Forest ecosystems unit plan



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FOREST ECOSYSTEMS UNIT PLAN
By Mark Meyers – Bangor High School
Subjects: Biology/Botany/Environmental Sciences
Target audience: 10TH grade sophomores, 11th and 12th grade juniors and seniors
Unit Overview:

The following unit will cover several themes in forest ecology including: the history of forestry in Michigan, tree identification, and forest succession. These topics or themes tie directly into the ecology unit that I teach in my Biology, Botany and Environmental Science classes. Upon completion of this unit my students will understand the practices of science literacy which include identifying, using, inquiry, reflection and social implications. My goal, in this unit, is to foster a deep understanding and appreciation for forests, trees, ecology and ecosystems within my students. I would love for my students to be internally motivated and want to learn about the woods, trees and forests on their own outside of my classroom.



References/Sources:

http://0.tqn.com/d/forestry/1/0/0/u/leaf_veins.JPG

http://www.google.com/search?hl=en&biw=1366&bih=566&gbv=2&tbm=isch&oq=+leaf+characteristics&aq=f&aqi=g1&gs_upl=2621l2621l0l3042l1l1l0l0l0l0l156l156l0.1l1l0&q=leaf%20characteristics

http://oregonstate.edu/dept/ldplants/Plant%20ID-Leaves.htm

http://staff.highschool.spsd.org/ZahariDe/services/integrator/trees/glossary.htm

The above sources are what I used to put diagrams in my powerpoint and my handouts for leaf characterization and in the tree identification activities.



http://www2.volstate.edu/jschibig/tree%20key.htm

The above source is a printable version of a tree dichotomous key for tree identification.



http://www.youtube.com/watch?v=9m-oFZMhJqc&feature=related

The above source is a youtube link to the film For the Greatest Good.

Dickmann, Donald, and Larry Leefers. 2006. The Forests of Michigan. University of Michigan Press.

Chapter 2 – The Ecology of Michigan Forests, p. 31-51.

The above source will be read by students as homework several days before the unit on forest succession.
www.fdlrez.com/education/teacherpages/science/files/Succession.ppt

The above source is the link to the PowerPoint on forest succession that I will use in class on the 5th day.


Christopher Webster’s PPT on Forest Ecology

Teaching and Learning Objectives:

By incorporating multiple teaching techniques and styles in and out of the classroom over the course of one to two weeks, my students will be able to:



  • Think critically about forest ecology and ecosystems.

  • Describe the history of forestry in Michigan and a clearer picture of the context behind the history of forestry in Michigan.

  • Explain the history of forestry to their peers, parents or relatives.

  • Use their knowledge of leaf and tree vocabulary correctly to help assist them in identifying trees while using a dichotomous key.

  • Identify 20 or more deciduous trees in their local woods using a dichotomous key correctly.

  • Share their knowledge of tree species at home with parents and relatives.

  • Recognize forest succession and determine the stage of succession that any ecosystem is currently.

  • Interpret forest succession and the dynamic story that is hidden in a stand of trees.

  • Explain the different types of disturbances and their impacts on the local ecosystems.

  • Describe that not all disturbances are bad and that they are natural part of our planet.

  • Explore forests and ecosystems on their own time.

  • Develop a sincere interest in the forest while learning to identify the trees of the forest found here in southwest Michigan.

Michigan High School Content Expectations, Benchmarks and Standards

http://www.michigan.gov/documents/Biology_HCSE_168202_7.pdf


STANDARD B1 Inquiry, Reflection and Social Implications

B1.1 Scientific Inquiry

B1.1A Generate new questions that can be investigated in the laboratory or field.

B1.1E Describe a reason for a given conclusion using evidence from an investigation.

B1.2 Scientific Reflection and Social Implications

B1.2B Identify and critique arguments about personal or societal issues based on scientific evidence.

B1.2E Evaluate the future career and occupational prospects of science fields.

B1.2k Analyze how science and society interact from a historical, political, economic or social perspective.


STANDARD B2 Organization and Development of Living Systems

L3.p2 Relationships Among Organisms

L3.p2A Describe common relationships among organisms and provide examples of producer/consumer, predator prey, or parasite/host relationship.

L3.p2B Describe common ecological relationships between and among species and their environments (competition, territory, carrying capacity, natural balance, population, dependence, survival, and other biotic and abiotic factors).


