Fish Creek Provincial Park
TREE TALES
A teacher conducted field study science program for
Grade 6 students.
Fish Creek Environmental Learning Centre
[email protected]
www.fish-creek.org
49
Fish Creek Environmental Learning Centre
TREE TALES
A teacher conducted field study program for Grade 6
This curriculum connected field study was developed to support
the Grade 6 Topic E: Trees and Forests and the vision of the
Plan For Parks.
Developed by:
Fish Creek Environmental Learning Centre
13931 Woodpath Road S.W.
Calgary, Alberta
T2W 5R6
(403) 297-7827
2011 Revision
Tree Tales
50
TABLE OF CONTENTS
1. 0 Introduction . . . . . . . . . . . . . . . . 2
1.1
1.2
1.3
2.0
6. 0 Field Study Activity
Descriptions . . . . . . . . . . . . . . . . . 17
Program Outline . . . . . . . . . ..3
Program Objectives and
Curriculum Fit . . . . . . . . . . . 4
Curricular Connections . . . . . 5
6.1
6.2
6.3
6.4
Environmental Education
Opportunities at Fish Creek
Provincial Park . . . . . . . . . . . . . . .6
2.1
2.2
2.3
7.0
The Fish Creek Environmental
Learning Centre . . . . . . . . . . . 6
Lunch Break Procedures . . . . 7
Outdoor Lunch
Opportunities . . . . . . . . . . . . 7
Post Field Study Activity
Descriptions . . . . . . . . . . . . . . . . 25
7.1
7.2
7.3
3.0
Teacher Instructions and
Checklist For Planning
The Field Study Day . . . . . . . . . 8
3.1
7.4
7.5
7.6
Itinerary For
The Field Study Day . . . . . . . 9
9.0 Notes . . . . . . . . . . . . . . . . . . . . . . 49
Preparatory Study Activity
Descriptions . . . . . . . . . . . . . . . .12
5.1
5.2
5.3
Data Sheets . . . . . . . . . . . . . . 25
Classification Keys. . . . . . . . . 25
8.2.1 Class Discussion . . . . . 25
8.2.2 Multi-Choice Keys . . . 25
Telephone Information
Lines. . . . . . . . . . . . . . . . . . . . .27
Ecosystem Inventory Follow-Up
......... ..27
Value Of Trees . . . . . . . . . . . . 27
Forestry Issues . . . . . . . . . . . . 29
8.0 Program Assessment:
Tree Tales Quiz . . . . . . . . . . . . . 29
4. 0 Class Discussion About The
Field Study . . . . . . . . . . . . . . . . . 10
5.0
Tree Tracking . . . . . . . . . . . . 17
Tree Cookies . . . . . . . . . . . . . 18
Ecosystem Inventory............. .20
Forest Bingo ........................... 22
Last Pages
Student Data Collection Sheet Masters &
Samples
Vocabulary . . . . . . . . . . . . . . .12
Understanding Keys . . . . . . 15
Interdependency in
Ecosystems . . . . . . . . . . . . . . . 16
1
Fish Creek Environmental Learning Centre
1.0 INTRODUCTION
Fish Creek Provincial Park, Canada's
largest urban provincial park, has a strong
vision within its Visitor Services Program
plan to support and foster environmental
education. It states:
Welcome to TREE TALES, a teacherconducted science program for grade six
students.
This is a curriculum connected full day field
study with multi-disciplinary preparatory
and post activity support. The intent is to
offer a natural world experience for students
that reflects the outdoor field study
components of Topic E: Trees and Forests
from the Grade Six Alberta Elementary
Science Curriculum and the priority actions
of Alberta’s Plan For Parks:
•
Involve Albertans
•
Offer modern facilities, policies &
programs
•
Provide recreation opportunities
•
Conserve landscapes
Tree Tales
The Park offers a dynamic Visitor
Services Program where
participants are able to connect
to our rich natural and cultural
heritage through a variety of
services and resources.
This is accomplished through
modern facilities, competent staff,
up to date resources,
environmental education and
public programs, research,
partnerships and being an active
member of the Calgary
community and the Province of
Alberta.
2
1.1 PROGRAM OUTLINE
There are also checklists for helping arrange
and organize your field study along with a
preparatory and post field study test and
the data sheets students will need to record
their observations during the field study.
TREE TALES is a teacher and parent led
sequential program that consists of three
components:
•
•
•
three preparatory activities to be done
at school that are multi-disciplinary in
nature.
The program was developed by the
Environmental Education staff in Fish
Creek Provincial Park with assistance
from teachers from the Calgary Board of
Education, and Calgary Catholic Board of
Education.
a full day field study done in the
natural world that takes the students
through experiential activities
focused on trees and
interdependencies within forests.
French versions of the student data sheets
and dichotomous key (Tree Tracking
activity) are available due to the efforts of
a Park volunteer and teacher. Please ask for
copies.
six follow-up activities to be done at
school that are intended to reflect on
and apply what the students have
learned.
3
Fish Creek Environmental Learning Centre
1.2 PROGRAM OBJECTIVES AND CURRICULUM FIT
This field study program, and the schoolbased preparatory and post field study
activities that compliment it, have been
designed to address seven specific learner
expectations from the Grade 6 Topic E:
Trees and Forests in the Alberta
Elementary Science Program of Studies.
SLE 6
Describe and classify leaf shapes, leaf
arrangements, branching patterns
and the overall form of a tree.
SLE 7
Interpret the growth pattern of a
young tree, distinguishing this year's
growth from that of the previous
year, and from the year before that.
Students meeting this expectation
should recognize differences in
colouration and texture of new
growth and old growth, and locate
scars that separate old and new
growth.
SLE 1
Identify reasons why trees and
forests are valued. Students meeting
this expectation should be aware that
forests serve as habitat for a variety of
living things, and are important to
human needs for recreation, raw
materials and for a life-supporting
environment.
SLE 9
Identify human actions that enhance
or threaten the existence of forests.
SLE 2
Describe kinds of plants and animals
found living on, under and among
trees; and identify how trees affect
and are affected by those living
things.
SLE 4
Identify general characteristics that
distinguish trees from other plants,
and characteristics that distinguish
deciduous from coniferous trees.
SLE 5
Identify characteristics of at least four
trees found in the local environment.
Students should be familiar with at
least two deciduous trees and two
coniferous trees. Examples should
include native species, such as spruce,
birch, poplar and pine; and cultivated
species, such as elm and crabapples.
Tree Tales
4
1.3 CURRICULAR CONNECTIONS
This program is primarily a science based
field study, but there are other curriculum
connections with the Grade 6 program of
studies.
LANGUAGE ARTS
•
Focus their talk or writing on
important ideas related to topics,
themes or concepts and provide
support for the ideas.
•
Make generalizations by relating what
they know to new information and
ideas.
•
Sharing what they learn in a verbal
and written manner.
SOCIAL STUDIES
•
Topic A:
Local Government
•
Review the role local government plays
in preservation and protection of green
spaces.
