‘Why Trees Matter’
Week 1 Day 2: 6th – 8th Grade
OBJECTIVE.
KEY POINTS.
What is your objective?
SWBAT identify and access ecosystem services provided by trees such as
clean air and clean water.
What knowledge and skills are embedded in the objective?
VISION-SETTING
VOCAB: Ecosystem, Ecosystem Services, Photosynthesis, Carbon Dioxide,
Oxygen, Chlorophyll, Population, Consumption
Standards:
Earth & Space
7th Grade –
4. Analyze data on the availability of fresh water that is essential for life
and for most industrial and agricultural processes. Describe how rivers, lakes
and groundwater can be depleted or polluted becoming less hospitable to
life and even becoming unavailable or unsuitable for life.
Life Sciences
Benchmark C: Explain how energy entering the ecosystems as sunlight
supports the life of organisms through photosynthesis and the transfer of
energy through the interactions of organisms and the environment.
6th Grade –
8. Describe how organisms may interact with one another.
7th Grade –
2. Investigate how organisms or populations may interact with one another
through symbiotic relationships and how some species have become so
adapted to each other that neither could survive without the other (e.g.,
predator-prey, parasitism, mutualism and commensalism).
3. Explain how the number of organisms an ecosystem can support depends
on adequate biotic (living) resources (e.g., plants, animals) and abiotic
(non-living)
7. Explain that photosynthetic cells convert solar energy into chemical
energy that is used to carry on life functions or is transferred to consumers
and used to carry on their life functions.
Benchmark D: Explain how extinction of a species occurs when the
environment changes and its adaptive characteristics are insufficient to
allow survival (as seen in evidence of the fossil record).
7th Grade –
4. Investigate how overpopulation impacts an ecosystem.
8th Grade –
5. Investigate how an organism adapted to a particular environment may
become extinct if the environment, as shown by the fossil record, changes.
Physical Sciences
Benchmark C: Describe renewable and nonrenewable sources of energy
(e.g., solar, wind, fossil fuels, biomass, hydroelectricity, geothermal and
nuclear energy) and the management of these sources.
6th Grade –
8. Describe how renewable and nonrenewable energy resources can be
managed (e.g., fossil fuels, trees and water).
Science & Technology
Benchmark A: Give examples of how technological advances, influenced by
scientific knowledge, affect the quality of life.
6th Grade –
2. Explain how decisions about the use of products and systems can result in
desirable or undesirable consequences (e.g., social and environmental).
7th Grade –
2. Describe how decisions to develop and use technologies often put
environmental and economic concerns in direct competition with each
other.
Benchmark B: Design a solution or product taking into account needs and
constraints (e.g., cost, time, trade-offs, properties of materials, safety and
aesthetics).
6th Grade –
5. Design and build a product or create a solution to a problem given one
constraint (e.g., limits of cost and time for design and production, supply of
materials and environmental effects).
7th Grade –
4. Design and build a product or create a solution to a problem given two
constraints (e.g., limits of cost and time for design and production or supply
of materials and environmental effects).
8th Grade –
3. Design and build a product or create a solution to a problem given more
than two constraints (e.g., limits of cost and time for design and production,
supply of materials and environmental effects).
4. Evaluate the overall effectiveness of a product design or solution.
Why: It is important for students to understand
that there is more to trees then what they see.
Trees provide humans with many necessities
that we need to survive. If we are not careful
to protect and preserve our environment, we
will no longer have many of the services that
we both need and enjoy.
What:
1. Ecosystem services – the products and
services humans receive from
functioning ecosystems. These benefits
include:
2. Clean air – oxygen production: Trees

clean the air we breathe by taking in
carbon dioxide through the leaves and
then giving off oxygen we need to
breathe.
Photosynthesis - Green plants are the
only plants that produce oxygen and
make food. Chlorophyll are located in
the chloroplast and absorb the sunlight
which combines carbon dioxide and
water to make sugar and oxygen.
3. Clean water – purification
 Trees, through their roots, absorb
fertilizers and pollutants to store in
their leaves, limbs and roots which
keeps pollutants from the waterways.
