Grand Canyon School
Fire Ecology: A Hot Topic
Grade 7
Theme: Fire plays an essential role in many ecosystems and is often managed to provide for human safety and healthy forests.
Goals: Students will
… know that fire is a natural part of the southwest and necessary for forest health.
… understand that 100 years of complete fire suppression caused the natural fire regime to get out of balance, creating too much fuel, unhealthy trees, hotter burning fires, and much more dangerous conditions.
… appreciate the importance of fire research to help fire scientists better manage fires to bring about healthier ecosystems and safer conditions for people.
… learn how to collect fire fuel data and understand its importance to fire scientists.
… want to learn more about fire and help fire managers collect fire fuels data.
… feel a sense of responsibility for taking care of the area in which they live.
… want to care for and protect Grand Canyon National Park.
Objectives: Students will be able to
… describe how the natural fire regimes of the west got out of balance in the last 100 years.
… explain what fire scientists and land managers are doing to bring fire back into the ecosystem in ways that are ecologically healthy and the safest for human lives and property.
… name four ways fires can be helpful and two ways fires can be destructive.
… identify log decay classes and types and sizes of fire fuels.
… explain why it is important to use scientific protocols when collecting data.
… use a compass and/or GPS, clinometer, tape measure, and Go-no-go to lay a fire fuels transect and collect/record multiple fire fuels measurements as prescribed by GLOBE.
… enter field data correctly into the GLOBE database.
… compare data between different years, plots, and other areas of the world.
… describe how the fire fuels data they collect contributes to better fire management.
Arizona State Standards Addressed:
S3C1PO 1. Analyze environmental risks (e.g., pollution, destruction of habitat) caused by human interaction with biological or geological systems.
S3C1PO 2. Analyze environmental benefits of the following human interactions with biological or geological systems: Reforestation, habitat restoration, construction of dams.
S3C1PO 3. Propose possible solutions to address the environmental risks in biological or geological systems.
S4C3PO 3. Analyze the interactions of living organisms with their ecosystems: limiting factors, carrying capacity.
S4C3PO 4. Evaluate data related to problems associated with population growth (e.g., overgrazing, forest management, invasion of non-native species) and the possible solutions.
S4C3PO 5. Predict how environmental factors (e.g., floods, droughts, temperature changes) affect survival rates in living organisms.
S4C3PO 6. Create a model of the interactions of living organisms within an ecosystem.
International Baccalaureate MYP:
Area of Interaction Focus: Community and Service.
Significant Concept: Our impact on our ecosystem can be positive or negative, and if we want it to be positive, then we need to take action in our community.
Thursday, September 3, 2009
Tuesday, July 21, 2009
Forests Are More Than Trees
Modified PLT activity #21 Adopt a Tree
Overview: When elementary age students think of forests, they probably think of lots and lots of trees. However, there is much more! Each forest is a growing, changing community made up of many different plants and animals that interact with each other in a variety of ways. The trees called producers make the food to “fuel” the animals or consumers. The animals pollinate flowers, distribute seeds, aerate the soil and carry out other important functions. Decomposers, such as fungi break down dead material turning it into soil and nutrients. Together, the producers, consumers, decomposers and other components of a forest form a self-sufficient ecosystem. But this ecosystem is constantly changing. For example, lightning could cause a fire or people might harvest a stand of trees. Such occurrences begin a new period of forest growth.
Grades: 4/5
Objectives: The students will
1.) discuss the characteristics of a forest
2.) identify the stages of a forest
3.) identify animals that make up a forest community
4.) observe a specific tree
Subject: Science: Standard 3, Literacy: Standard 2, Art
Materials: paper, colored pencils, journals, tree guides, insect guides
Time Considerations: a week long mini unit (in class instruction) and two or three 20 -25 minute periods (outdoor investigation)
Background: Most trees fall into two types: deciduous (lose all their leaves each year) and coniferous (cone bearing, needle leaf trees). Scientists have divided forests into four major groups based on the types of trees that grow in each one. The forests are called: boreal, mixed, and deciduous and rain forests. Many different factors determine the “character” of a forest such as: the kinds of trees, the kinds of animals that live there, elevation and forestry practices.
Activity: Using the KWHL strategy, the students will share what they know about forests, what they want to know about forests, how we will find out about forest and what we learned about forests(shared at the end of the mini unit)which could be used as an assessment.
Activity: The students will read and discuss “Forests Are More Than Trees” (National Wildlife Week Educator’s Guide, National Wildlife Federation). Because my class involves students of varying language proficiencies, we read and discuss as a whole group first and then do a Think, Pair, Share discussion. Discussion with a partner reduces anxiety and enhances understanding of topic.
Activity: Before visiting Balarat (Denver Public Schools Outdoor Lab) the students visit a nearby park and answer the following questions:
How many different kinds of trees are there in the park? Sketch a picture of a tree (your choice) and write a descriptive paragraph.
What kind of trees are there? Using field guides, identify the trees.
Do you see any signs of animals in, on or around the tree? Draw pictures of animals you see. Make leaf or bark rubbings and compare them with your classmates.
Activity: Back in the classroom allow time for students to share their observations and experiences of visiting the park.
Activity: While at Balarat, the students use their knowledge gleaned from “Forest Are More than Trees” mini unit to enhance their Montane Ecology hike. During this hike the students use keys for identification of trees, plants and cones found along the trail.
Enrichment: Many people “work with” forests and their inhabitants. Encourage students to research forest related careers i.e. forest manager, wildlife biologist, environmentalist and fire fighter to name a few.
Assessment: The students will use grade level content vocabulary to write his/her reflection of personal learning.
Modified PLT activity #21 Adopt a Tree
Overview: When elementary age students think of forests, they probably think of lots and lots of trees. However, there is much more! Each forest is a growing, changing community made up of many different plants and animals that interact with each other in a variety of ways. The trees called producers make the food to “fuel” the animals or consumers. The animals pollinate flowers, distribute seeds, aerate the soil and carry out other important functions. Decomposers, such as fungi break down dead material turning it into soil and nutrients. Together, the producers, consumers, decomposers and other components of a forest form a self-sufficient ecosystem. But this ecosystem is constantly changing. For example, lightning could cause a fire or people might harvest a stand of trees. Such occurrences begin a new period of forest growth.
Grades: 4/5
Objectives: The students will
1.) discuss the characteristics of a forest
2.) identify the stages of a forest
3.) identify animals that make up a forest community
4.) observe a specific tree
Subject: Science: Standard 3, Literacy: Standard 2, Art
Materials: paper, colored pencils, journals, tree guides, insect guides
Time Considerations: a week long mini unit (in class instruction) and two or three 20 -25 minute periods (outdoor investigation)
Background: Most trees fall into two types: deciduous (lose all their leaves each year) and coniferous (cone bearing, needle leaf trees). Scientists have divided forests into four major groups based on the types of trees that grow in each one. The forests are called: boreal, mixed, and deciduous and rain forests. Many different factors determine the “character” of a forest such as: the kinds of trees, the kinds of animals that live there, elevation and forestry practices.
Activity: Using the KWHL strategy, the students will share what they know about forests, what they want to know about forests, how we will find out about forest and what we learned about forests(shared at the end of the mini unit)which could be used as an assessment.
