‘Why Trees Matter’
Week 1 Day 3: 6th – 8th Grade
OBJECTIVE.
KEY POINTS.
What is your objective?
What knowledge and skills are embedded in the objective?
SWBAT explain the life cycle of tree growth and
development.
SWBAT measure and identify tree species.
VOCAB: Diameter at Breast Height (DBH), snag,
crown spread, coniferous, deciduous, palmate,
margins, teeth, lobed, simple, compound,
alternate, opposite, whorled
Standards:
Life Sciences
Benchmark B: Describe the characteristics of an
organism in terms of a combination of inherited traits
and recognize reproduction as a characteristic of living
organisms essential to the continuation of the species.
th
VISION-SETTING
8 Grade –
3. Explain how variations in structure, behavior or
physiology allow some organisms to enhance their
reproductive success and survival in a particular
environment.
Benchmark B: Describe the characteristics of an
organism in terms of a combination of inherited traits
and recognize reproduction as a characteristic of living
organisms essential to the continuation of the species.
Why:
It is important that students understand tree biology
to further understand tree’s role in the ecosystem at
each stage of their life.
What:
1.
How:
-
Tree Life Cycle – Trees have a lifecycle
including birth, growth, injury and disease,
aging and death. As they grow their physical
form changes as well as their role in the
ecosystem.
Growth & Development
Measure trees – Diameter at Breast
Height (DBH) using a measuring device
Identify tree species – coniferous vs.
deciduous using tree identification
guides to look at leaves, twigs,
fruits/flowers, bark and shape
6th Grade
4. Recognize that an individual organism does not live
forever; therefore reproduction is necessary for the
continuation of every species and traits are passed on to
the next generation through reproduction.
5. Describe that in asexual reproduction all the
inherited traits come from a single parent.
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 5. Explain that some environmental changes occur
slowly while others occur rapidly (e.g., forest and pond
succession, fires and decomposition).
Scientific Inquiry
8th Grade –
3. Read, construct and interpret data in various forms
produced by self and others in both written and oral
form (e.g., tables, charts, maps, graphs, diagrams and
symbols).
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.
Label the correct blanks to complete the diagram of the tree life cycle. (1)
Recall the two major kinds of trees. (1)
What do the letters DBH stand for when dealing with trees? (1)
Explain how you would get the DBH of a tree. (2)
Give 3 examples of what you can use to correctly identify a tree. (2)
Describe in one sentence what occurs during each stage of a trees life cycle on the diagram. (2)
Using the tree guide, classify the native tree shown. (3)
Determine the DBH of the tree in this picture. (3)
Tell what would happen if one stage of the trees life cycle were interrupted.(3)
What is the relationship between the stage a tree is in and the role it plays in its ecosystem? (4)
22 Points total – Each question is worth the equivalent of the Blooms Taxonomy level in ().
CONNECTION TO THE UNIT GOAL.
How does the objective connect to the unit goal?
Students will specifically be working on learning goal 2, which gets them familiar with the biology of trees.
OPENING (__ min.)
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.
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 connections to previous lessons? Students’ first question of the day refers
back to yesterday’s lesson on ecosystem services. When time is up and the teacher is ready to give
directions, the teacher can also ask a few refresher questions from yesterday (possibly using homework as
topic ideas). Then she will say, ‘To better understand all the ecosystems trees provide, we are going to
look more closely at the biology of trees today.’
S
DETERMINING METHODS
How will you communicate its importance?
While explaining the directions teacher says: ‘To fully
understand why trees are important and all they do for us, we must first really understand them! Now it is
time to discover the life of a tree and learn how to make measurements.’
How will you engage students and capture their interest? Allowing students to think about themselves
and their life cycle will get them interested in the day’s lesson by relating it to their lives.
The first page of the students’ daily packet will be the opening activity. Students are to start
working as soon as they enter the classroom to get students thinking back to yesterday’s
lesson on ecosystem services. This will get students settled in and quietly working. If they do
not finish before the teacher begins to give directions they may go back to it if other
assignments are completed early. Then the teacher will say, ‘To better understand all the ecosystems
trees provide, we are going to look more closely at the biology of trees. Think about how you, your family
and friends go through different stages in life as we grow up, starting as a baby. Continue with you THINK
and write the other stages of life and what some common activities are for humans during these stages.’
Give students 5 minutes to complete (they just need to get their brains going and see the connection,
finishing is not important) and then use popsicle sticks to pick students to share a life stage and
accompanying activities. Tell students that, ‘trees also have a life cycle and we are going to learn about
how trees grow and develop, how to measure them and identify different trees (use tree class planted as
a visual aid). Bring in different leaves to have around students’ desk to get them curious about the days
lesson.