Forest floors have leaf litter that
filters phosphorous from sediment
particles and also contain bacteria that
convert harmful nitrates into nitrogen
gas, which is harmlessly released back
into the air.
How: Identify – Students state the function of
ecosystem services and how trees specifically
provide ecosystem services for humans. Using
the need of clean air and water provided by
trees, students will develop a solution for the
public to ensure the sustainability of these
ecosystem services.
ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective.
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor.
What is the definition of ecosystem service? (1)
Correctly label the diagram. What is this diagram describing? (photosynthesis) (1)
Draw a picture to show how trees provide clean water. (2)
Give another example of an ecosystem service that trees provide? (2)
Predict what would happen if we did not have trees to provide these ecosystem services? (3)
What would happen to the water supply if there was a limited amount of soil for trees to grow? (3)
If a tree was grown in the dark, how would it affect our clean air? (4)
CONNECTION TO THE GOAL.
How does the objective connect to the goal?
Students learned about some of the basic products and values trees bring to our lives. They now go a step
further to learn about tree biology which provides humans with some of life’s necessities.
OPENING (__ min.)
MATERIALS.
How will you communicate what is about to happen?
Directions will be on the board/overhead/projector before the
students enter. The student’s will also have it in their hands as a worksheet with directions. Once class begins the
teacher will stop students to give verbal directions.
DETERMINING METHODS
How will you communicate how it will happen? Students will be working independently to get settled into class
quietly and get their brains working. The teacher will set the expectation that students are to start working as soon as
they enter the room… there’s no time to waste!
How will you communicate its importance?
Teacher will say, ‘Do you like to drink a cold glass of water when you’re
hot? What about breathing in clean air to stay alive? Today we’re going to talk a little more about just how important
trees really are. Yesterday we learned about products that trees provide and value they bring to our lives, in your own
words recall why trees are important to you for your THINK activity.’
How will you communicate connections to previous lessons? Students will have a refresher as part of the THINK. The
students will start by recalling what they learned yesterday to build on their knowledge and assist in their learning of
today’s lesson.
How will you engage students and capture their interest?
Students will have confidence in knowing the material
from yesterday’s lesson and see an immediate connection. Also, starting off with a video clip will get the classes
attention.
The first page of the students’ packet for the day will be the activity for the opening. Take a big drink of water and ask
the students; ‘Do you like to drink a cold glass of water when you’re hot? What about breathing in clean air to stay
alive? Today we’re going to talk a little more about just how important trees really are. Yesterday we learned about
products that trees provide and value they bring to our lives, in your own words recall why trees are important to you
for your THINK activity.’
Students will have 3 minutes to answer the first question. Once time is up students will quietly share their response
with a neighbor for 1 minute. After, with their partner they will have 3 minutes to answer the final question. This will
lead you into the introduction to new material. Finally, watch the short video using this link.
http://www.youtube.com/watch?v=c2Lgk0D1vLY&NR=1
INTRODUCTION OF NEW MATERIAL (__ min.)
 Packet
 Time
device
 Glass of
water
 Video
Capabilitie
s
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively
internalize key points? All of the new information will be presented in an article by the Ecological Society of America
that the class will read together.
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?
Students have a
hard time grasping the term ‘ecosystem service’. It gives trees a more ‘human-like’ quality when we talk about service.
To avoid this we will focus on making sure the students firmly grasp the simple definition of ecosystem service and that
they are able to apply the concept.
How will students interact with the material?
important information using their note sheet
Students will read along with the article, taking notes on any of the
How/when will you check for understanding? How will you address misunderstandings? Throughout the article, the
teacher will stop and asked pre-planned questions. The accompanying comprehension questions will also be an
indicator if students understand..
How will you clearly state and model behavioral expectations?
Before the class begins reading, the teacher will
state directions. The teacher will say, ‘We will be reading the article as a class. If you are not reading you are to be
quietly follow along and take notes. If you have any questions throughout the reading please raise your hand.
Why will students be engaged? Students will follow along with the reading by filling in the graphic organizer which
will make sure students are on task and into the reading. Also being outside, students will be surrounded by trees and
in a different environment.
