The student will be able to locate, identify, and understand the photosynthic cycle of 6 species of trees. The student will also be able to explain physical observations made of each tree

Wallace, Rodney

English

University of Northern Iowa

University of Northern Iowa UNI ScholarWorks Open Educational Resources Open Educational Resources 2012 Trees Rodney Wallace East High School, Waterloo Community Schools Copyright ©[2012?] Rodney Wallace This work is licensed under a Creative Commons Attribution 4.0 License. Follow this and additional works at: https://scholarworks.uni.edu/oermaterials  Part of the Geography Commons Let us know how access to this document benefits you Recommended Citation Wallace, Rodney, "Trees" (2012). Open Educational Resources. 236. https://scholarworks.uni.edu/oermaterials/236 This Lesson Plans is brought to you for free and open access by the Open Educational Resources at UNI ScholarWorks. It has been accepted for inclusion in Open Educational Resources by an authorized administrator of UNI ScholarWorks. For more information, please contact scholarworks@uni.edu. Trees	  Created	  by:	  Rodney	  Wallace	  East	  High	  School,	  Waterloo	  Community	  Schools	  Grade	  Level	  (Req.):	  	  9-­‐10	   Content	  Area	  (Req.):	  	  Biology	   Unit	  (Opt.):	  	  Botany;	  Photosynthesis;	  Ecology	  Connections	  to	  Other	  Disciplines	  (Opt.):	  • Geography	  	  • 	  	  • 	  	  Time	  Frame	  (Req.):	  	  2	  class	  periods	  for	  background	  information	  and	  to	  learn	  how	  to	  use	  GPS;	  3	  half	  days	  to	  gather	  data;	  5	  class	  periods	  to	  disseminate	  the	  data	  and	  talk	  about	  ecosystems	  and	  ecology.	  	  Goal	  (Req.):	  To	  use	  GPS	  to	  locate	  and	  mark	  the	  location	  of	  different	  species	  of	  trees	  to	  be	  studied.	  	  	  Objective	  (Req.):	  	  The	  student	  will	  be	  able	  to	  locate,	  identify,	  and	  understand	  the	  photosynthic	  cycle	  of	  	  6	  species	  of	  trees.	  The	  student	  will	  also	  be	  able	  to	  explain	  physical	  	  observations	  made	  of	  each	  tree.	  Materials	  Needed	  (Req.):	  • GPS	  unit	  (1	  per	  group)	  • Tree	  characteristics	  (identification)	  handout	  • Notebook	  and	  pencil	  • Plastic	  bags	  • 	  	  • 	  	  • 	  	  New	  Vocabulary	  (Opt.):	  • mutualism	  	  • commensalism	  	  • parasitism	  • botany	  • Ecosystem,	  ecology	  Anticipatory	  Set/Introduction	  [Inquiry	  Question	  is	  required]	  (Req.):	  	  The	  student	  will	  use	  what	  they	  previously	  know	  about	  trees	  and	  animals	  to	  answer	  the	  following	  questions.	  We	  will	  list	  their	  responses	  	  on	  the	  board.	  After	  each	  trip	  into	  the	  woods,	  we	  will	  come	  back	  to	  our	  previous	  anwers	  to	  see	  if	  the	  answers	  have	  changed.	  1)	  Why	  do	  some	  trees	  of	  the	  same	  species	  grow	  tall	  and	  slender	  while	  others	  are	  more	  spread	  out?	  2)	  How	  do	  people	  choose	  where	  they	  live?	  (Do	  animals	  do	  the	  same?).	  3)	  What	  other	  kind	  of	  things	  do	  you	  see	  at	  the	  base	  of	  trees	  and	  on	  the	  tree?	  4)	  Do	  all	  trees	  leaves	  turn	  the	  same	  color?	  5)a.	  Do	  all	  trees	  drop	  there	  leaves	  /b.	  grow	  new	  leaves	  at	  the	  same	  time?	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  Instructional	  Sequence/Procedure	  (Req.):	  	  1. Introduction	  to	  botany.	  What	  is	  botany?	  Are	  trees	  important?	  2. Teach	  the	  students	  basic	  latitude	  and	  longitude	  3. Teach	  the	  students	  how	  to	  mark	  waypoints.	  	  4. Teach	  the	  students	  how	  to	  navigate	  to	  a	  point.	  