Activity: The students will read and discuss “Forests Are More Than Trees” (National Wildlife Week Educator’s Guide, National Wildlife Federation). Because my class involves students of varying language proficiencies, we read and discuss as a whole group first and then do a Think, Pair, Share discussion. Discussion with a partner reduces anxiety and enhances understanding of topic.
Activity: Before visiting Balarat (Denver Public Schools Outdoor Lab) the students visit a nearby park and answer the following questions:
How many different kinds of trees are there in the park? Sketch a picture of a tree (your choice) and write a descriptive paragraph.
What kind of trees are there? Using field guides, identify the trees.
Do you see any signs of animals in, on or around the tree? Draw pictures of animals you see. Make leaf or bark rubbings and compare them with your classmates.
Activity: Back in the classroom allow time for students to share their observations and experiences of visiting the park.
Activity: While at Balarat, the students use their knowledge gleaned from “Forest Are More than Trees” mini unit to enhance their Montane Ecology hike. During this hike the students use keys for identification of trees, plants and cones found along the trail.
Enrichment: Many people “work with” forests and their inhabitants. Encourage students to research forest related careers i.e. forest manager, wildlife biologist, environmentalist and fire fighter to name a few.
Assessment: The students will use grade level content vocabulary to write his/her reflection of personal learning.
Tuesday, July 14, 2009
Fire Ecology Lesson Plan
10th Grade General Biology
90 min classes
Day 1
1. Introduction to Mt. Life Zones (Forest Systems in Colorado) and the key tree species that identify the different zones.
2. Trip to local forest sight for tree identification using Colorado tree guides.
Day 2
1. Introduction to local pine beetle
a. Identification
b. Life Cycle
c. Impact
2. Trip to local forest sight to identify infected trees with discussion on what it means for the future of the forest (FIRE!!!) Could also look for weeds and other pests.
Day 3
1. Do tree ring activity
2. Trip to local forest sight to core trees and bring them back to the classroom
Day 4
1. Use tree cores to date local trees and talk about local fire regime
Day 5
1. Watch “Fire Wars”
Day 6
1. Discuss defensible space and the WUI
2. Using Local maps have the kids in small groups identify “High Risk” areas and have them come up with some type of land management plan for Summit County
Day 7
1. Have the groups report out to the class and allow for discussion both pro and con about each groups plan.
This is just one idea for the flow of this unit. There are so many other things that could be thrown in and I’m sure as the unit evolves things will be added and others will be removed.
10th Grade General Biology
90 min classes
Day 1
1. Introduction to Mt. Life Zones (Forest Systems in Colorado) and the key tree species that identify the different zones.
2. Trip to local forest sight for tree identification using Colorado tree guides.
Day 2
1. Introduction to local pine beetle
a. Identification
b. Life Cycle
c. Impact
2. Trip to local forest sight to identify infected trees with discussion on what it means for the future of the forest (FIRE!!!) Could also look for weeds and other pests.
Day 3
1. Do tree ring activity
2. Trip to local forest sight to core trees and bring them back to the classroom
Day 4
1. Use tree cores to date local trees and talk about local fire regime
Day 5
1. Watch “Fire Wars”
Day 6
1. Discuss defensible space and the WUI
2. Using Local maps have the kids in small groups identify “High Risk” areas and have them come up with some type of land management plan for Summit County
Day 7
1. Have the groups report out to the class and allow for discussion both pro and con about each groups plan.
This is just one idea for the flow of this unit. There are so many other things that could be thrown in and I’m sure as the unit evolves things will be added and others will be removed.
The Project Learning Tree book has me all fired up in a million different directions. It all started with my Balarat tree treasure idea. I wanted to adapt the idea from the Fireworks box that held all of the tree specimens. I thought that I could collect samples of the trees and plants that are in and around Balarat. Afterwards the kids could use the tree identification books and their Balarat journals to match the samples with pictures.
This did not satisfy me, so I took it a step further and decided that whatever I wrote needed to somehow get tied in with fire ecology. So then I thought about the Balarat fire, the types of fuel and conditions that were necessary to get that mountainside ablaze. Also, what animals, plants, and habitats were affected? Now the question is; Do I start with activity 81, Living with Fire or do I start with Then and Now, activity 40? Of course, I could start with activity 22, Trees as Habitats. See where this is going? All these units are tied together and I haven't even gotten to the Fire's Role in Nature poster yet. If you give Ann an idea.... I have so many ideas. (I guess that is a good thing)
I finally decided that I could assume a few things. Many of the teachers have already talked about plants and animals of the Rocky Mountains. Also, the kids have a general knowledge of the trees and plants at Balarat. This is reinforced the first day with their ecology hike. As a reinforcing activity I thought that I could do a general review of the trees, plants, and animals that the children know about. Then we could quickly get into fire behavior and how it affects the plants and animals.
I would do part A-The Fire Triangle from activity 81-Living with Fire in the PLT book one evening and the next evening, we would discuss the fire and explore the possible animals that have now made their homes in the burned out forest. The included lesson plan is what I would like to accomplish, but I will need to have a few trial runs before this is completey established.
Thanks again for all of the goodies we received! I am still having fun discovering everything. I could be reflecting and having fun with this "stuff" for quite some time. For now, I am going to change directions and do my yin/yang of fire and water. Fire has so occupied my thoughts that I am taking a break, heading to the gulf of Florida and to the Florida keys to enjoy the salt water of the ocean, then on to Minnesota to enjoy the fresh water lakes and rivers. Afterall, it is summer. When I get back, it will be back to thinking about fires and fall.
Charcoal Forest Trees as Habitats
Grade level 3-5
Subjects: Science and Social Studies
Skills: Observing, Organizing information, Inferring, Identifying relationships, Predicting
Science Standard 3
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Science Standard 5
Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world.
Objectives
Students will describe ways animals and plants depend on trees for survival and, in turn, influence the trees.
Students will identify interrelationships between the organisms using the tree.
Materials
The Charcoal Forest by Beth A. Peluso; chart paper, paper and pencils; clipboards; field guides of trees, insects, and birds; Balarat journal; hand lenses; bug boxes; binoculars optional; Fire’s Role in Nature posters
PLT Activity 81-Living with Fire-part A-Fire Triangle
PLT Activity 22-Trees as Habitats-part B-Life in a Tree
Getting ready and background information for doing a morning hike to the burn area of Balarat for observations. First evening: After doing the Living with Fire demonstration and reading The Charcoal Forest, follow with discussion of what children will see on their morning hike to the burned area of Balarat.
Morning hike and activity: Divide into groups of 5-6 students. Follow the directions 1-4 on pages 103-104 in PLT book exploring and discovering what plants and animals are living in the charcoal forest of Balarat.
Second evening: Back in the classroom, finish 5-6 on page 104 of PLT book. Each group receives a Fire’s Role in Nature poster to create their own stories, webs, and presentations. As a group, have them make posters of their tree with advertisements for new occupants.
Enrichment
Take digital pictures of what is seen in and around a tree in both habitats. (Healthy and burned forest) Compare/contrast findings. These pictures could be used in a word processing presentation or as written information in brochures or newsletters for the community. Also, make timeline murals, pop up books, or flip books of before and after the fire.