 Article
 Large
version of
the graphic
organizer/
overhead
of graphic
organizer
 Markers
 Drawings
of
photosynth
esis and
water
purificatio
n
 clipboards
The teacher will take the class to sit among trees on the school grounds for the remainder of the lesson so students will
be surrounded by trees as the class discusses their importance. The class will read the article ‘Ecosystem Services’.
Before the reading begins, the teacher will clearly state instructions for student behavioral expectations: follow along
quietly, fill-out your graphic organizer with the class and raise your hand with any questions. Throughout the reading
the teacher will stop at pre-determined spots to ask questions to the class. The teacher may call on certain students to
popcorn read. While going through the reading, students will be filling-out their graphic organizer in their packet as the
teacher leads them with the same version either on an overhead or a large version on chart paper. A main focus will be
paid to the term ‘Ecosystem Service’ in making sure all students understand the meaning. The teacher will stop to
focus on photosynthesis and water purification. On the board the teacher will draw a diagram of photosynthesis while
explaining the process followed by water purification. Students will draw a diagram in their packets with the teacher.
At the end students will answer questions over the reading at the end.
GUIDED PRACTICE (__ min.)
How will students practice all knowledge/skills required of the objective, with your support, such that they continue
to internalize the key points? Students will work in groups to produce a brochure using their knowledge on the
importance of ecosystem services.
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to
hard? While working in groups students will be brainstorming and coming up with many ideas before selecting one.
How/when will you monitor performance to check for understanding? How will you address misunderstandings?
Progress will be monitored within groups as members assist one another. The teacher will also be going around the
class as students work, checking-in with each group. Specific time limits will be given to complete sequential tasks and
the teacher will make sure all groups are staying on track.
How will you clearly state and model behavioral expectations?
Groups will have certain time frames to complete
each step of their brochure. They will each be assigned a role and make sure their neighbors can not hear their ideas.
Why will students be engaged?
students to focus.
Being able to work and groups and express creativity through the brochure will allow
Public Service Announcement
Working in small groups, design a brochure or public service announcement about the importance of ecosystem services
you may chose the topic of either providing clean air or water. Choose roles for each student in the group (leader,
recorder, time keeper, and presenter – use cards below).
Project requirements:
• Your project should be colorful and informative—not too much information, not too little. Make
people want to read the announcement.
• Include 2 relevant statistics. Several studies of the actual value of ecosystem services have been
conducted.
• Include at least four suggestions that would apply to homeowners and students—make them things that people can
actually do!
• Include reasons and let people know why ecosystem services are important.
• Be prepared to give a brief explanation of your project to the class.
• Suggested formats: tri-fold brochure, poster…
INDEPENDENT PRACTICE (__ min.)
How will students independently practice the knowledge and skills required of the objective, such that they solidify
their internalization of the key points prior to the lesson assessment?
When and how would you intervene to support this practice?
How will you provide opportunities for remediation and extension?
How will you clearly state and model behavioral expectations?
Why will students be engaged?
 Constructio
n paper
 Markers/cra
yons/colore
d pencils
 Timer
 Role cards
What is the definition of ecosystem service? (1)
Correctly label the diagram. What is this diagram describing? (photosynthesis) (1)
Draw a picture to show how trees provide clean water. (2)
Give another example of an ecosystem service that trees provide? (2)
Predict what would happen if we did not have trees to provide these ecosystem services? (3)
What would happen to the water supply if there was a limited amount of soil for trees to grow?
(3)
If a tree was grown in the dark, how would it affect our clean air? (4)
Lesson Assessment: See Independent Practice
CLOSING (__ min.)
How will students summarize and state the significance of what they learned? Teacher will question the students to
have them share what they learned using A/B/C cards. The teacher will ask a question with multiple choice answers, on
the count of 3 students will stand-up and hold up either A, B or C depending on what they think the correct answer is.
(The best use of this time will be to use questions based off the Exit Ticket so students know what concepts they
understood from the day’s lesson.)
 A/B/C cards
REIN
Why will students be engaged? Students will have the ability to stand-up and hold there cards. This reaches different
learning modalities while checking for understanding at the same time.