•
Review some issues related to long term
green space development in the city.
•
Research skills are enhanced.
MATHEMATICS
•
Mentally computes simple addition,
subtraction, multiplication and
division.
•
Draws diagrams according to scale.
5
Fish Creek Environmental Learning Centre
2.0 ENVIRONMENTAL EDUCATION OPPORTUNITIES
IN FISH CREEK PROVINCIAL PARK
Fish Creek Provincial Park stretches from
the T'suu Tina First Nation at 37 Street in
the west to the Bow River in the east. The
Park is 20 km long, but only 1-1/2 km wide,
as it encompasses mainly the creek and
surrounding valley.
3.
Washrooms and water fountains are
located in the building. There are no
vending machines or coffee available.
Hot water is available upon request.
Please make hot drinks in cups, not the
urn.
The Fish Creek Environmental Learning
Centre, located at the west end of the
Park off 37 street S.W., offers five indoor
classrooms, an outdoor picnic area and
access to an extensive variety of natural
ecosystems: an old spruce forest,
grasslands, riverine, creek and pond
wetlands and disturbed (urban) areas.
4.
A short orientation (about 15 minutes)
will be provided to the entire group
upon arrival to welcome and introduce
everyone to the Park, its rules, the
program for the day and what the
students may discover outside.
5.
Parent volunteers will have a separate
orientation (about 10 minutes) to the
equipment provided, map of the
activity area (map provided) and the
general flow of the day.
6.
A washroom and snack break will take
place after the group orientation and
during the parent volunteer orientation.
Please ensure that the students are
supervised during this time.
7.
There are NO indoor activities
available. Please bring your own
activities and/or DVDs when planning
for inclement weather.
2.1 FISH CREEK
ENVIRONMENTAL
LEARNING CENTRE
The Fish Creek Environmental Learning
Centre offers you the following facilities and
services:
1.
Each teacher will be given a
classroom to use as a home base for
the day's activities.
2.
Some equipment for the day's
activities will be available at the Park.
It is your responsibility to count all
equipment and return it at the end of
the day. Lost or broken equipment
must be paid for or replaced.
Tree Tales
6
2.3 OUTDOOR LUNCH
OPPORTUNITIES
2.2 LUNCH BREAK
PROCEDURES
Your class may eat inside the facility, within
their assigned rooms. Please ensure they
understand the following:
•
•
•
There are several picnic tables and a large
fire pit behind the Learning Centre.
Reservations are required to use this
outdoor cooking firepit. Call 297-7229 to
reserve.
Empty pop and juices bottles or
drinking boxes go into the special
container labelled “Bottles & Cans”.
These items are sent to the recycling
depots. Do the students know what
recycling is, how it conserves
resources and how it helps the
environment?
When using a firepit area be sure to:
Paper and plastic lunch bags, plastic
sandwich bags, food wrap and tin foil
go home to be reused. What must be
done to it before it is stored? Why
does it need to be washed? Why is it
important to reuse things?
All other items go into the garbage
and sent to the landfill. What
happens to these items at the landfill?
7
•
Provide your own firewood and
roasting sticks. DO NOT USE
BRANCHES OR DEADFALL IN
THE PARK.
•
Have a bucket of water nearby
BEFORE the fire is lit. Check that the
fire is out before you leave.
•
Do NOT feed or disturb wildlife.
•
Remind students to cleanup the firepit
area of garbage and leftover food.
Fish Creek Environmental Learning Centre
3.0 TEACHER INSTRUCTIONS AND CHECKLIST FOR
PLANNING THE FIELD STUDY TRIP
PREPARE THE ADULTS
• Please follow the recommended
ratios as outlined in your school
board regulations. Divide your class
into working groups - no more than
6 students per parent volunteer.
• Review the Park rules with the adults
(explained on page 10).
• There is no place to buy anything
here, including COFFEE.
• The adults’ role is to lead the
activities with the same small
group of students all day.
Give every driver – INCLUDING THE
BUS DRIVER - a copy of the route map.
Make sure all drivers know you are
coming to the west end of the Park,
near Woodbine!
PREPARE YOURSELF
• Read the teacher package
thoroughly: phone 297-7229 if you
have any questions.
• Modify the activities to fit your
lesson plans, students’ skill levels
and time you are at the Park.
• Check student health forms,
looking for allergies.
•
PREPARE THE STUDENTS
• Review the Park rules (explained
on page 10).
• Discuss the field trip, using the
points listed on page 11: emphasize
the following:
- If the weather is hot, bring hats,
sunscreen, insect repellant.
- RUNNERS (not sandals).
- Dress in layers.
- Bring plenty to eat and drink; there
are no vending machines or stores
nearby to purchase food.
• Complete some preparatory
activities:
• REVIEW THE DATA SHEETS
WITH THE STUDENTS
Tree Tales
Photocopy the activity instructions
(make extras) and send them to the
volunteers several days before the
field study so the adults can become
familiar with the activities.
YOU BRING:
• A cheque made payable to Minister
of Finance for $3.00 per student (no
charge for adults)
• pencils and clipboards
• data sheets
• A few bandaids with each adult and
your first aid kit
8
3.1 PLANNING YOUR ITINERARY FOR THE FIELD STUDY DAY
Please consider travel time from your school to and from the Park. Select your activities and
timetable your day accordingly. Times are always approximate!
TIME
______
ACTIVITY
Depart from school.
______
Arrive at Fish Creek Provincial Park and settle into classroom. Participate in a
class orientation meeting and parent volunteer orientation with Park staff.
(30 - 40 minutes)
______
Teacher and volunteer led morning program activities. (about 1.5 hours)
ACTIVITY
EQUIPMENT/MATERIALS
____________
_________________________________________________
____________
_________________________________________________
____________
_________________________________________________
______
Lunch in your classrom or outside, weather permitting (30 minutes)
______
Teacher and volunteer led afternoon program activities. (about 1.5 hours)
ACTIVITY
EQUIPMENT/MATERIALS
___________
_________________________________________________
___________
_________________________________________________
___________
_________________________________________________
______
Groups return to the Learning Centre: washroom break, head count, inventory
and return equipment borrowed from the Centre, gather personal belongings.
(this should take place at least 15 - 20 minutes prior to the scheduled bus
departure)
______
Bus leaves the Learning Centre. (usually 2pm)
______
Arrive back at school.
9
Fish Creek Environmental Learning Centre
4.0 CLASS DISCUSSION ABOUT THE FIELD STUDY
Alberta’s Parks and Protected Areas
Alberta’s parks and protected areas
belong to all Albertans and contain many
different natural landscapes that are
home to numerous plant and animal
species. The province’s network of parks
and protected areas covers roughly 27,500
square kilometres and includes more than
500 sites. This network helps to ensure
that Alberta’s biodiversity is preserved for
future generations.
Alberta’s Plan For Parks vision: Alberta’s
parks inspire people to discover, value, protect
and enjoy the natural world and the benefits
it provides for current and future
generations.