This did not satisfy me, so I took it a step further and decided that whatever I wrote needed to somehow get tied in with fire ecology. So then I thought about the Balarat fire, the types of fuel and conditions that were necessary to get that mountainside ablaze. Also, what animals, plants, and habitats were affected? Now the question is; Do I start with activity 81, Living with Fire or do I start with Then and Now, activity 40? Of course, I could start with activity 22, Trees as Habitats. See where this is going? All these units are tied together and I haven't even gotten to the Fire's Role in Nature poster yet. If you give Ann an idea.... I have so many ideas. (I guess that is a good thing)
I finally decided that I could assume a few things. Many of the teachers have already talked about plants and animals of the Rocky Mountains. Also, the kids have a general knowledge of the trees and plants at Balarat. This is reinforced the first day with their ecology hike. As a reinforcing activity I thought that I could do a general review of the trees, plants, and animals that the children know about. Then we could quickly get into fire behavior and how it affects the plants and animals.
I would do part A-The Fire Triangle from activity 81-Living with Fire in the PLT book one evening and the next evening, we would discuss the fire and explore the possible animals that have now made their homes in the burned out forest. The included lesson plan is what I would like to accomplish, but I will need to have a few trial runs before this is completey established.
Thanks again for all of the goodies we received! I am still having fun discovering everything. I could be reflecting and having fun with this "stuff" for quite some time. For now, I am going to change directions and do my yin/yang of fire and water. Fire has so occupied my thoughts that I am taking a break, heading to the gulf of Florida and to the Florida keys to enjoy the salt water of the ocean, then on to Minnesota to enjoy the fresh water lakes and rivers. Afterall, it is summer. When I get back, it will be back to thinking about fires and fall.
Charcoal Forest Trees as Habitats
Grade level 3-5
Subjects: Science and Social Studies
Skills: Observing, Organizing information, Inferring, Identifying relationships, Predicting
Science Standard 3
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Science Standard 5
Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world.
Objectives
Students will describe ways animals and plants depend on trees for survival and, in turn, influence the trees.
Students will identify interrelationships between the organisms using the tree.
Materials
The Charcoal Forest by Beth A. Peluso; chart paper, paper and pencils; clipboards; field guides of trees, insects, and birds; Balarat journal; hand lenses; bug boxes; binoculars optional; Fire’s Role in Nature posters
PLT Activity 81-Living with Fire-part A-Fire Triangle
PLT Activity 22-Trees as Habitats-part B-Life in a Tree
Getting ready and background information for doing a morning hike to the burn area of Balarat for observations. First evening: After doing the Living with Fire demonstration and reading The Charcoal Forest, follow with discussion of what children will see on their morning hike to the burned area of Balarat.
Morning hike and activity: Divide into groups of 5-6 students. Follow the directions 1-4 on pages 103-104 in PLT book exploring and discovering what plants and animals are living in the charcoal forest of Balarat.
Second evening: Back in the classroom, finish 5-6 on page 104 of PLT book. Each group receives a Fire’s Role in Nature poster to create their own stories, webs, and presentations. As a group, have them make posters of their tree with advertisements for new occupants.
Enrichment
Take digital pictures of what is seen in and around a tree in both habitats. (Healthy and burned forest) Compare/contrast findings. These pictures could be used in a word processing presentation or as written information in brochures or newsletters for the community. Also, make timeline murals, pop up books, or flip books of before and after the fire.
Professional Education Objective: To incorporate a “hands on” environmental awareness in my third grade classroom by connecting the PLT lessons into the Open Court Reading Curriculum on a monthly time schedule.
September: Friendship Unit
Story: Gloria Who Might be My Best Friend
PLT connection: Lesson #2 Get in Touch with Trees
Tree Ring Autobiography-students will examine a tree ring sample and draw tree rings of their life
October: City Wildlife
Story: Wild Animals Live in Cities Too
PLT connection: Lesson #78 Signs of Fall
November: Imagination
Story: The Cat who became a Poet
PLT connection: #39 Superhero Power
January: Money Unit
Story: Kids Did It! in Business
PLT connection: Lesson # 15 A Few of my Favorite Things
February: Storytelling Unit
Story: Carving the Pole
PLT connection: # 30 Three Cheers for Trees
March: Country Life Unit
Story: Heartland
PLT connection: Lesson #38 Every Drop Counts
April: Country Life Unit
Story: What Ever happened to the Baxter Place?
PLT connection: # 93 Paper Civilizations
May: Plant Unit - Students will explore plant systems
PLT Lessons #41,42,43,44
September: Friendship Unit
Story: Gloria Who Might be My Best Friend
PLT connection: Lesson #2 Get in Touch with Trees
Tree Ring Autobiography-students will examine a tree ring sample and draw tree rings of their life
October: City Wildlife
Story: Wild Animals Live in Cities Too
PLT connection: Lesson #78 Signs of Fall
November: Imagination
Story: The Cat who became a Poet
PLT connection: #39 Superhero Power
January: Money Unit
Story: Kids Did It! in Business
PLT connection: Lesson # 15 A Few of my Favorite Things
February: Storytelling Unit
Story: Carving the Pole
PLT connection: # 30 Three Cheers for Trees
March: Country Life Unit
Story: Heartland
PLT connection: Lesson #38 Every Drop Counts
April: Country Life Unit
Story: What Ever happened to the Baxter Place?
PLT connection: # 93 Paper Civilizations
May: Plant Unit - Students will explore plant systems
PLT Lessons #41,42,43,44
Fire
Key Concepts
No matter how substances within a closed system interact the total mass of the system remains the same. (eg. burning of log)
An important kind of reaction between substances involves the combination of oxygen with something else (eg. combustion).
Energy is the ability to do work, energy appears in different forms. Heat energy is in the disorderly motion of molecules, it can be transferred between materials by conduction, convection, and radiation.
Atoms and molecules are perpetually in motion. Increased temperature means greater average energy of motion so most substances expand when heated.
Most substances can exist as solid, liquid, or gas depending on temperature.
In solids, the atoms or molecules are closely locked in position and can only vibrate. In liquids, they have higher energy, are more loosely connected and can side past one another; some atoms or molecules can get enough energy to escape into a gas. In gases the atoms/molecules have still more energy and are free of one another except during collisions.
The elements (matter) that make up the molecules of living things pass through food webs and are combined and recombined in different ways. At each link in the food web, some energy is stored in newly made structures but much is dissipated into the environment as heat. Continual input of energy from sunlight keeps the process going.
Most systems above the molecular level involve so many parts and forces and are so sensitive to tiny differences in conditions that their precise behavior is unpredictable even if all the rules for change are known.
Biological diversity results from the interaction of living and nonliving environmental components such as air, water, climate and geologic features.
In biological systems, energy flows and materials continually cycle in predictable and measurable patterns.
Human societies and cultures throughout the world impact and are impacted by fire in diverse ecosystems.
Essential Questions
What is fire and how does it impact the Earth systems?
o Earth Systems analysis of a fire event
o Nova Fire Wars video and question set
What are the necessary components of fire?
o Fire triangle (Fuel, Oxygen, Heat)
o Environmental Fire triangle (fuels, weather, topography)
o Understanding Fire p 82 PTL Forest Ecology
o Cootie Catcher (fire triangle)
o Wildland Home Fire Risk Meter
What affect does heat energy have on matter?
o Newton’s Apple fire demo video
o Kinetic Molecular theory
o Combustion reaction
o phase changes (vaporizaton)
o heat transfer (convection, radiation and conduction)
o Density (of gases and fuels)
o Pressure differences create winds and tornados
o Candle observations (observing phase changes, heat, light)
o Candle under the jar (timing oxygen consumption)
o Heat transfer (heat, light, fire)
o Endothermic and exothermic reactions (using calcium carbonate and ammonia chloride)
o CO2 lab (includes density and pH)
o Reading: This Thing Called Fire http://www.nifc.gov/pres_visit/whatisfire.html
How do ecosystems influence fire regimes?
o Dendrochronology lab (evidence for fire patterns)
o Fire Management Plans: Remediation, Mitigation, and Prevention (Firewise materials)
Match Stick Forest (PLT)
Fuel load in the forest, testing ignition and surface area
Dust Can Explosion activity
Reading: How Plants Use Fire?