The teacher will review Exit Ticket questions so students know what concepts they understand. The teacher will give
students multiple choice questions and have students raise A/B/C cards that correspond to multiple choice options. The
teacher will count to three and students will present their answers (make sure exit tickets are collected).
HOMEWORK (if appropriate). How will students practice what they learned?
Students will take the ‘Homework’ worksheet and stretch their thinking by answering real world application
questions concerning ecosystem services.
Name_________________________________Date_______________Period__________
Name_________________________________Date_______________Period__________
THINK
In your own words, write a paragraph explaining why trees matter. Be sure to include
important products that you use everyday as well as the value they bring to your life.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
How do you think trees are involved with giving us clean water to drink and air to breathe?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Name_________________________________Date_______________Period__________
Introduction – Ecosystem Services
As we read the article about Ecosystem Services, use the graphic organizer to follow along
and take notes with the class.
Name_________________________________Date_______________Period__________
‘Ecosystem Services’ – Questions
Answer the following questions using complete sentences.
Article Content Questions
1. What is an ecosystem?
2. List three services provided by ecosystems.
3. Give some statistics on the value of services provided by ecosystems.
4. Name some threats to ecosystems.
5. Are ecosystems well understood by scientists? Explain.
Extension Questions
1. Select one ecosystem service and predict the likely effect if this service is lost.
2. How does a natural ecosystem control the production of clean water?
3. How does a natural ecosystem control the production of clean air?
4. What makes humans different from the rest of the ecosystem?
5. How is it possible for pollination services to be so valuable? How would we replace this service
if the pollinators were lost?
6. Construction companies are often required to create new wetlands or plant trees when they
have destroyed natural habitats during a project. What is the reasoning behind this
requirement?
Ecosystem Services: A Primer
Ecological Society of America
Natural ecosystems perform fundamental life-support services. The Elora Gorge, Ontario, Canada. Photo: Oksana Hlodan.
From the Ecological Society of America (ESA)
Human civilization depends on healthy ecosystems.
Have you ever considered that the cereal you eat is brought to you each morning by the wind, or that the glass of
clear, cold, clean water drawn from your faucet may have been purified for you by a wetland or perhaps the root
system of an entire forest? Trees in your front yard work to trap dust, dirt, and harmful gases from the air you
breathe. The bright fire of oak logs you light to keep warm on cold nights and the medicine you take to ease the pain
of an ailment come to you from Nature’s warehouse of services. Natural ecosystems perform fundamental life-support
services upon which human civilization depends. Unless human activities are carefully planned and managed, valuable
ecosystems will continue to be impaired or destroyed.
What are ecosystem services?
Ecosystem Services: processes by which the environment produces resources.
Ecosystem Services are the processes by which the environment produces resources that we often take for granted
such as clean water, air, timber, and habitat for fisheries, and pollination of native and agricultural plants. Whether
we find ourselves in the city or a rural area, the ecosystems in which humans live provide goods and services that are
very familiar to us.
These services are extensive and diverse … affecting the quality of our land, water, food, and health.
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moderate weather extremes and their impacts
disperse seeds
mitigate drought and floods
protect people from the sun’s harmful ultraviolet rays
cycle and move nutrients
protect stream and river channels and coastal shores from erosion
detoxify and decompose wastes
control agricultural pests
maintain biodiversity
generate and preserve soils and renew their fertility
contribute to climate stability
purify the air and water
regulate disease carrying organisms
pollinate crops and natural vegetation
What is an ecosystem?
Ecosystems are nature’s support systems for life.
An ecosystem is a community of animals and plants interacting with one another and with their physical environment.
Ecosystems include physical and chemical components, such as soils, water, and nutrients that support the organisms
living within them. These organisms may range from large animals and plants to microscopic bacteria. Ecosystems
include the interactions among all organisms in a given habitat. People are part of ecosystems. The health and well
being of human populations depends upon the services provided by ecosystems and their components — organisms,
soil, water, and nutrients.
What are ecosystem services worth?
Nature’s services have financial value.
