Local Forest Community

By,

Tessa Williams

OVERVIEW: In this lesson, students will examine the variables such as water and location, which effect the spatial distribution and population of trees. Students will observe and gather data from at least two contrasting local forested areas: a playground and local riparian zone and consider likely reasons behind the collected data.

GEOGRAPHIC QUESTIONS: What is the spatial distribution of trees in the two forest locations? How do waterways effect the spatial distribution of tree populations?

CONNECTION TO THE CURRICULUM: Science and social sciences.

NATIONAL GEOGRAPHY STANDARDS:

· #1 – How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

· #4 – The physical and human characteristics of places.

· #8 - The characteristics and spatial distribution of ecosystems on Earth’s surface.

OREGON STATE CONTENT STANDARDS:

· Benchmark 2 (Grade 5) – Collect, organize, and display scientific data.

· Benchmark 2 (Grade 5) – Analyzing and interpreting results.

· Benchmark 2 (Grade 5) – Using maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.

GRADE LEVEL(S): 3 – 8

OBJECTIVES: Working in groups, students will:

1. Create mental maps showing the distribution of tree populations in the two given locations.

2. Provide explanation for their perceptions.

3. Observe tree populations at selected sites.

4. Collect data on tree populations on grids.

5. Analyze data results.

MATERIALS:

• A River Ran Wild: An Environmental History by, Lynn Cherry. This retelling of an environmental success story follows the course of New England's Nashua River, and along the way gives readers a glimpse of five hundred years of American History. Harcourt Brace, 1992.
• Grid maps corresponding to the two selected forest locations, observation sheet, data collection sheet, clipboards, and pencils.

PRESENTATION STEPS:

1. Read (A River Ran Wild by Lynn Cherry) to trigger prior knowledge. Possible questions to either write, share with a partner, or draw a picture of: Have any of you been to a river or another water place? What did it look like? Were there any trees around? What did they look like? How did the Nashua people use the river in their daily lives? How did the river change over time? How did that affect the native people? Did it look any different after it had changed?

2. Give students a simple diagram of the two-forested locations you will be visiting and have them draw in what they think the vegetation and trees will look like.

3. Discuss and analyze mental maps.

4. Students spend time practicing the collection of data within grid structure BEFORE fieldwork begins. Set up a small grid within the classroom or on the playground with items placed around the grid to locate.

5. Students practice how to collect data using observation skills, as well as using the string and stake grid lines you have in place at the two locations Visit 1^st site, beginning with a 5-10 minute observation. Have students draw and/or write the different observations that they hear/smell/see/feel. Continue with data collection on tree/vegetation count by students mapping the vegetation in each individual quadrant.

6. Visit 2^nd site and follow same steps as the 1^st site.

7. Review and analyze data from the 2 locations and discuss geographical questions. Possible questions at this time: What did you notice about where the plants were located? Were there more plants/trees closer to the water, or farther away? Were there different plants closer to the waterway than those farther away? What conclusions can we draw from our data? How does water affect where the plants grow? How does our new data compare with our mental maps?

ASSESSMENT: Student data sheets may be collected and graded to assess student understanding of mapping process. To assess understanding of water’s effects on tree populations, have students write a summary of their findings to place along with their maps in the differences between the two sites.

ADAPTATIONS AND EXTENTIONS:

• Summarize findings using a Venn diagram.
• Create a bar graph assessing tree populations in the different quadrants on their grids.
• Using their knowledge, students can predict the status of a new site, and visit the site to check their hypothesis.