Provincial parks exist to protect
provincially significant natural,
historical and cultural features. They
contain a range of outdoor recreation,
interpretive and environmental education
opportunities, facilities and services so
that visitors can explore, learn, understand
and appreciate the natural world.
Alberta’s Parks are protected by the
Alberta Parks Act, and it is through
this legislation that these landscapes have
specific and important
guidelines to help keep them healthy and
vibrant.
The following is a list of rules that reflect the
Park’s mandate to protect
and preserve the natural environment.
Tree Tales
Do not feed or disturb wildlife
Feeding wildlife is not necessary and is
potentially dangerous. The Park’s
ecosystem provides all the food and
habitat wildlife require for their basic
needs. Human food does not meet their
nutritional requirements and can cause
some species to become dependent on
handouts. Quietly observe all wildlife
from a comfortable distance.
Leave only footprints
Take only pictures. Everything in the Park
- living and non-living - is
protected to help preserve the complex
living system that thrives in Fish Creek
Provincial Park. Students are welcome to
share their discoveries, but must
remember to leave everything as they
found it. Treat plants, insects and trees
gently to avoid unnecessary injury or
damage.
Pets on a leash
There are no off-leash areas in any of
Alberta’s provincial parks. This
protects Park wildlife as well as domestic
pets. Please do not bring pets on the field
study. They can be distractions for
students and pose a health risk for those
allergic to pets. Guide Dogs and AssistedLiving Dogs are the only animals
permitted in Park buildings.
Pitch in
Litter should be placed in the rubbish
bins provided or in a pocket. Human
litter is hazardous to Park plants and
wildlife.
10
Fire in its place
Use only designated fire pits. The burning
of Park vegetation is not permitted. Bring
your own firewood.
___ Discuss outdoor safety. Students
need to:
• stay where an adult can see them at
all times
Discussion Checklist
• walk, do not run.
Things to discuss at school prior to the field
study day:
___ Discuss how Fish Creek Provincial
Park is a wild environment. It is one
of 500 parks that are protected as a
provincial system of natural
environments. Discuss the difference
between wild and tame animals and
environments (coyotes vs. pet dogs,
Fish Creek Provincial Park vs. school
yard, etc.).
___ Discuss the purpose of provincial
parks and protected areas. Have the
class make a list of behaviours on
the field study that would show
respect for living things and a
commitment to their care.
Possibilities include:
• keep feet on the ground: no
climbing.
• leaves dead branches on the
ground: they do not make safe
walking sticks.
___ Discuss behavioural expectations.
Explain that the field study will be
another school day, just at a different
place. All the school rules apply.
Remember that other schools will be
using the Centre and area, as well.
___ Discuss the appropriate clothing
required for the season and the day’s
activities. Dress in layers.
Mornings in the shady forest will be
cool. Trails may be muddy and wet.
Several layers of clothing, including a
water resistant layer and a hat or hood
will provide the most comfort. Warm
weather means sunhats, sunscreen
and insect repellent will also be
required.
• leave ant hills, nests and rotting
logs alone and intact. They are
animal homes.
• walk with care and mindfullness.
When leaving the trails to complete
program activities take care to
minimize your impact.
___ Discuss the Park rules. These rules
reflect the provincial parks goals to
protect and preserve our natural
environment.
11
Fish Creek Environmental Learning Centre
5.0 PREPARATORY FIELD STUDY ACTIVITY DESCRIPTIONS
Preparatory activities are essential to
the success of your trip! Gather together
a series of activities that will introduce the
field study day to your students and that
will offer the students opportunities to
practise the skills they will use during their
field study day. If possible, invite the adult
volunteers into the classroom to also
experience these activities.
•
Feel free to use your own activities and/or
the ones described in this program.
WHO AM I?
A “Who Am I?” guessing game could
be used that presented clues about
each word individually. After each
clue, students would deposit written
guesses, into a guessing box, about
what they thought the word was.
Prizes could be given to the students
who guess the words first. For
example:
Clue 1:
Consider other curriculum areas and
explore how all subject areas can be
connected to your field study day.
TIP: Conduct some activities outside to get
students familiar with appropriate outdoor
class room behaviour and thinking of
school in an outdoor setting.
I am usually tall and thin with a
surface root system
Clue 2:
I have long thin leaves to diminish
transpiration in cold weather
Clue 3:
5.1 VOCABULARY
My seeds are stored in cones
Review the following vocabulary with the
class. This could be done in any number
of ways:
•
The words could be incorporated into
the weekly spelling program by
using them as a weekly quiz.
•
Students could be given a copy of the
vocabulary list and asked to teach
their families about all the words on
the list.
Tree Tales
I am an Evergreen.
12
This terminology is used throughout the
field study program. The more familiar
students are with this vocabulary the more
successful their field study experience will
be.
toothed: notches, along the leaf edge,
that resemble teeth
heartwood: the older, middle part of the
tree trunk that helps stabilize and
strengthen the tree
alternate: leaves placed singly at
different heights along a stem
cambium: the new wood growth that
occurs just under the bark inwards to
the heartwood
blade: flat part of a leaf
compound: leaf made up of several
leaflets
coniferous: tree or shrub that bears its
seeds inside cones. Most species have
small, needle-shaped evergreen leaves.
deciduous: tree or shrub that sheds
leaves annually
leaflet: blade of a compound leaf
attached to a common leaf stem
lobed: a particular type of leaf in which
the blade is prominently indented
margin: edge of the leaf blade, usually
described as smooth, wavy or serrated
(toothed)
opposite: two leaves originating at the
same point on opposite sides along a
stem
growth rings: the dark rings that are
visible in a cross section of tree trunk
that indicate one year of growth
pith: the soft centre of a small branch or
twig
tap root: a root that extends deep into the
ground to gather water and stabilize
the tree
springwood: large light coloured wood
cells that are produced in the spring
summerwood: small dark wood cells that
are produced in the summer
lateral or surface root: roots that run
parallel to the surface to gather water
and nutrients. They provide less
stabilization than a tap root.
crown: the top part of the tree where most
of the leafy foliage is located.
simple: single bladed leaf
13
Fish Creek Environmental Learning Centre
Applying Terminology
Bring a variety of plant leaves on twigs into
the classroom and have the students
identify them as simple or compound, and
opposite or alternate, locate the stem, blade
and margin.
Photocopy the crossword puzzle at the
back of this package. Distribute to the
students. A fun way to test their
knowledge!
Tree Tales
14
5.2 UNDERSTANDING KEYS
Almost one half of the program at the Park
is devoted to identifying trees/shrubs (Tree
Tracking activity). The students will observe
and record characteristics of at least 4
different trees or shrubs. To identify each
tree the students will use a copy of the
Centre's dichotomous tree key. The
following activity will help students develop
an understanding of why and how keys are
a useful system of classifying knowledge.