Natural ecosystems and the plants and animals within them provide humans with services that would be very difficult
to duplicate. While it is often impossible to place an accurate monetary amount on ecosystem services, we can
calculate some of the financial values. Many of these services are performed seemingly for “free,” yet are worth many
trillions of dollars, for example:
About 78% of the top medicines used in the U.S. come from nature.

Much of the Mississippi River Valley’s natural flood protection services were destroyed when adjacent
wetlands were drained and channels altered. As a result, the 1993 floods resulted in property damages estimated at
twelve billion dollars partially from the inability of the Valley to lessen the impacts of the high volumes of water.
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80% of the world’s population relies upon natural medicinal products. Of the top 150 prescription drugs used in
the U.S., 118 originate from natural sources: 74% from plants, 18% from fungi, 5% from bacteria, and 3% from one
vertebrate (snake species). Nine of the top 10 drugs originate from natural plant products.
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Over 100,000 different animal species — including bats, bees, flies, moths, beetles, birds, and butterflies —
provide free pollination services. One third of human food comes from plants pollinated by wild pollinators. The
value of pollination services from wild pollinators in the U.S. alone is estimated at four to six billion dollars per year.
It would cost New York City billions to duplicate nature’s water filtration system.
New York City is a case in point. Before it became overwhelmed by agricultural and sewage runoff, the watershed of
the Catskill Mountains provided New York City with water ranked among the best in the Nation by Consumer Reports.
When the water fell below quality standards, the City investigated what it would cost to install an artificial filtration
plant. The estimated price tag for this new facility was six to eight billion dollars, plus annual operating costs of 300
million dollars — a high price to pay for what once was free. New York City decided instead to invest a fraction of that
cost ($660 million) in restoring the natural capital it had in the Catskills watershed. In 1997, the City raised an
Environmental Bond Issue and is currently using the funds to purchase land and halt development in the watershed, to
compensate property owners for development restrictions on their land, and to subsidize the improvement of septic
systems.
How are ecosystem services “cut off”?
Overpopulation and overconsumption threaten ecosystems.
Ecosystem services are so fundamental to life that they are easy to take for granted and so large in scale that it is hard
to imagine that human activities could destroy them. Nevertheless, ecosystem services are severely threatened
through
1. growth in the scale of human enterprise (population size, per-capita consumption, and effects of technologies
to produce goods for consumption)
2. a mismatch between short-term needs and long-term societal well-being
Many human activities disrupt, impair, or reengineer ecosystems every day including:
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runoff of pesticides, fertilizers, and animal wastes
pollution of land, water, and air resources
introduction of non-native species
overharvesting of fisheries
destruction of wetlands
erosion of soils
deforestation
urban sprawl
Ecology and ecosystem services
Many questions remain unanswered about the workings of ecosystem services.
Ecologists work to help us understand the interconnection and interdependence of the many plant and animal
communities within ecosystems. Although substantial understanding of many ecosystem services and the scientific
principles underlying them already exists, there is still much to learn. The tradeoffs among different services within an
ecosystem, the role of biodiversity in maintaining services, and the effects of long and short-term perturbations are
just some of the questions that need to be further explored. The answers to such questions will provide information
critical to the development of management strategies that will protect ecosystems and help maintain the provisions of
the services upon which we depend.
Conclusion
The choices we make today in how we use land and water resources will have enormous consequences on the future
sustainability of earth’s ecosystems and the services they provide.
© 2000, Ecological Society of America.
We Can Thank the Trees for Clean Air and Clean Water
The quality of our environment - the air, soil and water - depends on the roles trees play.
Trees help create rain as they expel moisture into the atmosphere: their roots draw it from
the soil and their leaves return it to the air. Trees clean the air we breathe by taking in
carbon dioxide through the leaves and then giving off oxygen we need to breathe. If trees
didn't breathe, neither could we. Roots help hold soil in place to prevent erosion which not
only saves soil, but also keeps our waterways cleaner. You may have observed that water is
usually cleaner when there is an abundance of trees. Trees provide shade in the summer to help cool our homes. In the
winter, they block wind to help warm our homes.
