Lesson Plan #: AELP-BOT0201

Local Trees and Their Function

An Educator's Reference Desk Lesson Plan

Submitted by: Douglas Martz
Email: djmst65+@pitt.edu

Date: January 19, 2001

Grade Level: 10

Subject(s):

Description: In this lesson, students learn about deciduous trees and the various types of leaves and arrangements associated with them (simple, compound, alternate, and opposite). Students take a class "field trip" near the schoolyard to learn about the types of trees found in their area.

Goals:

  1. To continue class discussion about plants found in the local ecosystem.
  2. To introduce the concepts behind the biological key and its usage.
  3. To give students hands-on experience in tree identification.
Objectives:
  1. Upon the completion of a class trip to the woods located directly behind the school (or other appropriate area), students will have an understanding of the diversity of trees in the area and will be able to successfully identify tree samples once returning to class.
  2. Following the lesson, students will successfully pass a quiz that will evaluate their skills in tree identification using the biological key method. The quiz will also assess knowledge about the dominance that certain species play in the local ecosystem, along with an understanding of the definitions discussed during the class lecture.
Materials: Procedure:
 Anticipatory Set:
Begin the lesson by looking out the classroom window, drawing the students' interest outside in order to ponder what the students see. Ask, "What do you see when you look out this window?" Answers could vary from people… to trash… to trees. Ask, "How many of you look outside and say 'hey, there is a Sugar Maple….a Northern Red Oak tree….a Hemlock!'" 

Continuation of Lesson:
Continue with class notes on the overhead projector (use "Class Notes" for the transparency). Allow ample time for students to write down the definitions and material. The notes shown on the overhead are only a "skeleton outline." During the lecture, add sketches of simple, compound, alternate, and opposite leaves to the Class Notes. After the lecture, take students outdoors to an area adjacent to the school. Properly identify trees found in the area. Each student should have a copy of the "Biological Key" to assist with identification.

[ Author's Note: Trees in my area included the following: Red Maple, Sugar Maple, Eastern Hemlock, Northern Red Oak, and Black Cherry. Activities for the rest of this lesson are based on these trees, so you may need to adapt this lesson for the trees commonly found in your area.]

Incorporate the lecture/notes into hands-on tree identification. When an interesting aspect of nature pops up, explain the phenomenon. Encourage a love and passion for being outside and enjoying the peacefulness--- in order to breed a deep desire for Biology/Ecology in the students' minds.
 
Take students back to the classroom for the next activity. Divide the class into groups of five. Pass out 3 small branches of leaves to each group. Students will work cooperatively in groups to identify which trees the leaves came from. Students can use their notes and Biological Key handouts to assist with this task For each leaf, students should note whether it is simple or compound and whether it is alternate or opposite. When students are finished with the identification, ask each group to share their findings.

Check for Understanding/Closure:
As a closing activity, students can play a game of "Who Wants to be a Biologist?" Each group will have one representative, modeling the Numbered Heads Together method of teaching. (For a brief summary of Numbered Heads Together, you can visit this web site. The groups have a chance to earn up to 3 bonus points for their upcoming quiz. One member will be asked a question… if the student is correct, then he/she will be given the option of "quitting" and receiving the 1 point for everyone, or "continuing." When continuing, a new student will be drawn to come to the front and answer a slightly harder question. If he/she gets it right, she has the same option to quit or continue. A maximum of 3 points can be earned. Points are lost if a wrong answer is given. 

At the end of class, ask students if they have any questions. Remind students that tomorrow they will have a quiz on the material learned today. Implore the class to get out into the woods and enjoy nature--and to study those trees and leaves along the way.

Assessment: Give students a quiz the next today to assess their understanding of the material. (A sample quiz is provided in the Materials section).

Useful Internet Resource:
 * Forest Biology and Dendrology Educational Sites at Virginia Tech
This site contains a "Leaf Key" with numerous photographs to help identify leaves.
http://www.fw.vt.edu/dendro/