KEY THE CLASS
Students will gain an appreciation for a key
by using the similarities and differences of
their classmates to develop their own key.
Develop a keying system for the members
of the class based on observation only. The
first split, for example, can be by sex or
between students with and without glasses.
Other divisions can be made according to
hair colour and/or length, height, shoe size
and so on. Refer to the following sample of
a class group keyed out. Direct the students
to take the key as far as an individual, for
example, each student's name.
MISS SMITH’S CLASS
GIRLS
HEIGHT
less than
1.6 m
HAIR
above
shoulder
BOYS
HEIGHT
more than
1.6 m
HAIR
below
shoulder
MARGARET
EYES
not brown
GLASSES
yes
EYES
brown
GLASSES
no
SHOE SIZE
7 or more
DON
JOANNE
COLOUR
blonde
SUE
COLOUR
black
HEIGHT HEIGHT
less than more than
1.8 m
1.8 m
SANDY
BOB
BRACES BRACES
yes
no
MARK
RUDY
SHOE SIZE
less than 7
EARL
DOUG
15
Fish Creek Environmental Learning Centre
5.3 INTERDEPENDENCY IN
ECOSYSTEMS
EXTEND THE KEY ACTIVITY
Have one group write fictitious names
instead of their own on the key. Exchange
each group's key. Can they identify the
student by working through the similarities
and differences in the key?
Follow up the keying activity with a
discussion about the key they will use at the
Park. Science has classified all organisms.
A key further classifies from a basic
organization. Tree identifications at the
Park will be made on the basis of this
keying concept. For example, two species
of trees may belong to a certain Family
because they share particular traits.
However, they may each be in a different
Genus because of differences in other
features.
Tree Tales
Review the following ecological concepts
with your students:
interdependency
all organisms rely on other organisms
to fill some or all of their survival needs
of food, water, space and shelter
adaptations
specific structures and behaviours that
help an organism survive within a
specific ecosystem
ecosystem
community of organisms interacting
with its environment, including nonliving factors such as soil and water
Have a class brainstorming session to
compile a list of ways organisms affect or
are affected by trees. Remind the
students, if necessary, that the relationship
may not be as obvious as food and shelter.
They need to consider factors such as microclimates, moisture, shade or soil acidity.
Keep a copy of the list. You will need it
during a post-trip activity.
16
6.0 FIELD STUDY ACTIVITY DESCRIPTIONS
6.1 TREE TRACKING
OBJECTIVE: SLE #5 - Identify
characteristics of at least 4 trees found in
the local environment. Students should be
familiar with at least 2 deciduous and 2
coniferous trees. Examples should include
native species and cultivated species.
SLE # 6 - Describe and classify leaf
shapes, leaf arrangements, branching
patterns, and the overall form of a tree.
Activity Summary:
This activity involves careful observation
and recording of the characteristics of at
least 4 different trees/shrubs. After
thoroughly completing the data sheets,
students return to their Centre classroom.
Using our Tree Keys and information
booklets, students will identify the trees/
shrubs they discovered outside.
Equipment provided by the Centre:
Dichotomous Tree & Shrub Keys
Information Booklets
Equipment provided by the school:
Clipboards
Data Sheets
Pencils
Setting:
Lawn area of the Centre and parking
lot for cultivated species.
Natural areas immediately
surrounding Centre for native species.
Instructions:
1.
DISTRIBUTE data sheets to each
student and review the categories
listed. Remind the students to fill out
each section as thoroughly as possible
for a minimum of 4 different trees/
shrubs. NOTE: through each student
should be completing a set of data
sheets, they may work in pairs to
help each other.
2.
MOVE the class outside. Remind the
students to work quietly. Check that
each group leader has a trail map and
knows what time you want the
students back inside the Centre.
3.
ROTATE around to each group as
they are working. Check data sheets
for completeness.
Time:
• minimum - 10 minutes per tree/
shrub to make notes, record
characteristics, and identify using the
dichotomous key.
Preparatory:
Students will need to be familiar with the
definition of the words in the vocabulary
list and also with the methodology of
keys. Refer to the Preparatory Activities
section of this package. Explain the
categories listed on the data sheet.
17
Fish Creek Environmental Learning Centre
6.2 TREE COOKIES
4.
BACK INSIDE your Centre
classroom, distribute tree keys to the
students. Review with the class how
to use the key.
5.
AFTER each student pair has
identified their trees/shrubs, give
them the information booklets. The
students are to read the description of
each of their trees. In the section
"Notes" on the data sheets, students
are to record 2 pieces of information
that they think will help them
remember each type of tree/shrub.
6.
COLLECT the tree keys and
information booklets. Have each
student pair tell the class what trees
they identified and an interesting fact
about each one.
Objective: SLE # 7 Interpret the growth
pattern of a young tree. Students meeting
this expectation should recognize
differences in colouration and texture of
new and old growth, and locate scars
that separate new and old growth.
Activity Summary:
Students will examine a "tree cookie" (a
slice of tree trunk) to learn the tree's
growth history while it was alive.
Time:
• minimum - 15 minutes per cookie to
complete data sheet
• 5 minutes per cookie to check
answers
Preparatory:
Knowledge of trees’ requirements for
growth: space, water, light, soil.
Equipment provided by the Centre:
1 poster size tree cookie illustration
12 tree cookies
Answer sheet for each tree cookie
Equipment provided by the school:
Data Sheets (2 total, 1 Deciduous Sheet
& 1 Coniferous Sheet)
Pencils
Setting:
Your indoor classroom at the Centre.
Tree Tales
18
Instructions:
1.
2
USE the large tree cookie illustration
and accompanying information to
show the students how to read a
tree's history. Points covered include
springwood, summerwood, growth
rates, age, and scarring.
EXPLAIN to the students that they
are not expected to score 100% on this
activity: you know they don't have a
forestry degree! They ARE expected
to apply the knowledge they acquired
back at school about trees' growth
requirements to this slice of tree and
make an "educated guess" (inference)
for each of the questions.
3.
DISTRIBUTE the tree cookies. Have
the students, working in small
groups, carefully examine one tree
cookie. Their observations should be
recorded on the data sheets.
4.
ANSWER SHEETS, specific to each
cookie, can be given to the groups as
they finish. This permits the students
to check their work and correct any
errors.
5.
HAVE each group share with the
class one interest fact about their tree
cookie. They may choose to point to
a unique feature on their tree cookie.
6.
COLLECT tree cookies and answer
sheets.
“A tree growing on an incline has growth rings closer together on the uphill side of the
tree.”
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Fish Creek Environmental Learning Centre
6.3 ECOSYSTEM INVENTORY
Objective: SLE # 2 Describe kinds of
plants and animals found living on,
under and among trees; and identify how
trees affect and are affected by those
living things.
Setting:
1/2 time in deciduous forest area
1/2 time in confierous forest area
Activity Summary:
Students will closely examine the plant
and animal life in both white spruce and
balsam poplar forests. Comparison of
their recorded observations will reveal
that, through some organisms exist in
both types of forests, there are some
important differences.
