FOREST ECOLOGY UNIT. SOURCES American Forest Foundation, Exploring Environmental Issues: Focus of Forests

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1 FOREST ECOLOGY UNIT by Randy Ward UNIT OVERVIEW Originally my goal was to develop unit/field activities that would be appropriate for my Chemistry class. Unfortunately, that was not possible. As such, I changed the designated population to the 9 12 th grade students that take our Outdoor Education class at the high school. The course is an elective and focuses on the lower track students and a hands on approach. We have periods of 55 minutes. At our school, preparation for the ACT test has become a large curricular push. To that end, the primary part of the ACT for science revolves around charts, graphs, and the interpretation of data. The purpose of this unit is twofold. First, it is to address issues with measurements and calculations. Second, its purpose is to give students experience with creating and using charts and graphs with science data, and then using that data to draw conclusions. This will be accomplished while learning about the forests present here in Michigan. SOURCES American Forest Foundation, Exploring Environmental Issues: Focus of Forests Barnes, Burton V., Wagner, Warren H. Jr. Michigan Trees: A Guide to the Trees of the Great Lakes Region. Ann Arbor: The University of Michigan Press, Dickmann, Donald I., Leefers, Larry A. The Forests of Michigan. Ann Arbor: The University of Michigan Press, Glenn, David D., Dickmann, Donald I. Forestry Field Studies: A Manual for Science Teachers. Arlington, VA: NSTA press, Michigan State University Extension, A Field Identification Guide to Invasive Plants in Michigan s Natural Communities. December Teaching and Learning Objectives Students will gain an appreciation of Michigan forests through the surveying and documentation of a woodlot adjacent to the high school. Students will be able to: Calculate area of a woodlot and estimate a population based on random sampling. Identify tree types using a dichotomous key. Create an aerial map of a section of the woodlot. Create a data table with forest measurements (number, height, diameter). Discuss Collect, summarize, and compare data. Use data to draw conclusions. Forest Ecology Unit Randy Ward Page 1

2 MICHIGAN CONTENT BENCHMARKS Math L1.2.4 S.IC.4 L2.3.1 Chemistry C1.1A C1.1B C1.1C C1.1D C1.1E Earth Science E1.2D Organize and summarize a data set in a table, plot, chart, or spreadsheet; find patterns in a display of data; understand and critique data displays in the media. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. Convert units of measurement within and between systems; explain how arithmetic operations on measurements both affect units, and carry units through calculations correctly. Generate new questions that can be investigated in the laboratory or field. Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions. Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity length, volume, weight, time interval, temperature with the appropriate level of precision). Identify patterns in data and relate them to theoretical models. Describe a reason for a given conclusion using evidence from an investigation. Evaluate scientific explanations in a peer review process or discussion format. MATERIALS Field Activity #1 4 foot long string Wooden ruler Stopwatch Plastic milk jug Ground mustard powder Clip boards Large plastic tapes Computer lab (Excel) Forest Ecology Unit Randy Ward Page 2

3 Field Activity #2 Copies of dichotomous key for all groups Leaf samples Large plastic tapes Marking flags Clipboards Field Activity #3 Nothing new Field Activity #4 Biltmore sticks for each group Diameter tapes Field Activity #5 Computer Lab (web time) FIELD ACTIVITIES F.A. 1 Estimation of population Sampling Day one Groups of three students will randomly select and mark a 1 foot square area of soil within the woodland area. This marked surface will then be treated with a solution of special water*(mustard powder dissolved in water). Students will record the number of worms that rise to the surface within a 5 minute window. The procedure will be repeated at two other locations. Day two The groups of students will each independently measure the total area of the woodland area that is adjacent to the school. Day three Will be in the computer lab. Students will create data tables of measurements and calculate the area of the woodlot. Students will calculate the group s average number of worms per square foot and estimate the total number of worms in the woodland area. Day four Class discussion and comparison of total worm numbers and implications for total numbers of worms in the woodlot. F.A. 2 Tree Identification Days one and two In class introduction to the use of a dichotomous key and leaf terminology with real samples. Day three Guided practice with key on the trees located in front of the school. Days four? Student groups will sub divide the woodlot adjacent to the school into equal sections and identify ALL trees within their area. The students will construct a data table and a bar graph of their Forest Ecology Unit Randy Ward Page 3

4 data by tree type. Additionally, they will mount three leaves on paper, identify the tree, and explain their reasoning for the identification using the dichotomous key. F. A. 3 Forest Survey Days one three Student groups will produce an aerial map of their portion of the woodlot. Day four Map will be keyed to indicate tree identifications from F.A. 2 F.A. 4 Tree Measurements Day one Students will be introduced to Biltmore sticks and diameter tapes in the classroom and practice with constructed items. Day two Student groups will practice tree measurements on the trees and flagpole in front of the high school and compare with supplied values Days three four Student groups will determine tree diameter and height for 10 trees within their portion of the woodlot and add this information to their ID maps and survey data sheet. F.A. 5 Invasive Species Days 1 5 Students will investigate invasive species in the computer lab and generate a 3 5 minute presentation for the class on a selected invasive species. The presentation must include at least two visuals. Day 6 Students will search their section of the woodlot for invasive species and note them on their maps and data sheets. OVERALL UNIT ASSESSMENT ~ GRADING RUBRICS F.A. 1 Estimation of population Sampling Grading Rubric for Data Table: Data Table has a Descriptive Title Column Headings Present Three Trials Present Grading Rubric for Area Calculations: Formula Used Evident Variable Substitution Shown Answer Given with Proper Units Grading Rubric for Worm Population: Average Number of Worms per Square Foot Correct Forest Ecology Unit Randy Ward Page 4

5 Estimated Number of Worms in Woodlot Correct Formula Used Evident Variable Substitution Shown Answer Given with Proper Units Participation in Class Discussion - Data Shared - Implications Understood F.A. 2 Tree Identification Grading Rubric for Data Table: Data Table has a Descriptive Title Column Headings Present Grading Rubric for Bar Graph: Graph has a Descriptive Title Graph uses Graph Paper and Fills the Page Axes are Labeled and Contain Units Data is Properly Graphed A Key of Tree Type is Provided Grading Rubric for Leaf Identification: Each leaf is properly identified Explanation uses dichotomous key Explanation is logical and complete F. A. 3 Forest Survey Grading Rubric for Aerial Map: Map has a Descriptive Title General Dimensions Correct Trees Properly Placed on Map Detailed Key Provided for Map F.A. 4 Tree Measurements Classroom Participation in Training Sessions Equipment Used Correctly in the Field Tree Heights Correctly Determined in the Field Tree Heights Correctly Added to Aerial Map 0 5 /1 /10 /5 /5 /10 /10 Forest Ecology Unit Randy Ward Page 5

6 Tree Height Information Added to F.A. 2 Data Table /5 5 F.A. 5 Invasive Species Grading Rubric for Presentation: Organism Chosen is an Invasive Species Organism Correctly Identified Original Location of Species Present How Species was Relocated to Problem Area Why Species is a Problem Fully Explained Steps Being Taken to Remove/Reduce Presence Presentation Includes Two Visuals Invasive Species Information Added to Data Table Computer Time Used Wisely Woodlot Time Used Wisely 0 Forest Ecology Unit Randy Ward Page 6