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LEAF Urban Forest Lesson GuideAPPENDIX

APPENDIX

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CONTENTSGLOSSARY.............................................................................................................................................................................165REFERENCES ........................................................................................................................................................................167WISCONSIN MODEL ACADEMIC STANDARDS.........................................................................................................168WISCONSIN MODEL ACADEMIC STANDARDS (CHARTS) ....................................................................................179SUBJECT AREAS...................................................................................................................................................................182MULTIPLE INTELLIGENCES..............................................................................................................................................183LESSON CONNECTIONS TO THE LEAF CONCEPTUAL GUIDE TO

K-12 URBAN FOREST EDUCATION IN WISCONSIN............................................................................................185LEAF WISCONSIN K-12 FORESTRY EDUCATION LESSON GUIDE OVERVIEWS ...........................................186LESSON FEEDBACK FORM (URBAN FOREST LESSON GUIDE) ...........................................................................191


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GLOSSARYABIOTIC: Nonliving things.

ARBORICULTURE: The planting, care, andscientific cultivation of trees on an individualplant basis.

ARBORIST: A person who takes care ofindividual trees by pruning, removing, ortreating them.

BENEFITS: Things that are good.

BIAS: An opinion or belief that strongly favorsone side of an issue.

BIODIVERSITY: The variety and complexityof all life on earth.

BIOTIC: Living things.

CANOPY: The leaves and branches of a treeor group of trees.

CARBON SEQUESTRATION: The capture andstorage of carbon dioxide from the atmosphereinto biotic (e.g., trees) or abiotic (e.g., coal)pools of carbon.

COMMUNITY: The plants and animals livingin an area.

DRAWBACKS: Things that are not good.

ECOSYSTEM: (K-4) An area that contains livingand nonliving things existing together andinteracting. Ecosystems come in all sizes.(e.g., forest, meadow, log).

ECOSYSTEM: (5-8, 9-12) An area that containsorganisms (e.g., plants, animals, bacteria)interacting with one another and their nonlivingenvironment (e.g., climate, soil, topography).

ENERGY WEB: A system where energy istransferred through a series of interconnectedfood chains.

EVAPOTRANSPIRATION: The loss of waterby evaporation from the soil surface and bytranspiration from plants.

EXOTIC SPECIES: A species from a specificgeographic region that has been introduced intoan area outside of that region.

FERTILIZE: Add minerals and nutrients to thesoil for plants to use.

FOREST: An ecosystem that is characterized by adominance of tree cover and contains a varietyof other organisms (e.g., other plants, animals).

GREENING: The process of adding plants(things that are green) to a community.

GREEN SPACE: An area in a city, town, orvillage, containing mostly plants with fewbuildings, roads, or other structures.

HABITAT: A place where a plant or animal canget the food, water, and shelter it needs to live.

HEAT ISLAND: The phenomenon that, becauseconcrete and asphalt absorb and radiate heat,cities are five to nine degrees warmer thanrural areas.

INSPECT: Carefully examine a tree fordefects, decay, disease, insect damage, orother problems.

INVASIVE SPECIES: A species that entersan area and causes harm by outcompetingspecies that are already there.


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INVENTORY: Make a list of the number, size,species, health, etc., of trees in a given area.

MATTER CYCLING: An ecosystem functionin which elements are deposited, used byorganisms, and stored or exported.

MONITOR: Make regular visits to a tree to keeptrack of its growth, health, and general condition.

MULCH: (K-4) Material such as woodchips, bark,or straw spread on the ground to protect treesand hold in moisture.

MULCH: (9-12) Put woodchips, shredded bark,straw, or another similar material around thebase of a tree to protect it from lawnmowerdamage and help prevent it from drying out.

NATIVE SPECIES: A species that exists withinits natural range.

PEST AND DISEASE CONTROL: Identify aninsect, animal, or disease on a tree or trees anddetermine the best course of action.

PLANT: Establish trees in proper locations.