STANDARD B3Interdependence of Living Systems and the Environment

B3.4 Changes in Ecosystems

B3.4A Describe ecosystem stability. Understand that if a disaster such as a flood or fire occurs, the damaged ecosystems is likely to recover in stages of succession that eventually result in a system similar to the original one.

B3.4B Recognize and describe that a great diversity of species increases the chance that at least some living organisms will survive in the face of cataclysmic changes in the ecosystem.

B3.4C Examine the negative impact of human activities.

B3.4x Human Impact

Humans can have tremendous impact on the environment. Sometimes their impact is beneficial, and sometime it is detrimental. Transport and movement of invasive species around the globe.

B3.5 Populations

B3.5B Explain the influences that affect population growth.

B3.5C Predict the consequences of an invading organism on the survival of other organisms.


Lesson 1: Intro to the History of Forestry in Michigan (Day 1; 60 minute class)

Overview: Students will learn about the major stages of logging in Michigan from the glacial period, the white pine era to current times.

Intro: Briefly introduce the day’s topics and activities. 3-5 minutes

PPT: Adapted version of Christopher Webster’s Forest Ecology & Resources Teacher Institute power point. 25 to 30 minutes. See attached PPT

Video: For the Greatest Good – A history of the US Forest Service Part 1. ~ 10 minute clip taken from YouTube.

Questions for discussion: 10 -15 minutes

  1. What logging strategies would you employ back in the 1800’s to the early logging industry if you could?

  2. What was one of the major impacts that shaped the forests and the landscape of Michigan 10,000 years before settlers arrived?

  3. What prompted the logging of white pine originally and why were all other trees ignored early in the logging era?

  4. What was President Roosevelt’s contribution to the forestry department of the US?



Materials: PPT, YouTube video clip, and questions for discussion.

Handout: none this day

Classroom/Field Activities: none this day

Lesson 2 – Day 2, 3 and 4 (180 minutes) Intro to Tree Identification (~ 3 days)

Overview:

Students will learn the terminology/anatomy of trees and leaves in order to help them identify trees over the course a 3 to 4 days. The first two days will be learning the basics and with ppts and activities and the 3 day will be in the field tree identification. The first two days of prep will hopefully prevent student frustration in the field and give them some confidence. Students will be using a dichotomous key for tree identification.



Lesson 2 -Day 2

Intro: Briefly introduce the day’s topics and activities. 3-5 minutes

PPT: My power point on tree and leaf anatomy and terminology that I created. ~ 30 minutes the first day. PPT topics covered on day one: simple or compound leaves, leaf venation, lstem arrangements, leaf margins, and leaf shapes. (Not included, if you want to see it I can send it to you)
Field/Lab Activity: In the field (40 acres of woods and fields out back behind the school) gathering and collecting various leaves to bring back for analysis in the lab area. ~ 10 minutes. Once back in the classroom the students will be placed into groups of 4. At each lab bench the students using their handouts and the leaves they collected will try and determine the leaf type, shape, margin, tip, and base. Each group will have to submit a form that includes all 4 leaves and their findings for each leaf. ~ 10 to 20 minutes
Handouts – Images of leaf shape, margins, leaf arrangement, base and tips with labels.

Materials: Leaves, PPT, Handouts, rulers, magnifying glass, and forms.

LEAF CHARACTERIZATION PRACTICE ACTIVITY

NAMES: DATE: PERIOD:

Examine the 4 leaves you and your partners collected today outside and characterize each as to leaf type, stem arrangement, venation pattern, margin, shape, tip and base. An example has been given for you, I will come around and assist you.




EXAMPLE:

Leaf type: COMPOUND

Stem arrangement: OPPOSITE

Venation pattern: PARALLEL

Leaf margin: SERRATED

Leaf shape: LANCEOLATE

Leaf tip: ACUTE

Leaf base: CORDATE



  1. Leaf type:

Stem arrangement:

Venation pattern:

Leaf margin:

Leaf shape:

Leaf tip:

Leaf base:



  1. Leaf type:

Stem arrangement:

Venation pattern:

Leaf margin:

Leaf shape:

Leaf tip:

Leaf base:




  1. Leaf type:

Stem arrangement:

Venation pattern:

Leaf margin:

Leaf shape:

Leaf tip:

Leaf base:



  1. Leaf type:

Stem arrangement:

Venation pattern:

Leaf margin:

Leaf shape:

Leaf tip:

Leaf base:




Leaf Shapes Margins and Venation

leaf shapes


Asymmetrical: completely unsymmetrical.
Acuminate: leaf that tapers into a long point.
Mucronate: leaf with an extended central vein.
Emarginate: notched at the end.
Ovoid: egg-shaped.
Obovate: resembling an upside-down egg.
Cordiform: heart-shaped.
Oblong: elongated shape.
Spatulate: shaped like a spatula.
Oval: elliptical.
Lanceolate: shaped like the head of a lance.
Acicular: needle-shaped.

leaf shapes

Falcate: curved like a sickle.
Orbicular: circular.
Cochleate: shaped like a shell.
Subulate: ending in a point.
Cuneate: wedge-shaped.
Linear: long and narrow.
Sagittate: shaped like an arrowhead.
Hastate: halberd-shaped.
Panduriform: violin-shaped.
Lacerate and auriculate: leaf that seems to have been torn, and which is equipped with auricles.
Lobate: divided into lobes.
Flabellate: fan-shaped.

leaf margins


Undulate: having a wavy margin.
Sinuate: with a sinous margin.
Serrate: having a sharp edge.
Dentate: having a toothed margin.
Lobate: lobed.
Scalloped: with a scalloped margin.
Palmate: like the fingers of a hand spread open.
Digitate: finger like.
Bipinnatisect: with 2 levels of petioles which segments are sessile.
Tripinnatisect: with 3 levels of petioles which segments are sessile.
Pinnatisect: with similar parts on each side of the central axis and sessile.
Palmatisect: with palmate veins and lobes split to the base of the blade.
Pedate: palmately divided which lateral segments also divided.
Palmatilobate: palmate leaf with rounded lobes.
Bipartite: divided into two parts.
Tripartite: divided into three parts.
Palmatipartite: divided almost to the leaf margin.
Pinnatifid: with pinnated divisions.

image:leaf morphology no title.png

http://staff.highschool.spsd.org/zaharide/services/integrator/trees/leafbases.gif

http://staff.highschool.spsd.org/zaharide/services/integrator/trees/leaftips.gif

HANDOUT – OUTLINE – EXAMINING LEAVES



Plant Identification: Examining Leaves

Pat Breen, Oregon State Univ., Dept. of Horticulture

       To identify an item is to recognize the item and associate it with its appropriate name.  Such as, that tan automobile in front of our house is a Honda Accord.  Or, that large woody plant in the park is a tree, more specifically a Doug-fir.  Identifying a landscape or garden plant requires recognizing the plant by one or more characteristics, such as size, form, leaf shape, flower color, odor, etc., and linking that recognition with a name, either a common or so-called scientific name.  Accurate identification of a cultivated plant can be very helpful in knowing how it grows (e.g., size shape, texture, etc.) as well as how to care and protect it from pests and diseases.

       First let’s look at some common characteristics of plants that are useful in identifying them.   Now if this was a botany class dealing with plant systematics, the field of study concerned with identification, naming, classification, and evolution of plants, we would spend a good deal of time on the reproductive parts of plants, i.e., mostly the various parts of the flowers, i.e., ovary, stigma, etc.   Structural similarity of reproductive parts is an important means by which plants are categorized and grouped, and hence identified.  However, with many horticultural plants, especially woody plants, we may have to make an identity without regard to flowers, for often flowers are not present or are very small and other characteristics may be more obvious. Some plants characteristics are so obvious or unique that we can recognize them without a detailed examination of the plant. Similarly, we can probably all recognize a Volkswagen Beetle without having to read the nameplate on the car.



So what are some plant characteristics that can be used to identify plants?

Leaves are often the basis for identifying plants since they are so easily observed. They usually consist of two parts,

  • the blade, the wide or more obvious part of a leaf,

  • and the “stalk” or petiole by which the blade is attached to the stem. There is a bud at the point where the petiole attaches to the stem [see Sitka Alder, Alnus sinuata, leaf and buds].  (Use your browser's Back button to return to this page.)

       First be aware that all the leaves on a given plant do not have the same size or even appearance [Betula papyrifera, shoot, comparison].  They may vary in size, color, and even shape [Malus sargentii, leaves, fall]; those that receive much sun may look different from those in heavy shade.  So when trying to determine the identity of a plant by its leaves, make sure you examine many leaves and attempt to determine what might be considered “typical” leaf characteristics.  Although basketball players may vary in size, shape, and color, a “typical” physical characteristic of a basketball player often is “tallness”.