How are watersheds impacted fire?
Delinating watersheds using a topo map
Reading: The Story of Lemon Reservoir
How do Ecosystems change over time?
o Succession Nothing Succeeds Like Succession
PLT Environmental Education #80 p 345
o Every Tree for Itself PLT Environmental Education #27 p 117
o Infestations, and diseases ( eg. bark beetle, invasive species)
Home Sweet Home PLT Environmental Education #4 p 59
o Reading: Yellowstone Reading
Key Concepts
No matter how substances within a closed system interact the total mass of the system remains the same. (eg. burning of log)
An important kind of reaction between substances involves the combination of oxygen with something else (eg. combustion).
Energy is the ability to do work, energy appears in different forms. Heat energy is in the disorderly motion of molecules, it can be transferred between materials by conduction, convection, and radiation.
Atoms and molecules are perpetually in motion. Increased temperature means greater average energy of motion so most substances expand when heated.
Most substances can exist as solid, liquid, or gas depending on temperature.
In solids, the atoms or molecules are closely locked in position and can only vibrate. In liquids, they have higher energy, are more loosely connected and can side past one another; some atoms or molecules can get enough energy to escape into a gas. In gases the atoms/molecules have still more energy and are free of one another except during collisions.
The elements (matter) that make up the molecules of living things pass through food webs and are combined and recombined in different ways. At each link in the food web, some energy is stored in newly made structures but much is dissipated into the environment as heat. Continual input of energy from sunlight keeps the process going.
Most systems above the molecular level involve so many parts and forces and are so sensitive to tiny differences in conditions that their precise behavior is unpredictable even if all the rules for change are known.
Biological diversity results from the interaction of living and nonliving environmental components such as air, water, climate and geologic features.
In biological systems, energy flows and materials continually cycle in predictable and measurable patterns.
Human societies and cultures throughout the world impact and are impacted by fire in diverse ecosystems.
Essential Questions
What is fire and how does it impact the Earth systems?
o Earth Systems analysis of a fire event
o Nova Fire Wars video and question set
What are the necessary components of fire?
o Fire triangle (Fuel, Oxygen, Heat)
o Environmental Fire triangle (fuels, weather, topography)
o Understanding Fire p 82 PTL Forest Ecology
o Cootie Catcher (fire triangle)
o Wildland Home Fire Risk Meter
What affect does heat energy have on matter?
o Newton’s Apple fire demo video
o Kinetic Molecular theory
o Combustion reaction
o phase changes (vaporizaton)
o heat transfer (convection, radiation and conduction)
o Density (of gases and fuels)
o Pressure differences create winds and tornados
o Candle observations (observing phase changes, heat, light)
o Candle under the jar (timing oxygen consumption)
o Heat transfer (heat, light, fire)
o Endothermic and exothermic reactions (using calcium carbonate and ammonia chloride)
o CO2 lab (includes density and pH)
o Reading: This Thing Called Fire http://www.nifc.gov/pres_visit/whatisfire.html
How do ecosystems influence fire regimes?
o Dendrochronology lab (evidence for fire patterns)
o Fire Management Plans: Remediation, Mitigation, and Prevention (Firewise materials)
Match Stick Forest (PLT)
Fuel load in the forest, testing ignition and surface area
Dust Can Explosion activity
Reading: How Plants Use Fire?
How are watersheds impacted fire?
Delinating watersheds using a topo map
Reading: The Story of Lemon Reservoir
How do Ecosystems change over time?
o Succession Nothing Succeeds Like Succession
PLT Environmental Education #80 p 345
o Every Tree for Itself PLT Environmental Education #27 p 117
o Infestations, and diseases ( eg. bark beetle, invasive species)
Home Sweet Home PLT Environmental Education #4 p 59
o Reading: Yellowstone Reading
UNIT: Ecology
This approach to teaching Ecology begins with the “big picture” (ecosystems) and works towards population concepts, and then finishes with lessons on natural resource management and pollution.
•LESSON 1: “The Ecological Levels of Organization”
– Biosphere Ecosystems Communities Populations.
•LESSON 2: “The Eight Ecosystems of Colorado”
– Grasslands, Sage Shrublands, Pinon-Juniper Woodland, Montane Shrublands, Montane Forests, Subalpine Forests, Alpine Tundra, Riparian.
o Ecosystem posters provided by PLT/DOW – laminate them!
o Slide show, with pictures that I have taken of each ecosystem.
o Matching activity: match a statement on a handout to each ecosystem, include statements about fire. Students can work individually or in small groups.
Examples (answers in parentheses):
1) Which ecosystem has the greatest biodiversity (riparian);
2) trees can’t survive in this ecosystem because of the harsh climate and poor soil (tundra);
3) historically, trees were not found in this ecosystem because frequent fires killed seedlings trying to establish themselves (grassland);
4) historically, this ecosystem was characterized by an open, un-crowded forests with little understory because of frequent surface fires (Montane forest);
5) the lowest elevation forested ecosystem in Colorado, not found around water (Pinon-Juniper woodland);
6) characterized by deciduous shrubs, one of which produces an acorn crop highly valued by wildlife (montane shrublands);
7) dense coniferous forests, highest forested ecosystem in Colorado (subalpine forest);
8) found in arid regions at low elevations of Western Colorado – no trees (sage shrublands).
oPlant and animal identification on the posters, have students search for each species and record the ecosystems that they are found in. Only choose some of the dominant, or most significant (state animals) species for the students to find.
Poster Quiz: quiz students over the plants and animals they identified above by writing a number on the laminated posters and have them walk around to each poster to take the quiz, one student per poster or have a “group” quiz by lab groups.
oTree Identification: use slides provided by Amanda Bucknam (Colorado Forest Restoration Institute) and bring in branches of each species if possible (with cones or fruits). Important species to include (and emphasize on posters): willow, cottonwood, pinon, juniper, gambel’s oak, ponderosa, douglas fir, white fir, aspen, lodgepole pine, engelman spruce, blue spruce, subalpine fir. Others such as limber pine, bristlecone pine, etc. can be included.
Have students research the natural history and uses of each species by humans and wildlife.
Teach students to use a dichotomous key of trees.
Quiz: on slides and/or branches.
•LESSON 3: “Community Ecology”;
ecological niche; inter-specific competition; ecological succession.
o Movie: “Wings Over the Serengeti” – NOVA.
A good start for the discussion of niche.
o A forest is a good example of the concept of an ecological community.
Have students “jigsaw” the article: “Forest Issues and Answers” in PLT, Focus on Forests.
Topics for jigsaw:
1) forest benefits;
2) who owns America’s forests;
3) building on the past;
4) lessons we’ve learned;
5) a look at the issues.
Activity: “What’s a Forest to You?” in PLT, Focus on Forests.
