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What is a Forest?
LESSON PLAN
Procedure
Part I (as a class- allow 20-30 min.)
- Have the students brainstorm to answer the question: What
makes up a
forest? Record these ideas on a chalkboard or overhead. When
recording, try to categorize the ideas into groups such as trees,
animals,
insects, plants, birds, water-ways, etc., so that students realize
the variety
that exists within the environment of the forest.
- When the students run out of ideas, show the poster “Between
the
Stands” and ask if there are more names that they want to
add to their
brainstorming list?
- After the brainstorming, ask the students to define the word FOREST.
(Record this definition on the board or overhead.)
- Introduce the glossary handout and have the students look for
the word FOREST. Compare this definition with the one the students came
up
with and discuss the differences that may exist. Have the students
put a
colored check mark in front of the word FOREST. (Optional: Explain
that in each lesson they should use a different colored check to
mark the
words of that lesson. This will tell them which words to study
for each
lesson in preparation for quizzes and will also point out some
key words
that reappear under different topics throughout the study of the
forest.)
Part II (small group activity- allow 30+ min.)
- Arrange the students into small groups according to the number
of tree
sample sets you made. (Smaller groups will allow all students an
opportunity to look at the branches and take part in the discussion.)
- Have each group come up with a list of ways to compare the trees.
(colors, size of leaf/needle, edging, etc.) They will need a recorder.
- As a class, share the classifications that the groups came up
with.
- Introduce the “Tree Book” by looking at pages 8 thru
11. (Have at least
one book per group or prepare overheads and/or handouts of pages
8-15)
- Discuss the features as they are shown. Have the students look
at their
tree samples to find these same features.
- Now turn to pages 12 thru 15. Read over the features and the
subfeatures
that exist. Discuss these pages and the headings in
detail.
- Choose a feature that matches a tree that each group has a sample
of.
- For example, if they all have a lodgepole pine
sample:
step 1. Find the heading: Trees with needles in
bundles of 2, 3 or 5.
step 2. Which tree has needles in bundles of 2?
- Ask the students what the book calls that tree
(species) and on what page
the information about that tree will be found? Be
sure everyone follows
the procedure.
- The answer is: LODGEPOLE PINE which is found on page
28.
- Turn to the page and read all of the information about the tree.
Be sure to
note the headings, as students will need to follow this procedure
and use
the headings when completing the chart for the tree identification
station
later in this unit. (Borrow extra Tree Books from your local forest
educator or photocopy pages you need.)
- Repeat this procedure for another tree sample that the students
have.
- Repeat for all the remaining samples (not reading all the information
but
simply doing the identification) or if the students are comfortable
with
the procedure, have the groups finish naming their samples as a
group
rather than as a class.
Extensions
- TREE GAME: Create a game within
the group whereby a student
uses the Tree Book to name a feature and a sub-feature. The rest
of
the group must try to determine the tree name. Whoever gets the
correct answer will get to choose a tree and give the clues.
Closure
- Journals: Students could record something “new” they
learned today
and what they thought was the best part of the lesson.
- Students
could begin a title page for this unit.
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