Animals inhale oxygen and exhale carbon dioxide. Green plants are the only plants that produce oxygen and make
food, which is called photosynthesis. Photosynthesis means
''putting together with light.'' This takes place in chloroplasts,
which have chlorophyll in them. Chlorophyll absorbs the sunlight.
With the energy from sunlight, green plants combine carbon
dioxide and water to make sugar and oxygen. Green plants use
sugar to make starch, fats, and proteins. There are tiny pores
called stomata. Oxygen and carbon dioxide enter and leave
through the stomata.
Photosynthesis provides us with most of the oxygen we need in
order to breathe. We, in turn, exhale the carbon dioxide needed by plants. Plants are
also crucial to human life because we rely on them as a source of food for ourselves
and for the animals that we eat. Animals use plants in many different ways. They eat
many fruits and other plants. Many animals use plants for shelter. Plants also provide
animals with protection from predators. The destruction of different plants sometimes
leads to animals becoming endangered.
The orangutan is an endangered animal. Part of the reason it is endangered is because
of the shortage of food. The orangutan eats different types of fruit in the rainforest.
The destruction of the rainforest causes the shortage of food.
The panda is another endangered species that is partly endangered because of the
shortage of food. The panda can eat up to 40 pounds of bamboo each day. The panda
is dying out because of the destruction and the dying of the bamboo forests.
Name_________________________________Date_______________Period__________
PSA – Public Service Announcement
Working in small groups, design a brochure or public service announcement about the
importance of ecosystem services for either providing clean air or water. State the problem
and create a practical solution that listeners can follow. Choose roles for each student in the
group (leader, recorder, time keeper, and presenter).
There is one catch… you do have constraints!
Six graders: You only have 1 week for you and listeners to carry out your solution.
Seventh graders: You only have 1 week for you and listeners to carry out your solution AND
you only have access to 5 different materials.
Eighth graders: You only have 1 week for you and listeners to carry out your solution,
you only have access to 5 different materials AND you must show how
your solution is not affecting the environment in any other way.
Project requirements:
• Your project should be colorful and informative. Make people want to read the
announcement or brochure.
• Include at least two relevant statistics. Several studies of the actual value of ecosystem
services have been conducted.
• Include at least four suggestions that would apply to homeowners and students—make them
things that people can actually do!
• Include reasons and let people know why ecosystem services are important.
• Be prepared to give a brief explanation of your project in class.
• Suggested formats: tri-fold brochure, poster, web page, video, radio spot.
Name_________________________________Date_______________Period__________
Exit Ticket
1. What is the definition for ecosystem service?
2. Correctly label the diagram. What is this diagram describing? (photosynthesis)
3. On the back, draw a picture to show how trees provide clean water.
4. Give another example of an ecosystem service that trees provide?
5. Predict what would happen if we did not have trees to provide these ecosystem
services?
6. What would happen to the water supply if trees had little soil to grow?
7. If a tree was grown in the dark, then how would that affect our clean air?
Name_________________________________Date_______________Period__________
Homework
Personal Viewpoint Questions
1. Whose responsibility should it be to preserve and protect ecosystem services? Who
should pay for preservation?
2. Does it make a difference if we can replicate an ecosystem service artificially for the
same or lesser cost?
“What if?” Scenarios
1. Suppose you are CEO of a company that relies on clean water to manufacture your
products. Describe what you can do to ensure that clean water is available.
2. Suppose you are an elected official at the state or national level. What sort of action
would you take to ensure that ecosystem services remain available?
Cooperative Group Role Cards
LEADER
RECORDER
Makes sure that every voice is heard
Focuses work around the learning task
Compiles group members’ ideas on
collaborative graphic organizer
Writes on the board for the whole class to see
during the presentation
Sound bites:
• Let’s hear from ____ next.”
• “That’s interesting, but let’s get back to
our task.”
Sound bites:
• “I think I heard you say________; is that
right?”
• “How would you like me to write this?”
TIME KEEPER
PRESENTER
Encourages the group to stay on task
Announces when time is halfway through
and when time is nearly up
Presents the group’s finished work
to the class
Sound bite:
• "We only have five minutes left. Let’s see if
we can wrap up by then.”
Sound bite:
• “How would you like this to sound?”