Broad vs. narrow leaves

Leaves can be divided into categories of broad and narrow.



  • Broad leaves have a wide blade, often with a visible network of veins.

Northern Catalpa, [Catalpa speciosa, leaves and flowers].
Familiar examples of plants with broad leaves are apple (Malus), oak (Quercus), maple (Acer), etc.

  • Narrow leaves are slender, without a wide blade, these leaves are often referred to as “needle” or “scale-like”.
    Conifers, such as pine (Pinus), spruce (Picea) and juniper (Juniperus), have narrow leaves, some have needles

Norway Spruce, [Picea abies, branch, needles]
Blue Atlas Cedar, [Cedrus atlantica ‘Glauca’, branch comparison]

and others have scale-like leaves,

Incense Cedar, [Calocedrus decurrens, branchlets]
Western Red Cedar, [Thuja plicata, branchlet and leaves].

Leaf attachment

The pattern by which leaves are attached to a stem or twig is also a useful characteristic in plant identification.   There are two large groups, alternate and opposite patterns, and a third less common pattern, whorled.



  • Alternate leaves have only a single leaf attached at one location (a node) on a stem, often the leaves alternate from one side to the other as one moves along the stem, or they may be in a spiral pattern around the stem.

Eastern Redbud, [Cercis canadensis, leaves]
American Elm, [Ulmus americana, leafy shoot]
Alternate leaves are common in the following genera: Alnus (alder), Crataegus (hawthorn), Cotoneaster, Magnolia, Prunus, Quercus (oak), and Rubus.

  • Opposite leaves refer to two leaves being attached at the same location (a node) on a stem, but opposite one another, that is, on either side of the stem

Common Boxwood, [Buxus sempervirens, leafy shoot]
Katsuratree, [Cercidiphyllum japonicum, leaves]
Dawn Redwood, [Metasequoia glyptostroboides, needles, comparison].
Opposite leaves are common in the following genera: Acer (maple), Buxus (boxwood), Cornus (dogwood), Euonymus, Fraxinus (ash), Lonicera and Viburnum

  • Sometimes more than two leaves arise from the same location (node) on a twig, the leaves may radiate from the twig like the spokes on wheel, this is called a whorled arrangement.

Redvein Enkianthus, [Enkianthus campanulatus, shoots].

  • Occasionally a given plant may exhibit more than a single type of leaf arrangement.  For example in Crape Myrtle (Lagerstroemia indica) the lower leaves of a shoot may have an opposite leaf arrangement, but toward the end of the shoot the leaves may be alternate or even whorled [Lagerstroemia indica, shoot].

Simple and compound leaves

Leaves may have a single undivided blade or a blade that is divided into parts.



  • Simple leaves have only one leaf blade, with or without a stalk or petiole.

White Alder, [Alnus rhombifolia , leafy shoot, July]
Red Maple, [Acer rubrum, shoot, leaves].

  • Compound leaves have more than one blade and may have a complex leaf stalk structure.

Paperbark Maple, [Acer griseum, leaves]
Thornless Honeylocust, [Gleditsia triacanthos var. inermis, leaves].

There are several different types of compound leaves, the common ones are:



    • Palmately compound leaves have three or more leaflets attached at the end of the stalk (petiole) (like fingers on our hands).

Horsechestnut, [Aesculus hippocastanum, leaf and fruit]
Chaste Tree [Vitex agnus-castus, leaf].

    • Pinnately compound leaves have a number of leaflets attached along a central stalk.

American Yellowwood, [Cladrastis kentukea, leaf]
Tree of Heaven, [Alilanthus altissimus, leaf].

They can also be:



        • double pinnately (bipinnately) compound,

Silk Tree, [Albizia julibrissin, leaf, compared with Gleditsia triacanthos var. inermis]
Kentucky Coffeetree, [Gymnocladus dioicus, leaf] or

        • triple pinnately (tripinnately) compound.

Heavenly Bamboo, [Nandina domestica, leaf].

Remember:



  • leaves have a bud at the base of the stalk (petiole), e.g., Paperbark Birch, [Betula papyrifera, shoot, leaves], whereas

  • leaflets do not, e.g., American Yellowwood, [Cladrastis kentukea, leaf  and  Cladrastis kentukea, leafets].

It is not always easy to find the bud at the base of a petiole, sometimes the bud is “hidden”, such as being enclosed by the base,

Fragrant Snowbell, [Styrax obassia, leaf petiole and enclosed bud]


London Planetree, [Platanus × acerifolia, petiole and bud]
American Yellowwood, [Cladrastis kentukea, leaf stalk and bud, fall].