1.
DIVIDE the class into groups of no
more than six students.
2.
GIVE the following directions:
•
The group moves to a forest area, either
deciduous or coniferous.
Time:
• minimum 30 minutes per forest type
to explore and record discoveries
•
Students select an area and mark out a
4 metre square by laying their rope on
the ground (knots in the rope indicate
where students turn to make a corner).
Preparatory:
Review the ecological concepts of
interdependency, adaptations and
ecosystems. Class brain-storming session to
compile list of interactions among trees and
other plants and animals. Explain the
categories on the data sheets and the study
methodology. (see Instructions below)
Instructions:
Examine 3 Layers Of The Forest
•
Ground Layer - Students will examine
the ground and all objects on it, using
the magnifying glass when necessary.
They record all observations of animals
(including invertebrates), animal
activity (e.g. tracks, a chewed object,
droppings) and all ground level plants.
The ground layer is everything on the
ground and on the plants and the
plants themselves as high as their
knees.
•
Shrub Layer - Students examine
everything at shrub level. In addition
to recording the approximate numbers
Equipment provided by the Centre:
Magnifying Glasses
Ropes for quadrats
Equipment provided by the school:
Clipboards
Data Sheets (6 copies - 3 copies for each
forest plot study)
Pencils
Tree Tales
20
of each, students should be examining
the plants for animals or signs of
animal activity. The shrub layer is
identified as the plants and animals
found in the space above the knees to
the top of their heads.
•
Canopy Layer - Students are to
examine the trees. Record observations
of evidence that animals or other plants
are using the trees. Emphasize that the
students are not recording information
about the tree: they are recording
information about animals and plants
on or in the tree. The canopy layer is
everything above their heads.
•
After completing the plot study in one
type of forest, the group will repeat the
process in the other forest type.
•
After they have completed both plot
studies compare and contrast their
findings. What organisms were found
in only one type of forest? Do any
organisms live in both types of forest?
What organism seems to always be
found within a specific layer of the
forest? Why?
21
Fish Creek Environmental Learning Centre
6.4 FOREST BINGO!
Objective: SLE # 1 - Identify why trees
and forests are valued. Students meeting
this expectation should be aware that
forests serve as habitat for a variety of
living things. SLE # 2 - Describe kinds of
plants and animals found living on, under
and among trees; and identify how trees
affect and are affected by those living
things.
Preparatory:
Activity Summary:
Explain the categories on the data sheets.
This bingo like game teaches students about
relationships between a tree and other
organisms throughout the life stages of the
tree. The activity can be completed at 3
different levels to accommodate students’
varying prior knowledge and skill levels.
Review the ecological concepts of
interdependency, adaptations and
ecosystems.
Class brain-storming session to compile list
of interactions among trees and other plants
and animals.
Equipment provided by the Centre:
none
Equipment provided by the school:
Forest Bingo Sheets
Clipboards
Pencils
Time:
Ongoing throughout the day. Varies
depending on length of your field trip,
which level game is being played at, and
how many examples students are expected
to find.
Setting:
Any forested area
Instructions:
Tree Tales
1.
DISTRIBUTE sheets and review
categories.
2.
EXPLAIN to the students how to
complete the sheets. You may select
the level of completeness or let the
students choose individually.
22
Level One:
When the student observes an example
of interdependency described in a
square, the student places an X in that
square.
3.
HAVE the students complete this
activity concurrently with their plot
studies or as a separate, closing
activity after the plot studies are
finished.
OR
Level Two:
The student also looks for examples
of each that are not listed (e.g.
mammal used young tree for
building material) and records the
information in the correct square.
OR
Level Three:
The student completes at least Level
One and also names the
organism involved, either generally
(e.g. hawk, beetle) or
specifically (e.g. red tailed hawk, bark
beetle).
23
Fish Creek Environmental Learning Centre
7.0 POST FIELD STUDY ACTIVITY DESCRIPTIONS
7.1 DATA SHEETS
Students may need class time to complete
data sheets or to share information about
their discoveries.
7.2 CLASSIFICATION KEYS
\ 7.2.1 Class Discussion
Discuss classification keys with the
students. Points to explore might include:
•
Does everyone understand how to
use a key?
•
What are the advantages of using a
key to identify something?
•
Were the students more confident
they had the correct identity than if
they had tried to identify the tree by
going through a field guide page by
page?
•
Did using the key help the students
learn and focus on what are the
distinguishing characteristics of
trees?
•
7.2.2 Multi-Choice Keys
Explain to the students that so far, they
have been working with dichotomous
keys: that is, keys that present the user
with only 2 possiblities to choose from at
one time. Not all keys are dichotomous;
sometimes the user may have more than
2 possibilities to choose from at one time.
Have the students select a topic and then
develop a multi-choice key to classify 15
items. Some possibilities are listed below:
•
•
•
•
What are other possible
applications of the key classification
format?
Tree Tales
24
Favourite television programs:
distinguishing characteristics may
include time length of program, type
(comedy, news, drama, sports etc.),
location, characters, number of times
aired weekly etc.
Favourite songs: distinguishing
characteristics may include: pace of
beat, solo, duet or group, length of
song, video or movie, theme of song
Favourite computer software:
distinguishing characteristics may
include: purpose (learning,
information storage, entertainment),
average length of game, on-going or
single, graphics realistic, animated or
non-existent
Popular fast foods: distinguishing
characteristics may include:
restaurant, frozen or deli, restaurant
outlet or brand names, beef, chicken
or other, burger, sandwich, pizza or
other etc.
When the keys are completed, have the
students list their 15 items separately (this
is the equivalent of the data sheets and is
necessary due to the thousands of
television shows, songs and computer
programs available to choose from).
Students should then cover up the
answers on their keys and exchange keys
and lists with another student. Can they
follow the key through and match-up
those items that with which they are
familiar?
After the students have worked through
several keys, ask them, in a class discussion,
to evaluate multichoice keys as a learning
tool. Which type of key do the students
prefer?
25
Fish Creek Environmental Learning Centre
7.3 TELEPHONE
INFORMATION LINES
This activity demonstrates a practical
application of classification systems in daily
life. Computer answered telephone systems
use classification systems to process the
information someone offers, by the choices
they make, to reach an answer they require.
Every time someone makes a choice, the
computer offers another level of
classification that provides more detailed
information. Use this format to set up a
voice mail system to discuss trees. Ask each
student to develop the following:
A creative 1-800 telephone number that uses
letters off a telephone key pad to say
something about trees. For example 1800-FOR-ESTS which translates to 1-800367-3787.
Then have them develop a script with a
”menu” of selections to educate about
trees. For example, “Thank you for
calling the forest line. Trees are important
to us and we thank you for your interests
in learning more about them. If you
would like information about decidious
trees press 1. If you are interested in
photosynthesis, press 2. “ and so on.