Forest composition illustrates inter-specific competition:
Montane forest for example – Ponderosa’s niche is related to fire (fire tolerant species); when fire is suppressed White and Doug. fir (fire intolerant species) out compete Ponderosa.
Read: “Fire and Forest Health” in Eco-Link, Fire Ecology, vol. 12, no. 1.
Discuss “tree rings and fire scars” in Living With Fire, USDA.
Resource: “tree cookie” with fire scar.
Activity: have students list dates of southwestern fires, correlate those fires with dought – see Fire History from Tree Rings, by Huckaby, June 2004, Rocky Mountain Research Station.
Discuss history of fire suppression. See timeline in Fire in Pacific Northwest Ecosystems.
o Ecological Succession – primary and secondary.
Definition: see “ecological succession” in PLT, Forest Ecology, p.11.
Read: “natural patterns of succession” in PLT, Forest Ecology, p.13.
Resource: poster – “Fire’s Role in Nature” – PLT.
Read: “Nature Rebuilds” – Colorado Outdoors, Sept/Oct. 2002.
Logging’s role in forest management.
Benefits to wildlife.
o Fire management policy –
Movie: “Fire Wars” – NOVA.
Wildland urban interface.
• LESSON 4: “Population Ecology”; population growth (r and K selected species); density-dependent and density-independent population controls.
o Mountain Pine Beetle: an example of an “r” selected species, fast growth rate.
Dense, forests are more susceptible to insect damage.
Resource: posters on beetles by USFS and CO FS.
This approach to teaching Ecology begins with the “big picture” (ecosystems) and works towards population concepts, and then finishes with lessons on natural resource management and pollution.
•LESSON 1: “The Ecological Levels of Organization”
– Biosphere Ecosystems Communities Populations.
•LESSON 2: “The Eight Ecosystems of Colorado”
– Grasslands, Sage Shrublands, Pinon-Juniper Woodland, Montane Shrublands, Montane Forests, Subalpine Forests, Alpine Tundra, Riparian.
o Ecosystem posters provided by PLT/DOW – laminate them!
o Slide show, with pictures that I have taken of each ecosystem.
o Matching activity: match a statement on a handout to each ecosystem, include statements about fire. Students can work individually or in small groups.
Examples (answers in parentheses):
1) Which ecosystem has the greatest biodiversity (riparian);
2) trees can’t survive in this ecosystem because of the harsh climate and poor soil (tundra);
3) historically, trees were not found in this ecosystem because frequent fires killed seedlings trying to establish themselves (grassland);
4) historically, this ecosystem was characterized by an open, un-crowded forests with little understory because of frequent surface fires (Montane forest);
5) the lowest elevation forested ecosystem in Colorado, not found around water (Pinon-Juniper woodland);
6) characterized by deciduous shrubs, one of which produces an acorn crop highly valued by wildlife (montane shrublands);
7) dense coniferous forests, highest forested ecosystem in Colorado (subalpine forest);
8) found in arid regions at low elevations of Western Colorado – no trees (sage shrublands).
oPlant and animal identification on the posters, have students search for each species and record the ecosystems that they are found in. Only choose some of the dominant, or most significant (state animals) species for the students to find.
Poster Quiz: quiz students over the plants and animals they identified above by writing a number on the laminated posters and have them walk around to each poster to take the quiz, one student per poster or have a “group” quiz by lab groups.
oTree Identification: use slides provided by Amanda Bucknam (Colorado Forest Restoration Institute) and bring in branches of each species if possible (with cones or fruits). Important species to include (and emphasize on posters): willow, cottonwood, pinon, juniper, gambel’s oak, ponderosa, douglas fir, white fir, aspen, lodgepole pine, engelman spruce, blue spruce, subalpine fir. Others such as limber pine, bristlecone pine, etc. can be included.
Have students research the natural history and uses of each species by humans and wildlife.
Teach students to use a dichotomous key of trees.
Quiz: on slides and/or branches.
•LESSON 3: “Community Ecology”;
ecological niche; inter-specific competition; ecological succession.
o Movie: “Wings Over the Serengeti” – NOVA.
A good start for the discussion of niche.
o A forest is a good example of the concept of an ecological community.
Have students “jigsaw” the article: “Forest Issues and Answers” in PLT, Focus on Forests.
Topics for jigsaw:
1) forest benefits;
2) who owns America’s forests;
3) building on the past;
4) lessons we’ve learned;
5) a look at the issues.
Activity: “What’s a Forest to You?” in PLT, Focus on Forests.
Forest composition illustrates inter-specific competition:
Montane forest for example – Ponderosa’s niche is related to fire (fire tolerant species); when fire is suppressed White and Doug. fir (fire intolerant species) out compete Ponderosa.
Read: “Fire and Forest Health” in Eco-Link, Fire Ecology, vol. 12, no. 1.
Discuss “tree rings and fire scars” in Living With Fire, USDA.
Resource: “tree cookie” with fire scar.
Activity: have students list dates of southwestern fires, correlate those fires with dought – see Fire History from Tree Rings, by Huckaby, June 2004, Rocky Mountain Research Station.
Discuss history of fire suppression. See timeline in Fire in Pacific Northwest Ecosystems.
o Ecological Succession – primary and secondary.
Definition: see “ecological succession” in PLT, Forest Ecology, p.11.
Read: “natural patterns of succession” in PLT, Forest Ecology, p.13.
Resource: poster – “Fire’s Role in Nature” – PLT.
Read: “Nature Rebuilds” – Colorado Outdoors, Sept/Oct. 2002.
Logging’s role in forest management.
Benefits to wildlife.
o Fire management policy –
Movie: “Fire Wars” – NOVA.
Wildland urban interface.
• LESSON 4: “Population Ecology”; population growth (r and K selected species); density-dependent and density-independent population controls.
o Mountain Pine Beetle: an example of an “r” selected species, fast growth rate.
Dense, forests are more susceptible to insect damage.
Resource: posters on beetles by USFS and CO FS.
Forest Fire Ecology
6th grade computers
Unit plan
Objective: Students will understand the impact of wild fires on natural resources around the United States and especially in Colorado.
Equipment: Approximately 30 Computers, 1 for each student for research.
What We Are Going To Do:
Day 1: Introduce the unit by talking about wild fires and how any of the students have been affected by them. Discuss why fires would be controlled and why some are left to burn, and the fuels that could help or hurt the fires.
Start watching the movie “Fire Wars”.
Day 2: Review topics discussed on Day 1. Continue watching “Fire Wars”. We may not finish the movie, but it will be good background information for the students.
Day 3: Revisit the impact of fire on the environment. Pair students for the project: Each group picks a state, one group will not research a state rather they will research the overall U.S. Students will research the history of wild fires in their chosen state throughout the past 10 years. They will also find the three most abundant types of trees and acreage of each in their chosen state, how many acres burned per year, and how many fires burned in that state per year. The data will be compiled into a spreadsheet and then be put into a set of graphs showing the change of land burned per year, as well as the # of fires per year.
Day 4: In review, we will discuss how to graph on Microsoft Excel and which graph is most appropriate to use when we are trying to track trends over time, Line graphs. Students will continue to research and track their findings.
Day 5 or 6: As each group presents their findings and shows their graphs, the overall picture will be completed by the group who researched the entire U.S. We will look for trends and discuss why certain years burned more acreage than others, drought. We will also review certain states to see if the types of trees along with the overall state layout make a drastic difference in regard to wild fires.