INTRODUCTION OF NEW MATERIAL (__ min.)
MATERIALS.
Packet
Time Device
Tree Planted
as Class the
first day
Different
Leaves from
trees
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin
to actively internalize key points?
A PowerPoint with pictures and teacher explanation will be use while
students are following along with their guided notes.
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?
Since
there are many new vocabulary terms students may have trouble keeping them straight (seedling v.
sapling, simple v. compound, coniferous v. deciduous, etc). Specific attention to these will be paid
throughout the slideshow presentation by the teacher.
How will students interact with the material?
Students will follow along and fill-out their guided notes
How/when will you check for understanding? Throughout the Power Point questions will come up on
certain slides, students will raise fingers (1-5) to choose the correct multiple choice answer
 Worksheet
 LCD
Projector/
 Overhead
 Tree
branches
 Leaves
 Rulers
How will you address misunderstandings? The teacher will go over and give further examples to students
who are having problems. Any with extreme difficulties can be in a group guided by the teacher during the
activity.
How will you clearly state and model behavioral expectations?
Teacher will tell students at the
beginning they are to quietly follow along and fill out their guided notes and raise their hands if they have
any questions.
Why will students be engaged? Pictures will help students get a visual understanding along with filling
out the guided notes will keep them working as the new material is taught. The auditory learners will
benefit from listening to the teachers explanations. Periodic question slides will keep students alert.
Teacher will go through the PowerPoint, ‘Tree Lifecycle’. As the teacher is going through and discussing
each slide, students are to follow along with their guided notes. They will have certain blanks to fill-in as
the PowerPoint progresses. Any vocabulary that is unknown should be addressed. Questions will be asked
along the way in the PowerPoint to make sure students grasp each concept. Be sure to have all materials
that accompany the PowerPoint on students desks prior to starting.
2. 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 put to practice what they learned. Each group
of students will have a tree to make measurements and identify following their guided worksheet.
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded
from easy to hard? Students will switch with a neighboring group for more practice.
How/when will you monitor performance to check for understanding? How will you address
Teacher will walk around visiting each group (after s/he gets her ‘extra help’ group
misunderstandings?
started if one was formed) to make sure students have a clear understanding. Students will also be helping
one another make sure they understand. When the groups switch they will be checking answers to make
sure they are getting the same results, and thus getting the concepts. If any students are having difficulty
during the activity they will join the teacher group, or one will be formed if needed.
How will you clearly state and model behavioral expectations?
Students will be assigned groups and
told right before they break off into groups that they are to WALK outside in a straight quiet line. The
class will do a group demonstration then the teacher will direct each group to their tree and assign
neighbors to later switch trees. Groups will work at their own pace, giving time checks to make sure
groups are on track.
Why will students be engaged? Students will be working in groups, outside and able to touch and see
objects to keep their interest. This is a hands-on learning experience that will get students involved and
interested.
The teacher will first form groups and hand out all needed supplies. After directions are given for
behavioral expectations, the teacher will take the class outside and gather around the teachers’ tree to
go through how to do the activities using this tree as an example. Then the teacher will assign trees and
neighbor groups (The teacher should pre-pick trees that s/he is able to identify.). Groups will go to their
trees and get started. The teacher will walk around checking with all groups after getting her/his group
started is one was formed. Students may ask questions at any time while outside but must first ask their
group. Any students who are having difficulty will join the teacher to work on another tree with the
teachers’ guidance and extra explanations.
INDEPENDENT PRACTICE (__ min.)
 Tape
measures
 Tree
identificati
on books
 Pre-picked
trees by
teacher
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?
Exit Ticket
Exit Tickets
When and how would you intervene to support this practice?
As students are ‘testing’ by walking
around and reading answers and checking in with students. The students who were having trouble during
the guided practice will be the first students the teacher visits.
How will you provide opportunities for remediation and extension? Students who do not perform well
will have an opportunity at the beginning of the following class for personal time with the teacher to fill
any gaps. Students who are working ahead will be able to draw a picture once finished to show how trees
impact their lives.
How will you clearly state and model behavioral expectations? As in all ‘testing’ situations, students are
to be silent with their eyes on their own paper. They are to work independently, and turn their paper over
when finished and draw a picture of how trees impact their lives while they wait for the rest of the class
to finish.
Why will students be engaged? As the final assignment of the day, students will want to show what they
have learned. This is also short in order for students to keep their focus.
