
1.1, 1.3, 2.1
Reading
2.1, 2.2
Arts
4.1 |
|
|
6B
Story of Succession
(p. 71-81)
|
Succession Experiment: Class marks off
various areas (1 meter square) in school yard (i.e. worn/trampled area,
grassy area, shrubby area) and record observations of change in areas over
extended period, such as a semester. Groups of students create wall charts
to graph observations |
|
Science
1.1, 2.1
Math
4.3 |
Writing: Students write a
summary report of the three areas, describing plant growth data,
disturbances and sequences of change. Students should compare/contrast
areas, drawing conclusions about succession based on observations.
Writing
2.3. Science
1.3 |
|
6C
Story of Succession
(p. 71-81)
|
Succession at Your
Adopted Forest: Students observe
their adopted forest for stage(s) of succession. Class discusses factors
that may influence the stage(s) and continuation to the next stage(s).
Students repeat the transparency-overlay drawings, but with their adopted
forest's topography and characteristics. |
|
Science
1.1, 1.3, 2.1
Arts4.1 |
Writing: students write a
story similar to "Tree Tops Valley" but using the history of
their adopted forest, and their own observations, as the basis.
Writing
1.1, 2.3 |
|
7A
Understanding Fire
(p. 82-95)
|
Living with Fire: Students brainstorm a pro/con list to using fire to
manage a forest. Students create a chart to compare data about "Fire
in the 1980's" After reading two articles about the 1988 Yellowstone
fires, the class discusses the causes and impacts of the fire. Each
student uses information gathered (additional research possible) to
support their position "for" or "against" using fire
as a management tool. Debate may occur between students on the issue. |
|
Science
1.3
Math
4.3
Reading
2.1, 2.2
Communication
3.3 |
|
|
7B
Understanding Fire
(p. 82-95)
|
Lotsatrees National
Forest: The class is
introduced to a fictitious National Forest and its surrounding community.
Groups of students write scenarios to show fire management decisions,
using realistic social, political, economic and environmental interests
involved in management decisions |
|
Science
1.3
Civics
4.1, 4.2, 4.3
Writing
2.3 |
Communications: Students
role-play a public hearing convened after the 1988 Yellowstone Fires.
Students communicate the viewpoints of their assigned role to
discuss/debate the significance of the fires. Communication
2.2, 3.3 |
|
8A
Fire Management
(p. 96-109)
|
Forest Health and
Fire: Students read two
articles related to fire management and then discuss the role of fire in a
healthy ecosystem, along with the impact of past fire management policies.
Students then design an unhealthy forest, describing it with maps, written
report and "field manager reports". Students create a forest
management plan to return their forest to health, using information from
the articles and previous research as support. |
|
SS-Geography
3.1, 3.2
Science
1.3
Writing
2.3
Reading
2.1, 2.2 |
Language Arts: students design
a public awareness campaign to explain their new management plan to
affected parties that rely on the forest.
Writing
2.2, 2.3. Communication
2.1, 2.3 |
|
8B
Fire Management
(p. 96-109)
|
The Wildland-Urban
Interface: Students study a
graphic, and possibly visit a forested resort, to gather information on
protecting homes from forest fires. Students use the information to design
a home or resort that models responsible living in wildlands. |
|
Science
1.3
SS-Geography
3.1, 3.2
Reading
1.5
Writing
2.3 |
Writing: Students design
flyers, brochures, or newspaper articles that inform homeowners about
living responsibly in the woodland-urban interface.
Writing
2.3
Language Arts: Students research a plant or
animal that is threatened due to human interference with natural fire and
succession patterns. Students summarize what they learn, and the class
reevaluates pros/cons of fire. Reading
2.1, 2.2.
Writing
2.3, SS-Geography
3.1
Language Arts: Students research issues
related to prescribed burns, then present information gathered in a report
or presentation. Reading
2.1, 2.2.
Writing
2.3 |