Unfortunately, I only have 6th graders for 9 weeks and have quite a bit of basic information to teach them. This limits the amount of detail we can research and the amount of time we can spend on each lesson.
Rubric
10 pts,
7.5 pts,
5 pts,
2.5 pts
Spreadsheet
The spreadsheet is well organized and easy to follow.
The spreadsheet is organized but misses a couple pieces of information.
The spreadsheet lacks organization and is missing some information
The spreadsheet is disorganized and misses large amounts of information.
Graphs
The graphs are detailed and use extra details to make them more interesting.
The graphs are detailed and contain all needed information.
The graphs lack some of the needed information.
The graphs are missing large amounts of information.
Presentation
The presentation is well rehearsed and catches very interesting to hear.
The presentation is clear but could use some more preparation.
The presentation is “hit and miss”, leaving out some important details.
The presentation was not prepared for and doesn’t cover the needed material.
Work ethic
The group worked very hard and was always on task.
The group stayed on task most of the time.
The group was off task several times.
The group was often off task and distracted other groups.
Example Graph the following:
wild fire data for some random state from 1997 - 2008
Year, Wild fires,Acres Burned
1997 205 245267
1998 175 214356
1999 189 356324
2000 267 737454
2001 234 854323
2002 351 1148564
2003 197 254744
2004 214 286545
2005 301 924356
2006 162 367546
2007 243 667544
2008 208 277498
Trees of this random state
Trees Acreage
Elm 243623
Ponderosa Pine 210432
Maple 189757
6th grade computers
Unit plan
Objective: Students will understand the impact of wild fires on natural resources around the United States and especially in Colorado.
Equipment: Approximately 30 Computers, 1 for each student for research.
What We Are Going To Do:
Day 1: Introduce the unit by talking about wild fires and how any of the students have been affected by them. Discuss why fires would be controlled and why some are left to burn, and the fuels that could help or hurt the fires.
Start watching the movie “Fire Wars”.
Day 2: Review topics discussed on Day 1. Continue watching “Fire Wars”. We may not finish the movie, but it will be good background information for the students.
Day 3: Revisit the impact of fire on the environment. Pair students for the project: Each group picks a state, one group will not research a state rather they will research the overall U.S. Students will research the history of wild fires in their chosen state throughout the past 10 years. They will also find the three most abundant types of trees and acreage of each in their chosen state, how many acres burned per year, and how many fires burned in that state per year. The data will be compiled into a spreadsheet and then be put into a set of graphs showing the change of land burned per year, as well as the # of fires per year.
Day 4: In review, we will discuss how to graph on Microsoft Excel and which graph is most appropriate to use when we are trying to track trends over time, Line graphs. Students will continue to research and track their findings.
Day 5 or 6: As each group presents their findings and shows their graphs, the overall picture will be completed by the group who researched the entire U.S. We will look for trends and discuss why certain years burned more acreage than others, drought. We will also review certain states to see if the types of trees along with the overall state layout make a drastic difference in regard to wild fires.
Unfortunately, I only have 6th graders for 9 weeks and have quite a bit of basic information to teach them. This limits the amount of detail we can research and the amount of time we can spend on each lesson.
Rubric
10 pts,
7.5 pts,
5 pts,
2.5 pts
Spreadsheet
The spreadsheet is well organized and easy to follow.
The spreadsheet is organized but misses a couple pieces of information.
The spreadsheet lacks organization and is missing some information
The spreadsheet is disorganized and misses large amounts of information.
Graphs
The graphs are detailed and use extra details to make them more interesting.
The graphs are detailed and contain all needed information.
The graphs lack some of the needed information.
The graphs are missing large amounts of information.
Presentation
The presentation is well rehearsed and catches very interesting to hear.
The presentation is clear but could use some more preparation.
The presentation is “hit and miss”, leaving out some important details.
The presentation was not prepared for and doesn’t cover the needed material.
Work ethic
The group worked very hard and was always on task.
The group stayed on task most of the time.
The group was off task several times.
The group was often off task and distracted other groups.
Example Graph the following:
wild fire data for some random state from 1997 - 2008
Year, Wild fires,Acres Burned
1997 205 245267
1998 175 214356
1999 189 356324
2000 267 737454
2001 234 854323
2002 351 1148564
2003 197 254744
2004 214 286545
2005 301 924356
2006 162 367546
2007 243 667544
2008 208 277498
Trees of this random state
Trees Acreage
Elm 243623
Ponderosa Pine 210432
Maple 189757
Tree Ring Data
• Intro: terminology and purpose of tree ring data
• Uses in dating the age of a forest, archeological dating, and connection to fire regime
• Look at tree cookies with fire scars
• Talk about a master chronology and prepare a skeleton plot from a sample ring utilizing the lab that Ros Wu showed us
• Show how determining the age of the tree is done
• Utilize the PowerPoint on Dendrochronology on iStorage
Fire Triangle Education
Lab from FireBox #5 What Burns Best
• Teaching students about fuel types, size and moisture content. I will have students apply knowledge of relative humidity and have them measure fuel moisture in a simple dehydration lab.
• Complete a comparison of vegetation zones and their fuel content and fire regimes
MatchStick Forest Lab:
• showing conduction, convection, radiation and connection to fire behavior
Following Background info on Fires, Forests, and Ecosystems
• Complete PLT Activity “400 Acre Woods” modified so that students must choose forest type and include a fire management plan, including any mitigation
• Invite guest speaker Mike Jones (fire crew leader for the BLM Western Co Region)
FireWise Information & Teaching About WUI and how to make homes “safer” from wildfire
This is a rough outline – but my thoughts of how to incorporate into existing lessons are ongoing.
I am excited with the new additions and I know my students will be too!!
• Intro: terminology and purpose of tree ring data
• Uses in dating the age of a forest, archeological dating, and connection to fire regime
• Look at tree cookies with fire scars
• Talk about a master chronology and prepare a skeleton plot from a sample ring utilizing the lab that Ros Wu showed us
• Show how determining the age of the tree is done
• Utilize the PowerPoint on Dendrochronology on iStorage
Fire Triangle Education
Lab from FireBox #5 What Burns Best
• Teaching students about fuel types, size and moisture content. I will have students apply knowledge of relative humidity and have them measure fuel moisture in a simple dehydration lab.
• Complete a comparison of vegetation zones and their fuel content and fire regimes
MatchStick Forest Lab:
• showing conduction, convection, radiation and connection to fire behavior
Following Background info on Fires, Forests, and Ecosystems
• Complete PLT Activity “400 Acre Woods” modified so that students must choose forest type and include a fire management plan, including any mitigation
• Invite guest speaker Mike Jones (fire crew leader for the BLM Western Co Region)
FireWise Information & Teaching About WUI and how to make homes “safer” from wildfire
This is a rough outline – but my thoughts of how to incorporate into existing lessons are ongoing.
I am excited with the new additions and I know my students will be too!!
Have you ever read the children's book If You Give A Mouse A Cookie? That's how I feel when I am trying to generate this lesson plan. If you don't know the story, it basically goes like this: If you give a mouse a cookie, then he will need a glass of milk to go along with it, then he needs a napkin to wipe his whiskers. When he sees himself in the mirror after wiping his mouth, he needs a whisker trim, then he thinks of his family and on and on. Essentially, he gets sidetracked every time something new comes up. Eventually, he gets back to that cookie, so hopefully I will get back on track too.