Teacher will first remind, or have students remind, the class what the expectations are when completing
an Exit Ticket (eyes on paper, silent and work independently). Once students are working the teacher will
circulate to answer questions and monitor students. Teacher should go to students who were having
trouble during the lesson first. Once students are finished with their Exit Ticket they are to turn their
papers over and draw a picture showing how trees impact their lives.
Label the correct blanks to complete the diagram of the tree life cycle. (1)
Recall the two major kinds of trees. (1)
What do the letters DBH stand for when dealing with trees? (1)
Explain how you would get the DBH of a tree. (2)
Give 3 examples of what you can use to correctly identify a tree. (2)
Describe in one sentence what occurs during each stage of a trees life cycle on the diagram.
(2)
Using the tree guide, classify the native tree shown. (3)
Determine the DBH of the tree in this picture. (3)
Tell what would happen if one stage of the trees life cycle were interrupted.(3)
What is the relationship between the stage a tree is in and the role it plays in its
ecosystem? (4)
22 Points total – Each question is worth the equivalent of the Blooms Taxonomy level in ().
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 days lesson.)
After, have them share what they have learned using the buckeye tossing method as reinforcement.
 A/B/C
cards
 Buckeye
REINFORCEMENT
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.
Also, tossing the buckeye will allow whoever catches it the chance to answer the question. Be sure to ask
the question before passing the buckeye so all students are thinking of an answer.
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).If time permits the teacher will use a buckeye as a ‘hot potato’. The
teacher will ask review question and then toss the buckeye to a student who will share their answer. Next
the teacher will ask another question and then have the student toss the buckeye to another classmate to
answer the question. (The best use of this time will be to go over the questions on the Exit Ticket so
students know what concepts they understand.)
HOMEWORK (if appropriate). How will students practice what they learned?
Students will take the ‘Homework’ worksheet with them and do an activity very similar to their
guided practice. They will find a tree near to their house to measure and identify. If students do not
have measuring tools, have them use their hands or be creative similar to measuring their desk
during the lesson. Also, the students will use the tree identification books to identify their tree the
following class period. They just need to fill out the table for homework.
Name_________________________________Date_______________Period__________
Name_________________________________Date_______________Period__________
THINK
Lifecycles
While you Wait: What is an ecosystem service? How do trees provide clean air and water?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Think of yours and other humans lifecycles. Describe the lifecycle of a human below including
important stages such as childhood, teenage years and so on along with things that a person
might do in each stage.
Life stage
Baby
What people do in that stage
Eat, sleep, cry
Name_________________________________Date_______________Period__________
Guided Notes – ‘Lifecycle of Trees’
Follow along with the slide show and fill-in any of the underlined words. These are the
missing words that fit in the blank space.
Draw the Life Cycle of the tree below:
Background
 Like all living things trees have a _____________________________:
 Birth
 Growth
 ____________________________________
 Death
 As trees grow, their __________ form changes as does their role in the forest
ecosystem
Seed
 Seeds come in a variety of __________________,
weights, colors, and sizes, depending on the species.
 Seeds develop from male and female parts of the trees producing ______.
 Some seeds are in a _________________________ nut like an acorn
 Others are in fleshy fruits, like the black cherry.
 The fruit of a pine is a cone and the seed is winged and resembles a miniature
helicopter when falling.
 Wind, water, animals, and people ______________________ seeds to the forest floor,
open fields, yards and roadsides.
 Where conditions are favorable for germination, seeds will sprout and grow.
Seedling
 The seedling ___________ and begins to develop woody characteristics.
 The stems harden, change color, and develop a thin protective bark.
 The stem may bend or develop branches that reach toward ____________.
 Leaves or needles that develop are adapted to shade, but lean or tilt toward light.
 Most ___________ are in the upper soil to absorb water, nutrients and air.
 Seedlings compete for nutrients, water, sunlight, and space.
 _________ include fire, flood, drought, disease, insect attacks, and animals.
 At this stage the tree is most susceptible to being killed.
Sapling
 When the tree is about 1-4 inches in diameter at 4.5 feet, it is considered a sapling.
 standard height where tree’s diameter is measured – diameter at breast height
(DBH).
 As the tree starts to get ____________ the trunk thickens and branches develop.
 A sapling is the ____________ of a tree growing in a nursery.
 In this juvenile state, the tree is not mature enough to ____________________.
 Growing rapidly, the sapling has the same _________________ and threats as seedlings.
Mature
 With __________________ conditions, a sapling will grow into a mature tree (>4 inches DBH).