Look at the entire shoot to determine what is a leaf, don’t just look at the end of a branch.  Since a bud is at the base of each leaf, it is possible to determine the leaf arrangement (i.e., alternate, opposite, etc.) of a deciduous plant in winter by looking at the arrangement of buds on a bare twig, e.g., Red Maple, [Acer rubrum, shoot branches and buds, winter].



Leaf lobes

       Leaves may be lobed or not lobed.  A lobe may be defined as a curved or rounded projection.  With leaves there is no clear distinction between shallow lobes and deep teeth.  A main vein is often visible in a lobe, this may not occur in teeth.



Lobed leaves:

Hedge Maple, [Acer campestre, leaves and fruit]


Amur Maple, [Acer ginnala, leaves and fruit]
Bigleaf Maple, [Acer macrophyllum, leaf, fall]
Oregon White Oak, [Quercus garryana, leaf]

Leaves without lobes:

Pacific Serviceberry, [Amelanchier alnifolia, leaves, fall]


Western Catalpa, [Catalpa speciosa, leaves, fall]
Eastern Redbud, [Cercis canadensis, expanding leaves and young fruit].

Leaf margin

       Another important leaf characteristic for plant identification is the edge or margin of a leaf or leaflet.  Leaves have either smooth edges, called entire, or small notches or “teeth” along the margin.



  • Entire (smooth):

White Forsythia, [Abeliophyllum distichum, leaves]
Tree of Heaven, [Ailanthus altissima, leaflets] (mostly entire, but with a few coarse teeth).

  • Toothed: Teeth may occur at the base of a leaf, at the tip, or along the whole margin.  The teeth may vary in number and size.

    • Coarsely toothed, may be difficult to distinguish from lobed, e.g., Paperbark Maple, [Acer griseum, leaves and fruit]

    • Doubly toothed, Sitka Alder, [Alnus sinuata, leaf margin, surface]

    • Serrate: saw toothed, teeth pointing forward

      • Single serrate;
             Japanese Zelkova, [Zelkova serrata, leafy shoot]
             Strawberry Tree, [Arbutus unedo, leaves]

      • Doubly serrate, American Elm, [Ulmus americana, leaf margin and tip]

      • Spiny-serrate, Wintergreen Barberry, [Berberis julianae, leaves]

    • Dentate: having marginal teeth whose apices are perpendicular to the margin and do not point forward, Crimson Glory Vine, [Vitis coignetiae, leaf]

Other leaf characteristics to consider, especially if using a botanical key.

  • over all shape (e.g., elliptic, lanceolate, linear, obovate, oblong, etc.)

  • shape of base (cuneate [wedge shaped], cordate, rounded, etc.)

  • shape of apex (abrupt, acuminate, acute, emarginate, mucronate, etc.)

  • pattern of veination (e.g., parallel, net-veined, etc.)

  • surface properties (e.g., pubescent, glabrous [smooth])

  • odor when crushed (strong, foul, absent, etc.)

Some characteristics of narrow leaf plants.

      Two groups, scale-like and needle leaves.



Scale-like leaves are usually small, short and overlap; they are common in several genera of conifers including junipers (Juniperus), falscypress (Chamaecyparis) and arborvitae (Thuja), for example, Arborvitae and Western Red Cedar (T. plicata) , [Thuja orientalis, branchlets, comparison].  Often scale-like leaves are displayed as two, three or four per node.  A hand lens or low power microscope is often necessary to make this determination.

Differences in scale-leaves can be used in distinguishing the following "cedars" native to Oregon (none of which are true Cedars, i.e., Cedrus).



    • Incense Cedar [Calocedrus decurrens, leaves].  Note that 4 leaves appear at the same note, 2 facial (face) and 2 lateral (side), the outline of the pair of lateral leaves trace a "flueted wine glass".




    • Port Orford Cedar [Chamaecyparis lawsoniana, leaves].  Leaves are closely pressed in opposite pairs. The lateral leaves are larger than the facial leaves, where the leaves meet on the underside of a branchlet a white waxy line is evident, it appears as an "X" marking.  Also note a single dot, a resin gland, is evident on each facial leaf (this may require a hand lens).




    • Western Red Cedar [Thuja plicata, leaves].  Note 4 leaves of similar size (2 facial and 2 lateral) appear at a node, the waxy surface markings on the underside of a branchlet are thought to resemble a "butterfly" or a "bow-tie".