Charcoal Forest Trees as Habitats
Grade level 3-5
Subjects: Science and Social Studies
Skills: Observing, Organizing information, Inferring, Identifying relationships, Predicting
Science Standard 3
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Science Standard 5
Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world.
Objectives
Students will describe ways animals and plants depend on trees for survival and, in turn, influence the trees.
Students will identify interrelationships between the organisms using the tree.
Materials
The Charcoal Forest by Beth A. Peluso; chart paper, paper and pencils; clipboards; field guides of trees, insects, and birds; Balarat journal; hand lenses; bug boxes; binoculars optional; Fire’s Role in Nature posters
PLT Activity 81-Living with Fire-part A-Fire Triangle
PLT Activity 22-Trees as Habitats-part B-Life in a Tree
Getting ready and background information for doing a morning hike to the burn area of Balarat for observations. First evening: After doing the Living with Fire demonstration and reading The Charcoal Forest, follow with discussion of what children will see on their morning hike to the burned area of Balarat.
Morning hike and activity: Divide into groups of 5-6 students. Follow the directions 1-4 on pages 103-104 in PLT book exploring and discovering what plants and animals are living in the charcoal forest of Balarat.
Second evening: Back in the classroom, finish 5-6 on page 104 of PLT book. Each group receives a Fire’s Role in Nature poster to create their own stories, webs, and presentations. As a group, have them make posters of their tree with advertisements for new occupants.
Enrichment
Take digital pictures of what is seen in and around a tree in both habitats. (Healthy and burned forest) Compare/contrast findings. These pictures could be used in a word processing presentation or as written information in brochures or newsletters for the community. Also, make timeline murals, pop up books, or flip books of before and after the fire.
Charcoal Forest Trees as Habitats
Grade level 3-5
Subjects: Science and Social Studies
Skills: Observing, Organizing information, Inferring, Identifying relationships, Predicting
Science Standard 3
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Science Standard 5
Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world.
Objectives
Students will describe ways animals and plants depend on trees for survival and, in turn, influence the trees.
Students will identify interrelationships between the organisms using the tree.
Materials
The Charcoal Forest by Beth A. Peluso; chart paper, paper and pencils; clipboards; field guides of trees, insects, and birds; Balarat journal; hand lenses; bug boxes; binoculars optional; Fire’s Role in Nature posters
PLT Activity 81-Living with Fire-part A-Fire Triangle
PLT Activity 22-Trees as Habitats-part B-Life in a Tree
Getting ready and background information for doing a morning hike to the burn area of Balarat for observations. First evening: After doing the Living with Fire demonstration and reading The Charcoal Forest, follow with discussion of what children will see on their morning hike to the burned area of Balarat.
Morning hike and activity: Divide into groups of 5-6 students. Follow the directions 1-4 on pages 103-104 in PLT book exploring and discovering what plants and animals are living in the charcoal forest of Balarat.
Second evening: Back in the classroom, finish 5-6 on page 104 of PLT book. Each group receives a Fire’s Role in Nature poster to create their own stories, webs, and presentations. As a group, have them make posters of their tree with advertisements for new occupants.
Enrichment
Take digital pictures of what is seen in and around a tree in both habitats. (Healthy and burned forest) Compare/contrast findings. These pictures could be used in a word processing presentation or as written information in brochures or newsletters for the community. Also, make timeline murals, pop up books, or flip books of before and after the fire.
Fire Ecology – PLT
Activity, Materials, Goal, Description
Tree Identification
Books, internet, tree identification handbook
Students will recognize trees that grow in our immediate area (school and home) and trees that grow in the Snow Mountain Ranch area.
Students will create a book in which each page describes a tree type. They will collect samples of leaves to put in the book from home and school. While in Snow Mountain Ranch, students will collect samples of leaves for trees that grow in that area.
Activity, Materials, Goal, Description
Name that Tree Activity #68
Identification sheet, pencils, clip boards, etc.
Students will identify trees using various characteristics. Tree species will be identified using the bark, the leaves, the fruit, the seeds, and the overall shape of the tree. Students will then play a game to test their knowledge.
Activity, Materials, Goal, Description
Pine Beetle
A Year in the Life of a Mountain Pine Beetle, pine beetle specimen, tree cookie, pictures of pine beetle infected trees, pine beetle gallery
Students will recognize a pine beetle and the damage that they can cause
Teacher will question the students about the situation in the mountains of Colorado (i.e. the death of the Lodge Pole Pine). The teacher will read the book, A Year in the Life of a Pine Beetle out loud. The teacher will share the pine beetle specimen.
Activity, Materials, Goal, Description
Alien Invasion Activity #12
Copy of Alien Invaders student page, access to the internet , and a map of the world
Students will learn what invasive species are, why they are problematic, and how to prevent their spread. Students will learn about native and non-native species and the common characteristics of non-native species and how to prevent them.
Activity, Materials, Goal, Description
Succession – Activity #80
Charts of succession in our environment, access to the internet, paper, crayons, etc.
Students will explore the basic relationships between species diversity and ecosystem changes Students will identify successional changes based on plant and animal species. Students will draw conclusions about the processs of succession.
Activity, Materials, Goal, Description
Every Tree for Itself Activity # 27
Paper plates, poker chips
Students will simulate how trees compete for their essential needs Students will describe how varying amounts of light and water affect the trees growth. Students will stand about three feet apart on paper plates and simulate competing for resources.
Activity, Materials, Goal, Description
Tree Cookies Activity #76
Tree cookies, student page, string, pins, etc.
Students will examine cross section of trees and will infer from a tree’s rings what environmental conditions might have occurred during its life. Trees growth is measured in annual rings. These rings show patterns of change in the trees life as well as changes in the area where the trees grow. Students will trace environmental and tree changes using a tree cookie.
Activity, Materials, Goal, Description
Journal
Journal, computer (net book)
Students will write creatively about nature.Using prompts from the book, A New Leaf, students will write with a creative focus about nature.
Activity, Materials, Goal, Description
Autobiography
Paper, pencil, colored pencils
Students will reflect on the important events that have shaped their lives. As part of the autobiography unit, students will create a “tree cookie” to represent their life. Students will use the prompt for the book, A New Leaf, on page 45.
During this unit, students will learn/explore some of the vocabulary from the following list.
Cat face
Succession
Mitigation
Dendrochronology
Duff layer
Sterigmata
Biomass
Defensible space
Pitch
Beetle gallery
Serrotinus cones
Mezzic area
Nomex
Xylem
Phloem
Noxious weeds
Water dog
Cryptogrammic soil
Timber beast
Activity, Materials, Goal, Description
Tree Identification
Books, internet, tree identification handbook
Students will recognize trees that grow in our immediate area (school and home) and trees that grow in the Snow Mountain Ranch area.
Students will create a book in which each page describes a tree type. They will collect samples of leaves to put in the book from home and school. While in Snow Mountain Ranch, students will collect samples of leaves for trees that grow in that area.
Activity, Materials, Goal, Description
Name that Tree Activity #68
Identification sheet, pencils, clip boards, etc.
Students will identify trees using various characteristics. Tree species will be identified using the bark, the leaves, the fruit, the seeds, and the overall shape of the tree. Students will then play a game to test their knowledge.
