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.