    • Yellow or Alaska Cedar [Chamaecyparis nootkatensis, leaves].  The 4 small leaves (2 facial and 2 lateral) at a given node are of similar size, no waxy marking is evident were the leaves meet.

         See a side-by-side comparison of three of the "cedars" native to Oregon.



  • The scale leaves of the native Western Juniper [Juniperus occidentalis, branchlets, leaves] differ markedly from the above "cedar" trees.

Needle leaves, also common in conifers, they are attached to twigs in several ways:

  • Single -

    • attached directly to the twig, for example,

      • Coastal Redwood [Sequoia sempervirens, needles, underside]

      • True firs, Abies, [Abies, needles and leaf scars (Abies procera)].

    • attached via a peg-like stalk, for example,

      • Spruce, Picea, [Pices, needles and needle "pegs"]

  • Bundles -  grouped in bundles that are attached to the twig; often there are 2, 3, or 5 leaves per bundle.  A given tree usually has the same number of needles per bundle.  Bundles are common in pine:

2 needles/bundle, Austrian Pine, [Pinus nigra, needles and mature cones]
3 needles/bundle, Ponderosa Pine, [Pinus ponderosa, needles and mature cone]
5 needles/bundle, Western White Pine, [Pinus monticola, needles]

  • Clusters - usually more than 5, can be 30 or more, for example,

Deodar Cedar (Cedrus deodara) [Cedrus deodara, needle cluster] and
Blue Atlas Cedar (Cedrus atlantica 'Glauca'), [Cedrus atlantica 'Glauca', needle cluster].

References:
Cope, E.A. Muenscher’s Key to Woody Plants: An Expanded Guide to Native and Cultivated Species. 2001. Cornell University Press, Ithaca, New York.

Partyka, R.E., J.W. Rimelspach, B.G. Joyner, and S.A. Carver. 1980. Woody Ornamentals: Plants and Problems. ChemLawn Corp. Columbus, Ohio



Lesson 2 - Day 3

Intro: Briefly introduce the day’s topics and activities. 3-5 minutes

Teacher Prep : To be done well in advance of the new school year, preferably in the summer. I am currently collecting and pressing this 3rd week of August 2011. The teacher should collect, press and laminate 15 to 20 tree species leaves from their local woods. Here is what I am collecting and pressing: 1. Hickory 2. Walnut 3. Red Oak 4. Slippery Elm 5. Paw Paw 6. Sugar Maple 7. Red Maple 8. Silver Maple 9. Horse Chestnut 10. Aspen (big tooth or quaking) 11. Cottonwood 12. Yellow Poplar 13. Ash 14. Sasafras 15.Weaping Willow 16. Sycamore 17. Mulberry 18. Black Cherry 19. Basswood/ American Linden 20. Black Locust.

Lab Activity: Students will be put into groups of two to complete the following activity. Once they are paired up they will get 8 different types of laminated and pressed leaves to analyze and study. For each leaf pressing they will have to indicate on their handout the following characteristics: leaf type (simple or complex), leaf/stem arrangement (opposite, whorled, alternate), leaf margin, leaf tip, leaf base, and leaf shape. This activity is great practice to get them used to the terminology used to describe leaf characteristics. The students will have handouts of leaf venation, margins, tips, bases and shapes to assist them during this activity. ~ 20 – 30 minutes.
PPT: Complete ppt from yesterday if not completed. ~ 10 – 15 minutes

Lecture/Explanation/Discussion: Discuss similarities and differences between the leaves on the lab bench before them. Then explain how to use a dichotomous key with some practice using the laminated leaf pressings from the leaf characteristics lab activity.
Handouts: Leaf Characteristics Lab Activity – Word Document – see attached. Handout and explain how to use dichotomous key for identifying different tree species. ~ 15 – 20 minutes.

Materials: Laminated leaves, PPT, Handouts and forms.

LEAF CHARACTERIZATION ACTIVITY

NAME: DATE: PERIOD:

Examine the various laminated demonstration specimens and characterize each as to leaf type, venation pattern, arrangement, margin and shape. Names of trees are given write them in.