5. Go	  outside	  and	  practice	  using	  GPS	  units	  from	  AEA.	  6. Day	  1	  September:	  locate	  6	  trees	  and	  mark	  as	  waypoints.	  7. Collect	  a	  leaf	  from	  the	  tree	  and	  identify	  physical	  characteristics	  of	  the	  tree	  and	  its	  surroundings.	  8. During	  class	  time,	  answer	  questions	  1,2,	  and	  3	  9. Teach	  about	  ecosystems	  and	  the	  terms	  mutualism,	  commensalism,	  and	  parasitism.	  Did	  we	  see	  examples	  of	  this	  10. Day	  2	  Oct/Nov	  TBD:	  go	  find	  your	  six	  trees	  (waypoints)	  using	  GPS	  unit.	  Identify	  and	  record	  observations	  about	  the	  tree’s	  leaves	  (if	  any	  remain).	  Identify	  and	  record	  any	  other	  physical	  features	  you	  observe	  about	  the	  tree	  and	  it’s	  surroundings.	  11. During	  class	  time,	  answer	  questions	  4	  and	  5a.	  Revisit	  questions	  2	  and	  3.	  There	  may	  be	  observations	  that	  were	  more	  easily	  noticed	  with	  less	  leaves	  on	  the	  trees.	  12. Day	  3	  April:	  go	  find	  your	  six	  trees	  (waypoints)	  using	  GPS	  unit.	  Identify	  and	  record	  observations	  about	  the	  tree’s	  leaves	  and	  surroundings.	  13. During	  class	  time,	  answer	  question	  5b.	  14. Discuss	  what	  Arbor	  Day	  is	  (last	  Friday	  in	  April)	  15. Plant	  a	  tree(s)	  on	  school	  grounds	  16. 	  	  17. 	  	  18. 	  	  19. 	  	  20. 	  	  Formative	  Evaluation	  (Req.):	  	  Three	  leaf	  collections	  and	  corresponding	  questions	  	  	  Assessment	  (Req.):	  	  Throughout	  the	  year,	  students	  will	  write	  a	  three	  page	  narrative	  paper	  beginning	  with	  “If	  I	  were	  a….	  (e.g.	  squirre)"	  	  or	  “I	  am	  a……(e.g.	  elm	  tree)”	  .	  	  After	  each	  leaf	  collection,	  students	  will	  add	  a	  new	  page	  discussing	  how	  the	  tree	  has	  changed	  throughout	  the	  year.	  If	  they	  decided	  to	  be	  a	  tree,	  they	  will	  write	  from	  the	  trree’s	  point	  of	  view,	  if	  they	  chose	  to	  be	  a	  squirrel,	  they	  will	  write	  from	  the	  squirrel’s	  point	  of	  view,	  etc..	  	  Iowa	  Core	  Curriculum	  Standards	  Used	  (Req.):	  •  Geography 1., Grades 9-12: Understand the use of geographic tools to locate and analyze information about people, places, and environments. 	  •  Science as Inquiry 5., Grades 9-12: Think critically and logically to make the relationships between evidence and explanations. 	  • Science as Inquiry 6., Grades 9-12: Recognize and analyze alternative explanations and predictions. 	  • Life science 4., Grades 9-12: Understand and apply knowledge of the interdependence of organisms.	  • .	  • .	  • .	  • 	  	  • 	  	  • 	  	  Common	  Core	  Curriculum	  Standards	  Used	  (Opt.):	  • .	  • 	  	  • 	  	  • 	  	  • 	  	  NGS	  Standards	  Used	  (Req.):	  • Standard 1:  How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information  	  • Standard 4: The physical and human characteristics of places 	  • Standard 8: The characteristics and spatial distribution of ecosystems and biomes on Earth's surface  	  • 	  	  • 	  	  	  • 	  	  • 	  	  • 	  	  • 	  	  • 	  	  Five	  Themes	  of	  Geography	  Used	  (Req.):	  • location	  	  • place	  • 	  	  • 	  	  • 	  	  School	  District	  Standards	  and	  Benchmarks	  (Opt.):	  • 	  	  • 	  	  • 	  	  21st	  Century	  Universal	  Constructs	  (Opt.):	  	  	  Other	  Disciplinary	  Standards	  (Opt.):	  • 	  	  • 	  	  • 	  	  • 	  	  • 	  	  Other	  Essential	  Information	  (Opt.):	  	  	  	  Other	  Resources	  (Opt.):	  • 	  	  • 	  	  • 	  	  • 	  	  

Trees

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Trees

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