Activity, Materials, Goal, Description
Pine Beetle
A Year in the Life of a Mountain Pine Beetle, pine beetle specimen, tree cookie, pictures of pine beetle infected trees, pine beetle gallery
Students will recognize a pine beetle and the damage that they can cause
Teacher will question the students about the situation in the mountains of Colorado (i.e. the death of the Lodge Pole Pine). The teacher will read the book, A Year in the Life of a Pine Beetle out loud. The teacher will share the pine beetle specimen.
Activity, Materials, Goal, Description
Alien Invasion Activity #12
Copy of Alien Invaders student page, access to the internet , and a map of the world
Students will learn what invasive species are, why they are problematic, and how to prevent their spread. Students will learn about native and non-native species and the common characteristics of non-native species and how to prevent them.
Activity, Materials, Goal, Description
Succession – Activity #80
Charts of succession in our environment, access to the internet, paper, crayons, etc.
Students will explore the basic relationships between species diversity and ecosystem changes Students will identify successional changes based on plant and animal species. Students will draw conclusions about the processs of succession.
Activity, Materials, Goal, Description
Every Tree for Itself Activity # 27
Paper plates, poker chips
Students will simulate how trees compete for their essential needs Students will describe how varying amounts of light and water affect the trees growth. Students will stand about three feet apart on paper plates and simulate competing for resources.
Activity, Materials, Goal, Description
Tree Cookies Activity #76
Tree cookies, student page, string, pins, etc.
Students will examine cross section of trees and will infer from a tree’s rings what environmental conditions might have occurred during its life. Trees growth is measured in annual rings. These rings show patterns of change in the trees life as well as changes in the area where the trees grow. Students will trace environmental and tree changes using a tree cookie.
Activity, Materials, Goal, Description
Journal
Journal, computer (net book)
Students will write creatively about nature.Using prompts from the book, A New Leaf, students will write with a creative focus about nature.
Activity, Materials, Goal, Description
Autobiography
Paper, pencil, colored pencils
Students will reflect on the important events that have shaped their lives. As part of the autobiography unit, students will create a “tree cookie” to represent their life. Students will use the prompt for the book, A New Leaf, on page 45.
During this unit, students will learn/explore some of the vocabulary from the following list.
Cat face
Succession
Mitigation
Dendrochronology
Duff layer
Sterigmata
Biomass
Defensible space
Pitch
Beetle gallery
Serrotinus cones
Mezzic area
Nomex
Xylem
Phloem
Noxious weeds
Water dog
Cryptogrammic soil
Timber beast
Forest Fire Ecology Lesson Plan
I am going to integrate forest fire ecology into the Ecology unit I teach in my Biology class. Sometimes I teach this unit in the spring, but I am going to try and teach it in the fall so I can get outside before the snow flies.
I want to integrate a dichotomous key lab to identify some of the local trees. I also want to use a fuel moisture % lab as a data collection lab. We don’t have a lot of data collection and manipulation for Biology, so this will be a good lab for this. We can collect different fuels and dry them out in a lab oven to calculate % moisture. Once we collect this data I want to help students understand how to process and present data appropriately. We will have some computer lab time for graphing etc.
After taking a general look at our forest we are going to look at the BEETLES! First of all, what do the beetle’s life cycle look like? We will also explore the blue stain and look at the beetle galleries, pitch tubes and frass which are just outside our school in the Lodge pole. We have some samples in vials to look at as well. We will explore how the beetle problem has become an epidemic. What is the particular niche of the beetle in this ecosystem? How has this problem led to a forest fire issue? Our next topic Forest Fires.
We will explore the general nature of forest fires with the video Fire Wars. Once we have a general overview we will dive into fire regimes, forest health, and other factors that affect fire. I have another movie on smoke jumpers and the Mann Gulch Fire I would like to utilize here as well. This whole unit will line up with the International Baccalaureate curriculum using area of interactions and an overall guiding question like “How does forest health affect the types of wildfires in lodge pole pine ecosystems.”
We need to really delve into the water cycle as well. I also usually teach this into the spring but once again will incorporate this into this unit. The erosion damage on the Missionary Ridge fire was unbelievable. What about the potential threat to Lemmon Reservoir? What would happen to Lake Dillon and Denver’s water supply if it was compromised in a big fire?
Ok, wow, lots of stuff here. The students are going to work on a project to wrap up this unit. I am not sure exactly what this is going to look like yet…perhaps student groups explore in depth some of the sub topics and look a the positive and negative impacts to our forest. The whole idea here is to bring this topic into a local perspective. We live in the middle of a beetle infested lodge pole pine forest. What is going to happen when it burns to the ground? There are a lot of issues at stake, as we explored in our week long class.
I would also like to look at coring some trees and using some of the dendrology we looked at. It would be nice to get an idea if any fires have moved through and how recent this activity took place. Breckenridge is celebrating its 150th anniverersary this year. I would bet almost all of these trees have grown since then. It would really be nice just to get a handle on the forest where we live. That’s it!
I am going to integrate forest fire ecology into the Ecology unit I teach in my Biology class. Sometimes I teach this unit in the spring, but I am going to try and teach it in the fall so I can get outside before the snow flies.
I want to integrate a dichotomous key lab to identify some of the local trees. I also want to use a fuel moisture % lab as a data collection lab. We don’t have a lot of data collection and manipulation for Biology, so this will be a good lab for this. We can collect different fuels and dry them out in a lab oven to calculate % moisture. Once we collect this data I want to help students understand how to process and present data appropriately. We will have some computer lab time for graphing etc.
After taking a general look at our forest we are going to look at the BEETLES! First of all, what do the beetle’s life cycle look like? We will also explore the blue stain and look at the beetle galleries, pitch tubes and frass which are just outside our school in the Lodge pole. We have some samples in vials to look at as well. We will explore how the beetle problem has become an epidemic. What is the particular niche of the beetle in this ecosystem? How has this problem led to a forest fire issue? Our next topic Forest Fires.
We will explore the general nature of forest fires with the video Fire Wars. Once we have a general overview we will dive into fire regimes, forest health, and other factors that affect fire. I have another movie on smoke jumpers and the Mann Gulch Fire I would like to utilize here as well. This whole unit will line up with the International Baccalaureate curriculum using area of interactions and an overall guiding question like “How does forest health affect the types of wildfires in lodge pole pine ecosystems.”
We need to really delve into the water cycle as well. I also usually teach this into the spring but once again will incorporate this into this unit. The erosion damage on the Missionary Ridge fire was unbelievable. What about the potential threat to Lemmon Reservoir? What would happen to Lake Dillon and Denver’s water supply if it was compromised in a big fire?
Ok, wow, lots of stuff here. The students are going to work on a project to wrap up this unit. I am not sure exactly what this is going to look like yet…perhaps student groups explore in depth some of the sub topics and look a the positive and negative impacts to our forest. The whole idea here is to bring this topic into a local perspective. We live in the middle of a beetle infested lodge pole pine forest. What is going to happen when it burns to the ground? There are a lot of issues at stake, as we explored in our week long class.
I would also like to look at coring some trees and using some of the dendrology we looked at. It would be nice to get an idea if any fires have moved through and how recent this activity took place. Breckenridge is celebrating its 150th anniverersary this year. I would bet almost all of these trees have grown since then. It would really be nice just to get a handle on the forest where we live. That’s it!
Subscribe to:
Posts (Atom)