Have the students develop a menu that
contains 4-6 entries and includes the
information that would be at each menu
site. Include mechanisms for returning to
the main menu and places to go for
further information such as books,
websites or people.
Tree Tales
7.4 ECOSYSTEM INVENTORY
FOLLOW-UP
Divide the class back into their small
groups. Distribute their ecosystem
inventory data sheets. On the blackboard,
compile a class list of discoveries in each
type of forest. What is the relationship
between each organism and the trees
growing in the area? (Use the teacher
sample sheets included in your teacher
package to help you with some of the
possibilities). How does this list of
relationships compare to the list compiled
during the preparatory activity? Did the
students discover some relationships they
hadn't considered prior to their field trip?
Correctly identifying every relationship is
not critical. The students will learn just
from the process of considering the
possibilities.
7.5 VALUE OF TREES
A. Using class discussion, compile a
master list of the functions of trees in
the environment. The list may
include:
•
absorb carbon dioxide
•
release oxygen
•
modify the climate through shade,
humidity and wind reduction
•
provide food for animals and other
plants
26
•
•
provide shelter for animals and other
plants
roots help keep soil in place, preventing
erosion
•
musical instruments
•
firewood
To expand the list, have the students do
some research in the library. They may be
very surprised by their discoveries!
•
dead leaves add nutrients to the soil
•
watershed maintenance
•
slow down soil erosion
•
help water percolate down into the soil
B.
Using class discussion, compile a
master list of how people use trees.
The list may include:
•
beauty
•
turpentine
D. Because trees are important, we
should try to protect them. What can
students do to take care of the trees?
Possibilities include:
•
food
•
be careful not to break branches
•
shade
•
leave bark on the trees
•
paper
•
put signs and fences on posts instead
of tree trunks
•
chewing gum
•
water the trees in yards
•
put initials on belongings instead of
trees
•
use both sides of paper and then
•
•
C. Have the students use the ideas in
the two master lists to create a collage
illustrating the value of trees.
Students could draw their own
pictures or cut them out of
magazines, old calendars or
newspaper advertisements. In some
cases, the actual item such as
toothpick or pencil could be fastened
onto the collage.
play
lumber
27
Fish Creek Environmental Learning Centre
7.6 FORESTRY ISSUES
Where, when and how trees are harvested is
a very controversial issue. Have the
students collect news articles reporting
current developments and events in the
forestry area. If possible, students should
gather reports on the same event from
more than one source for comparison
purposes. Ask the students to critically
review the articles.
Is there enough information?
Are some important facts missing?
Are there conflicting pieces of information?
Is the report balanced or biased?
How reliable is it?
Have the students write a short critique of
the articles.
8.0 PROGRAM ASSESSMENT: TREE TALES QUIZ
Develop a short quiz to assess the
information learned by the students. Results
may indicate areas that other post field
study activities need to focus on and which
concepts your students have thoroughly
comprehended.
Tree Tales
A sample quiz follows. Use your own or this
one, remembering that you may wish to
modify it to fit the skill levels of your
students.
28
TREE TALES QUIZ
_________________________________
Name
1.
________________
Date
_______ /50
Score
Look at the illustrations in the middle and then, from the word list on the
right, select all the terms that accurately describe each illustration. Write those
words in the blank spaces on the left side of each illustration. Some terms may
be used more than once. (9 marks)
____________________
lobed
____________________
alternate
____________________
toothed
leaflet
___________________
opposite
___________________
simple
___________________
compound
smooth
___________________
___________________
___________________
2.
On the line beside each word below write the letter of the description that best
describes that word. (4 marks)
____ ecosystem
____ adaptation
____ forest canopy
____ photosynthesis
a. The part of the tree that anchors it to the ground.
b. A collection of plants and animals that live in the same
area and help each other to survive.
c. A tree that uses cones to reproduce and sheds its leaves.
d. The upper level of the forests where most of the leaves
are located.
e. A special talent or ability a living thing has that allows it
to better live in its environment.
f. The process plants go through to produce food.
g. The part of the tree that sap (food) flows through.
Total correct on this page:______/ 13
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Fish Creek Environmental Learning Centre
3.
Within each row, there is one word that does not fit with the others. Circle that
word. At the end of each row, on the line provided, write a word or phrase that
explains what the list is referring to. (8 marks)
a. white spruce, cedar, poplar, juniper
_____________________________
b. lobed, blade, margin, toothed, coniferous
_____________________________
c. sun, insects, soil, nutrients, water
_____________________________
d. leaflet, heartwood, cambium, sapwood, bark _____________________________
(1 mark each = ___ /4)
(1 mark each = ___/4)
____/8
4.
Label the parts of a tree by writing their names on the lines provided below.
(6 marks)
5.
Describe one tree or shrub you identified at Fish Creek Provincial Park.
Remember to include the name, diagrams of its silhouette and leaf shape along
with at least two interesting facts you read or two direct discoveries you made
about it. (4 marks)
SILHOUETTE NAME: ___________________________________
LEAF SHAPE
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Total correct on this page: ____/18
Tree Tales
30
6.
Look at the circled areas on the slice of tree trunk pictured below. Briefly
described what each circled area reveals about the tree when it was alive. (6
marks)
a.
b.
c.
_______________________
_______________________
_____________________
_______________________
_______________________
_____________________
_______________________
_______________________
_____________________
7. Draw a line connecting each tree cookie with the illustration showing the tree that
the cookie might have come from. (3 marks)
a.
1.
b.
2.
c.
3.
Total correct on this page: ______/9
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Fish Creek Environmental Learning Centre
8.
9.
Circle the best definition for the term interdependency. (1 mark)
a.
A banking cash withdrawal system, similar to Interact.
b.
All organisms rely on other organisms to fill some or all of their survival
needs of food, water, space and shelter.
c.
All organisms rely on other organisms for food and water.
Select one plant and one animal you found in the white spruce forest and explain
the interdependency each has with the white spruce trees. (3 marks)
_______________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________________
10. Select one plant and one animal you found in the poplar forest and explain the
interdependency each has with the poplar trees. (3 marks)
________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
11. What is the purpose of the following tree parts? (3 marks)
a. roots: __________________________________________________________________
b. leaves / needles: _______________________________________________________
c. trunk: _________________________________________________________________
Total correct on this page: _____/10
Tree Tales
32
TREE TALES QUIZ ANSWERS
_________________________________
Name
1.
________________
Date
_______ /50
Score
Look at the illustrations in the middle and then, from the word list on the right,
select all the terms that accurately describe each illustration. Write those words in
the blank spaces on the left side of each illustration. Some terms may be used
more than once. (9 marks)
____opposite_________
lobed
____compound_______
alternate
____smooth__________
toothed
leaflet
____simple_________
opposite
____toothed________
simple
____alternate_______
compound
smooth
____simple_________
____lobed__________
____smooth________
2.