  1. Name of specimen:

Leaf type:

Venation pattern:

Arrangement:

Leaf Margin:

Leaf shape:


  1. Name of specimen:

Leaf type:

Venation pattern:

Arrangement:

Leaf Margin:

Leaf shape:


  1. Name of specimen:

Leaf type:

Venation pattern:

Arrangement:

Leaf Margin:

Leaf shape:


  1. Name of specimen:

Leaf type:

Venation pattern:

Arrangement:

Leaf Margin:

Leaf shape:


  1. Name of specimen:

Leaf type:

Venation pattern:

Arrangement:

Leaf Margin:

Leaf shape:


  1. Name of specimen:

Leaf type:

Venation pattern:

Arrangement:

Leaf Margin:

Leaf shape:


  1. Name of specimen:

Leaf type:

Venation pattern:

Arrangement:

Leaf Margin:

Leaf shape:


  1. Name of specimen:

Leaf type:

Venation pattern:

Arrangement:

Leaf Margin:

Leaf shape:


Lesson 2 - Day 4

Intro: Briefly introduce the day’s topics and activities. 3-5 minutes

Teacher Prep: Go outside and mark 15 to 20 trees close to the school with laminated letters from A to T for the assessment. This should be done after school the previous evening or early in the morning. After each class the sequence of labeled trees should be switched to prevent students sharing their knowledge of tree species with later hours. For example 1st hour student telling 3rd hour students that tree D is a red oak.

In the Field Activity/Assessment: Students will be going out into the field to identify 15-20 trees correctly by themselves. The students will get a clip board, something to write with, an assessment sheet, a dichotomous key and previous days handouts to use.
Lecture/Explanation: How to use a dichotomous key; give all students the dichotomous key at this time. Run through the dichotomous key for a oak leaf as an example.

Handouts: Dichotomous Key and an assessment sheet for each student. Students will be allowed to use handouts from previous day. See attached.

Materials: Clipboards, pencils, dichotomous keys and assessment sheets.

Assessment for tree identification using a dichotomous key and handouts:

Name: Date: Period:



Field Lab Practical / Plant Identification

Give the common name for each plant outside. (2 pts each) /40 pts





A.

B.

C.

D.

E.

F.

G.

H.

I.

J.



K.

L.

M.

N.

O.

P.

Q.

R.

S.

T.



Lesson 3 – Day 5 Forest Succession (~ 1-2 days)

Intro: Briefly introduce the day’s topics and activities. 3-5 minutes

Overview: Students will learn about forest succession with various in the field activities, a power point presentation and a reading assignment.

Teacher Prep : Photocopy chapter 2 from The Forests of Michigan pages 31- 51. Print enough copies for each student in all classes.

Materials: Photocopy of chapter 2 from The Forests of Michigan (30 – 90 copies), the field out behind the school, and the succession power point.

Classroom/Field Activities: Take the students out behind the school to a spot where the maintenance people do not mow anymore, this spot is perfect because there are bushes, shrubs and some aspen saplings coming up out there. Have teacher stand with his/her back to the field undergoing forest succession so that the students can see it behind the teacher as it is discussed. Get their attention and discuss disturbances, including anthropogenic (mowing, farming) as well as fire, blow downs, volcanic and storm related disturbances. Then discuss the various stages of succession including the soil, the grasses, the shrubs and the trees and the years it takes for the forest to mature. 20 – 30 minutes

Classroom/Field Activities: Forest succession ppt presentation with students taking notes. ~ 20 – 30

Discussion - Reading: If any time remains at the end of the hour students can discuss the details of forest succession or they could finish reading the forest succession reading from chapter 2. Or at this time the teacher could discuss the essay journal entry on succession that they will be writing the next day.

Lesson 3 – Day 6 Forest Succession (~ 1-2 days)

Intro: Briefly introduce the day’s topics and activities. 3-5 minutes

Overview: Students will write a journal entry that must be a 2 page essay explaining their understanding of forest succession from what they have learned from my in the field lecture, the power point lecture and the reading assignment. The students must include a real world example of a location that they know of undergoing forest succession and they must describe that location in detail relating it to what they have learned. Students will be given 15 – 20 minutes to complete the journal entry.

Materials: Spiral bound notebook for journal entries.

Forest Succession

Questions for discussion: When all students are done with their journal entry we will have an open discussion about forestry and forest succession.

Forest Succession Essay Rubric

Student explains what a disturbance is and gives at least 2 examples of disturbances.

5 pts

Student understands forest succession by explaining the major stages of forest succession.

15 pts

The student includes explanations of soil conditions/types, plant species per stage and years involved in forest succession



15 pts



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