 During this stage, each tree will grow as much as its ________________ and site
conditions will permit.
 In addition, flowers develop, reproduction ensues, fruits form, and seed dispersal can
now occur.
 Trees provide the maximum environmental benefits to people during this _________.
Decline
 The life span of a tree is a wide-range, yet death is inevitable.
 A combination of factors overcome a tree and causes it to _____________.
 Injury, drought stress, followed by disease, rot, root dieback, coupled with a
lightning strike or insect infestation contribute to tree decline.
 Sometimes a single _______________ is serious enough to cause mortality.
Dead Tree/Snag
 Standing dead trees, called snags, play vital roles in the life cycle of many organisms.
 A snag ______________ breaks down and returns nutrients as limbs, bark, and branches
fall. It provides habitat and food for wildlife and insects.
 Animals, insects, and fungi help break down the tree.
 Eventually, the snag will fall and return nutrients to the soil where they are
taken up by other trees.
 And, the _____________ begins anew.
What stage of the lifecycle are these trees in currently?
1.
2.
3.
Textbook width: ___________________________
Desk height: ______________________________
DBH
 Tree ___________________ is an important forestry measure and is used to indicate
how well a tree is growing over time.
 It is also one of the standard ____________________ of timber volume used to estimate
the commercial value of a forest stand.
 By convention, the diameter is measured at a height on the trunk that is 1.35 m (4.5 ft)
above ground level.
 This ________________ above the ground is used because uneven swelling and irregular
growth at the base of the tree and upper roots could mask the true growth of the
trunk.
Trees Crown Spread
 This is a _____________________ measurement:
 leaf tip to leaf tip of the shortest spread
 leaf tip to leaf tip of the longest spread
 through the main mass of the tree canopy
Add the two numbers together, and divide by two for the average crown spread
 ___________ spread is difficult to measure when branches are high. Have 2 people
stand where the tips of the ___________________ branches are directly overhead. A 3rd
person can measure the distance at ground level.
Tree Crown Spread: ______________________________
Tree Crown Spread: ______________________________
Identifying Trees
 What characteristics would you use to __________________ trees? Look at the twigs on
your desk for ideas.
_________________________________________________________________________________
_________________________________________________________________________________
Needles or Broad Leaves
 In the simplest sense we have 2 types of ________________:
 ___________________ (coniferous) :
 seeds develop in cones, have needle shaped leaves
 don’t lose leaves each year so stay green = evergreens
 Pines, spruces, hemlocks and firs
 Broad-leaf (______________________) :
 broad, flat leaves that they lose each year
Oaks, maples, beeches and aspens
Leaf Shape
 Differ in many ways and help identify _____________
 ___________ may be pointed, rounded, tapered…
 Bases may be squared, _________________, heart-shaped…
What are the shapes of these 3 leaves? _______________________________________________
Margins
 ________________ or margins of leaves give clues to tree identity
 Teeth (serrated)
 ___________________
 Smooth (_____________________)
What type of leaf margin do these leaves have? ________________________________________
Textures
 Completely ________________
 Hairs on one side
 Completely smooth
 Thick, thin, rough or _________________
Simple and Compound
 Simple _____________ have only one piece to them
 Maple, oak, aspen and sycamore
 Compound leaves are made-up of __________________ leaflets
 __________, walnut and sumac trees
Are these leaves simple or compound?
1.
2.
3.
4.
5.
6.
Leaf Arrangement
 The way the leaves are __________________ on the twigs
 Alternate, __________________, whorls
What kind of leaf arrangements are these? ____________________________________________
Twiggy Clues
 Even __________________ twigs can help identify trees.
 Look for the leaf scars (leaves used to be there) or buds on the twig to see if leaves
grow ____________________, opposite or whorled.
 Size, ______________, texture, and shape of buds also help identify trees.
 Spines, thorns, prickles and other surface features also help.
What type of leaf scar pattern do these twigs show?
1
2
Fruit and Flowers
 Various tree species produce characteristic ______________.
 Deciduous trees produce berries, winged samaras, nuts, or drupes. Some have unique
names (acorns, walnuts, and chestnuts).
 Conifers produce different _______ that vary in shape, size, and arrangement of scales.