On the line beside each word below write the letter of the description that best
describes that word. (4 marks)
__b_ ecosystem
__e_ adaptation
__d_ forest canopy
__f_ photosynthesis
a. The part of the tree that anchors it to the ground
b. A collection of plants and animals that live in the same
area and help each other to survive.
c. A tree that uses cones to reproduce and sheds its leaves
d. The upper level of the forests where most of the leaves
are located
e. A special talent or abilty a living this has that allows it
to better live in its environment.
f. The process plants go through to produce food.
g. The part of the tree that sap (food) flows through.
Total correct on this page:______/ 13
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Fish Creek Environmental Learning Centre
3.
Within each row, there is one word that does not fit with the others. Circle that
word. At the end of each word, on the line provided, write a word or phrase that
explains what the list is referring to. (8 marks)
a. white spruce, cedar, poplar, juniper
coniferous plants_________
b. lobed, blade, margin, toothed, coniferous
parts of a leaf____________
c. sun, insects, soil, nutrients, water
things plants need to grow_
d. leaflet, heartwood, cambium, sapwood, bark
parts of a tree trunk_______
(1 mark each = ___ /4)
(1 mark each = ___/4)
____/8
4.
Label the parts of a tree by writing their names on the lines provided below.
(6 marks)
5.
Describe one tree or shrub you identified at Fish Creek Provincial Park.
Remember to include the name, diagrams of its silhouette and leaf shape along
with at least two interesting facts you read or two direct discoveries you made
about it. (4 marks)
SILHOUETTE NAME:
Balsam Poplar
LEAF SHAPE
• deciduous
• silver-green bark that is smooth
• powder on bark as sunscreen
• 20 metres tall
• 60 - 80 years on average
Total correct on this page: ____/18
Tree Tales
34
SILHOUETTE NAME:
White Spruce
LEAF SHAPE
• coniferous
• grow near water
• rough bark
• 30 metres tall
• 4 sided needles
• blue-green colour
SILHOUETTE NAME:
Wild Prickly Rose
LEAF SHAPE
• red berries
• prickly stems
• 1 - 11/2 metres tall
• large pink flowers
• opposite compound toothed leaves
35
Fish Creek Environmental Learning Centre
6.
Look at the circled areas on the slice of tree trunk pictured below. Briefly
describe what each circled area reveals about the tree when it was alive. (6
marks)
a.
b.
c.
__infested by by insects__
_______________________
_______________________
__shows a new node_____
_______________________
_______________________
_shows a good growth
year amongst bad ones
_____________________
7.
Draw a line connecting each tree cookie with the illustration showing the tree
that the cookie might have come from. (3 marks)
a.
1.
b.
2.
c.
3.
Total correct on this page: ______/9
Tree Tales
36
8.
9.
Circle the best definition for the term interdependency. (1 mark)
a.
A banking cash withdrawal system, similar to Interact.
b.
All organisms rely on other organisms to fill some or all of their survival
needs of food, water, space and shelter.
c.
All organisms rely on other organisms for food and water.
Select one plant and one animal you found in the white spruce forest and explain
the interdependency each has with the white spruce trees. (3 marks)
Animals
chickadees / crossbills / ravens
nuthatches / grosbeaks / juncos
squirrels / weasels / ants
porcupines / spiders / beetles
Plants
orchids / wetland plants
moss / shade loving plants
horsetails / lichens
10. Select one plant and one animal you found in the poplar forest and explain the
interdependency each has with the poplar trees. (3 marks)
Animals
Swainson’s and Red-tailed Hawks
Hairy and Downy Woodpecker
chickadees / nuthatches
deer / coyotes / insects / spiders
Great Horned Owl
Plants
smooth aster / grasses
willow / dogwood / saskatoons
wild rose / wildflowers
11. What is the purpose of the following tree parts? (3 marks)
a. roots: ________anchor the tree / collect water and nutrients____________________
b. leaves / needles: __produce food / collect sunlight / regulate water content______
c. trunk: __transport nutrients and water through plant / support________________
Total correct on this page: _____/10
37
Fish Creek Environmental Learning Centre
TREES AND FOREST CROSSWORD PUZZLE
CLUES ACROSS
CLUES DOWN
1.
Leaf made up of several leaflets.
1.
3.
Leaves placed singly at different
heights along a stem are said to be . . .
Tree or shrub that
bears its seeds
inside cones.
2.
Tree or shrub that
sheds its leaves
annually.
4.
Blade of a
compound leaf
attached to a
common leaf stem.
5.
Edge of the leaf blade.
7.
Notches along the leaf edge.
6.
Flat part of a leaf.
8.
Two leaves originating at the same
point but on different sides of the
stem are said to be . . .
9.
Type of leaf in which the blade is
prominently indented.
10. Single bladed leaf.
Tree Tales
38
TREES AND FOREST CROSSWORD PUZZLE
CLUES ACROSS
CLUES DOWN
1.
Leaf made up of several leaflets.
1.
3.
Leaves placed singly at different
heights along a stem are said to be . . .
Tree or shrub that
bears its seeds
inside cones.
2.
Tree or shrub that
sheds its leaves
annually.
4.
Blade of a
compound leaf
attached to a
common leaf stem.
5.
Edge of the leaf blade.
7.
Notches along the leaf edge.
6.
Flat part of a leaf.
8.
Two leaves originating at the same
point but on different sides of the
stem are said to be . . .
9.
Type of leaf in which the blade is
prominently indented.