Bark




Identify with the _________________ and texture
Shaggy, _________________ , rough or deep furrows
Example: Paper Birch – white, paper-like
Use bark on ______________, not branches
Crown Shape
 Characteristic ________________ can identify trees
 Rounded, __________________, vase-to Funnel, tabular and conical
 Some people are able to look at a tree in the ______________ and know what kind it is
Name_________________________________Date_______________Period__________
Activity Time
1. At your tree with your partner measure the circumference at 1 foot (.3 m), 2 feet
(.6 m) and 4.5 feet (1.4 m)
1 foot: _______________
2 feet: _______________
4.5 feet: _______________
What stage of its life cycle is your tree in currently? ______________________________
2. Switch trees with another group and do the same measurements for that tree.
1 foot: _______________
2 feet: _______________
4.5 feet: _______________
What stage of its life cycle is the other groups’ tree in currently? ___________________
Check your answers with the group you switched trees with to make sure your
measurements are accurate.
3. Why do we all measure the DBH at 4.5 meters?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Pair up with the team you traded trees with in Questions 2. Measure the trees crown
spread of both trees. Record your answers.
Tree 1 Crown Spread: ___________________
Tree 2 Crown Spread: ___________________
5. Do you think all tree leaves or needles are the same size? ________________________
6. With your partner, find 2 leaves that have fallen from your tree or take them off, if you
can reach them. Measure the length and width of each leaf and record your results.
Leaf 1 – Length__________ Width__________ Leaf 2 – Length__________ Width__________
7. Switch leaves with the same group as before and now measure their leaves.
Leaf 1 – Length__________ Width__________ Leaf 2 – Length__________ Width__________
Check your answers with the group you switched leaves with to make sure your
measurements are accurate. Make any corrections needed.
8. With your teacher and class, fill-out the chart below on the characteristics of an
unknown tree. Once complete, use your tree guide to identify the tree.
Characteristics
Needles or Broad Leaves
Your Tree Characteristics
Drawing of Leaf(s)
Leaf Shape
Leaf Margin
Leaf Texture
Simple or Compound
Leaf Arrangement
Twig Clues (if no leaves)
Fruit or Flowers
Bark
Crown Shape
9. Now with your partner go back to your tree and fill-out the chart for your trees
characteristics. Once complete, use your tree guide to identify the tree.
Characteristics
Needles or Broad Leaves
Leaf Shape
Leaf Margin
Leaf Texture
Simple or Compound
Leaf Arrangement
Twig Clues (if no leaves)
Fruit or Flowers
Bark
Crown Shape
Your Tree Characteristics
Drawing of Leaf(s)
10. Switch trees with the same group and fill-out the chart for that trees characteristics.
Once complete, use your tree guide to identify the tree.
Characteristics
Needles or Broad Leaves
Your Tree Characteristics
Drawing of Leaf(s)
Leaf Shape
Leaf Margin
Leaf Texture
Simple or Compound
Leaf Arrangement
Twig Clues (if no leaves)
Fruit or Flowers
Bark
Crown Shape
Check your answers with the group you switched trees with to make sure you identified
your tree correctly.
Name_________________________________Date_______________Period__________
Exit Ticket
1. Label the correct blanks to complete the diagram of the tree life cycle.
2. Recall the two major kinds of trees. __________________________________
____________________________________
3. What do the letters DBH stand for when dealing with trees?
___________________________ ___________________________ __________________________
4. Explain how you would get the DBH of a tree.
5. Give 3 examples of what you can use to correctly identify a tree.
___________________________ ___________________________ __________________________
6. Describe on one line what occurs during each stage of a trees life cycle on the diagram.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
7. Using the tree guide to classify the native tree shown.
8. Determine the DBH of the tree in this picture.
9. Tell what would happen if one stage of the trees life cycle were interrupted.
10. What is the relationship between the stage a tree is in during its life cycle and the role
it plays in its ecosystem?
Tree Stage
Ecosystem Role
Name_________________________________Date_______________Period__________
Homework
1. Find a tree in your yard and fill out the table with your trees information.
Drawing of Leaf(s)
Characteristics
Your Tree Characteristics
Needles or Broad Leaves
Leaf Shape
Leaf Margin
Leaf Texture
Simple or Compound
Leaf Arrangement
Twig Clues (if no leaves)
Fruit or Flowers
Bark
Crown Shape
2. What stage of its life cycle is your tree in currently? ______________________________
3. What is the DBH of your tree? (use hand lengths if you don’t have a measuring device)
______________________________
4. Find 2 leaves that have fallen from your tree or take them off if you can reach.
Measure the length and width of each leaf and record your results.
Leaf 1 – Length__________ Width__________ Leaf 2 – Length__________ Width__________
5. BONUS: Measure your trees crown spread. Record your answers.
Crown Spread: ___________________