10. Single bladed leaf.
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Fish Creek Environmental Learning Centre
Tree Tracking - Student Data Collection Sheet
DECIDUOUS
LOCATION
DESCRIPTION
No. of trunks at ground level
Silhoutte
Bark
• branches:
prickly or not prickly
•
texture
•
colour
Leaf
• stem:
rounded or flattened
•
placement (against stem)
•
margin
•
simple or compound
alternate or opposite
•
shape
•
tip: rounded or pointed
•
colour and markings:
top and underneath
•
texture
Other Observations
Name
Notes
Tree Tales
40
Tree Tracking - Student Data Collection Sheet
CONIFEROUS
LOCATION
DESCRIPTION
Shape - low, spreading or
erect tree-like
Silhouette
Bark
• texture
•
colour
Leaves
• scale-like or needle-like
•
single or cluster
•
flat or square
•
round or sharp ends
•
colour
Seed Container
• berry or cone
•
colour
•
cone: texture
size
placement on twig
edges
Other Observations
Name
Notes
41
Fish Creek Environmental Learning Centre
Ecosystem Inventory - Student Data Collection Sheet
FOREST TYPE:_______________________________________________________________
PLOT LOCATION: ___________________________________________________________
DESCRIPTION:______________________________________________________________
ORGANISMS: __________________ LEVEL
Description:
• name
• number
• shape
• colour
• size
comparison
Location
(be specific)
Other Notes
Relationship
with Tree
Tree Tales
42
Ecosystem Inventory - Student Data Collection Sheet
TEACHERS’ SAMPLE SHEET
FOREST TYPE:___White Spruce_______________________________________________
PLOT LOCATION: _about 8 metres off paved trail, bottom of steep hill____________
DESCRIPTION:__dense, few plants under trees, many fallen logs, small hills______
ORGANISMS: GROUND LEVEL
Description:
• name
• number
• shape
ANTS
SMALL
CREATURE
ANIMAL
TRACKS
MOSS
hundreds in
one hill
2
lots
long, skinny long, skinny round clumps
lots of legs
red & black red-brown
bright green
2
round
-
• colour
• size
about 1/2 as long as a pin
comparison long as a pin
Location
(be specific)
Other Notes
Relationship
with Tree
anthill in
open area
-
size of a
loonie
under bark in on ground at mud at end
ground
bottom of
of hollow
tree
log
BROKEN
UP CONES
lots
piles
orangey sort
of brown
each piece
about same
as kernel of
corn
on ground
under spruce
trees
some carry- moves very
ing needles fast
2 carrying
dead insects
soft, damp
hole in end
of log was
only about
10 cm
holes in the
piles like
something
was digging
used needles
from the
spruce trees
when
building the
anthill
cool and
moist under
the tree
small animal
uses logs for
shelter
maybe from
predators or
bad weather
animal was
eating the
cones and
maybe hiding
some in the
piles
pieces from
tree that fall
onto ground
give a
sheltered
place that is
dark and
moist
probably
won’t grow
where there’s
no trees; too
hot and dry
43
some seeds
may not get
eaten and
may grow
into new
trees
Fish Creek Environmental Learning Centre
Ecosystem Inventory - Student Data Collection Sheet
TEACHERS’ SAMPLE SHEET
FOREST TYPE:___White Spruce_______________________________________________
PLOT LOCATION: _about 8 metres off paved trail, bottom of steep hill____________
DESCRIPTION:__dense, few plants under trees, many fallen logs, small hills______
ORGANISMS: PLANT LEVEL
Description:
• name
PLANT
• number
about 10
• shape
long, skinny
SPIDER
WEB
BUSH
BIRD
PLANT
2
3
1
1
round
uneven, many
branches at
ground level
uneven
round
pickle green
bark: dark red black head,
with black
greyish white leaves: dark white
and white
green on top stomach and
bands
and light
greyish back
underneath
• size
about 30 cm about same waist high
sparrow size
comparison
size as a
small plate
• colour
Location
(be specific)
shady places between all close
on top
branches of together in
branch
bush
low spots
Other Notes
looks like
bamboo
had lots of
insects
caught in
them
needs trees
to block
sunlight
maybe spidersgrows in
eat insects
moist, shady
that might
areas that tree
harm the treesprovides.
Dead leaves
will decay,
add nutrients
to soil that
will help tree
grow.
Relationship
with Tree
Tree Tales
dark green,
shiny oval
leaves
big as top of
student
school desk
on top of
small hill in
shady place
few dried up watched us,
very low to
grey-white
then moved
the ground,
berries
around in
spread out
bush pecking
like, then flew
to tree
44
eats insects
on the
bushes and
trees
may help tree
by:
•decreasing
soil erosion
•slowing
water
evaporation
from soil
Ecosystem Inventory - Student Data Collection Sheet
TEACHERS’ SAMPLE SHEET
FOREST TYPE:___White Spruce_______________________________________________
PLOT LOCATION: _about 8 metres off paved trail, bottom of steep hill____________
DESCRIPTION:__dense, few plants under trees, many fallen logs, small hills______
ORGANISMS: TREE LEVEL
Description:
• name
• number
• shape
CRUSTY,
SQUIRREL
PLANT LIKE
8 patches
orange
• size
about the
comparison size of a
frisbee
Other Notes
Relationship
with Tree
NEST
1
1
1
round
uneven
uneven
circles and
ovals
• colour
Location
(be specific)
1
BIRD
all around
trunk,
different
heights
brownish red black head,
back, white stripe near
stomach
eyes, gray
back, rusty
stomach
smaller than same as a
squirrels
sparrow
around my
house
branch about trunk about
3 metres up 2 metres up
feels hard
ran up trunk
not soft like and onto
moss
branch when
we came
tree trunk
provides
place for
plant to
grow
uses tree as a
safe place to
escape things
on the
ground that
threaten it
greyishbrown
wood is
bright
yellowishwhite
bigger than a
basketball
size of an
open binder
on branch
up and down
against trunk trunk, not all
about 4 metres around
3 metres
long beak,
made of
climbed down grass and
trunk head
moss
first pecking
into bark
cracks
eats insects
tree provides
that might
location to
damage the build shelter.
tree
Tree provides
shade for
moss, so
indirectly tree
helps provide
some building
materials for
nest.
45
BARE
PATCHES
marks made
by teeth (?)
looks like
some animal
was eating
bark. Maybe
a porcupine.
Missing bark
makes it
easier for bugs
and disease to
attack tree.
Fish Creek Environmental Learning Centre
Tree Cookies - Student Data Collection Sheet
TREE COOKIE #__________
Age of tree when felled: ________________________________________________________
(Count rings: remember to include springwood and summerwood as 1)
Is each ring about the same width all the way around the cookie? ____________________
If not, list possible reasons for differences. ________________________________________
______________________________________________________________________________
______________________________________________________________________________
Are the rings all about the same distance apart from each other? _____________________
List possible reasons for differences.______________________________________________
______________________________________________________________________________
______________________________________________________________________________
Draw all markings or discolourations and list possible causes.
__________________
_________________
__________________
_________________
__________________
_________________
__________________
_________________
Tree Tales
46
Forest Bingo - Student Data Collection Sheet
Interdependancy In A Forest
DEAD UPRIGHT
TREE (SNAG)
ROTTING LOG
low, drooping
branches provide
shelter from
weather
holes provide
shelter from
weather and
predators
used as “lookout”
spots and runaways
assist seed dispersal
by eating seed
container and
expelling seed
sturdy places for
large birds to build
heavy nests
soft dead wood easy
to drill out to make
nesting cavities
insects using dead
wood for shelter
provide food for
birds
sticky resin from
buds used to
waterproof hives
fallen needles and
twigs provide
materials to build
mounds/hills
bark falling to the
ground provides
dark, moist places
for shelter
rotting wood
provides food for
insect larvae
used by climbing
vines for support
fungus and tree roots
grow and feed on
grow together; fungus
the dead wood
gets nutrients from tree;
tree gets more roots
absorbing nutrients
creates hole in forest
canopy allowing
more sunlight to
reach forest floor
gives young trees
shade and shelter
maintain diverse
gene pool to pass on
strong characteristics
decaying wood adds
nutrients to soil for
tree growth
OTHER TREES
BIRDS
MAMMALS
buds, bark and twig
ends provide food
INVERTEBRATES
MATURE TREE
PLANTS/FUNGI
YOUNG TREE
may act as buffer
zone to slow spread
of disease
47
Fish Creek Environmental Learning Centre
9.0 NOTES
Tree Tales
48