POLLUTION: Things put into the environmentthat are harmful. Pollution can be things suchas chemicals, dust, and litter.

PRUNE: Trim branches by cutting dead,unhealthy, or poorly formed branches.

REMOVE: Cut a tree down and take it awayfrom the site.

RENEWABLE RESOURCE: A resource thathas the ability to regenerate, grow back, orproduce more.

RUNOFF: Water that flows on the surface ofthe ground.

RURAL FOREST: A forest ecosystem foundin the countryside outside of cities, towns,or neighborhoods.

SOIL COMPACTION: The elimination of airspaces in soil due to pressure being exertedon it.

STEWARD: A person who takes responsibilityto make decisions and take actions today thatwill allow resources to be maintained in ahealthy manner.

TREE BOARD/TREE GROUP: A group ofpeople in a community who work together toincrease awareness, educate citizens, andpromote urban forests in local government.

URBAN FOREST: A forest ecosystem thatincludes all the trees and other vegetation inand around a town, village, or city. Plants,people, and animals are part of the urban forest.

URBAN FOREST MANAGEMENT: The useof planning and science-based techniques(e.g., planting, mulching, pruning, removal,monitoring, evaluation) to meet desired outcomes.

URBAN FORESTER: (K-4) A person who plantsand takes care of the trees in cities, towns, andneighborhoods.

URBAN FORESTER: (9-12) A person whomanages an urban forest as a whole.

WATER: Provide a tree with water when it hasbeen newly planted or during dry spells.


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REFERENCESCzarapata, E. J. (2005). Invasive Plants of theUpper Midwest An Illustrated Guide to TheirIdentification and Control. Madison, WI: TheUniversity of Wisconsin Press.

Ehrlich, E., Flexner, S. B., Carruth, G., & Hawkins,J. M. (1980). Oxford American Dictionary. NewYork: Avon Books, Inc.

Finan, A. S. (ed). (2000). Wisconsin’s Forests atthe Millennium: An assessment. Madison, WI:Wisconsin Department of Natural Resources.PUB-FR-161

Harlow, W. M., Harrar, E. S., Hardin, J. W., &White, F. M., (1996). Textbook of Dendrology.New York: McGraw-Hill, Inc.

Helms, J. A. (1998). The Dictionary of Forestry.Bethesda: The Society of American Foresters.

Kuo, F. E. (2001). Coping With Poverty: Impactsof Environment and Attention in the Inner City.Environment and Behavior, 33 (1), 5-34.

Kuo, F. E. & Sullivan, W. C. (2001a). Aggressionand Violence in the Inner City: Effects ofEnvironment via Mental Fatigue. Environmentand Behavior, 33(4), 543-571.

Kuo, F. E. & Sullivan, W. C. (2001b).Environment and Crime in the Inner City:Does Vegetation Reduce Crime? Environmentand Behavior, 33(3), 343-367.

LEAF. (2002). A Conceptual Guide to K-12Forestry Education in Wisconsin. StevensPoint, WI: Wisconsin Center for EnvironmentalEducation and Wisconsin Department of NaturalResources - Division of Forestry.

LEAF. (2003, 2004). Wisconsin K-12 ForestryLesson Guide. Stevens Point, WI: WisconsinCenter for Environmental Education andWisconsin Department of Natural Resources -Division of Forestry.

McPherson, G., Simpson, J. R., Peper, P. J.,Maco, S. E., Xiao, Q. (2005). Municipal ForestBenefits and Costs in Five U.S. Cities. Journalof Forestry. 103(8), 411-416.

McPherson, G. E., Simpson, J. R., Peper, P. J.,Maco, S. E., Gardner, S. L., Cozad, S. K., & Xiao,Q. (2005). Midwest Community Tree Guide:Benefits, Costs, and Strategic Planting. StatesDepartment of Agriculture Forest Service.www.na.fs.fed.us/urban/treespayusback/vol1.

Miller, G. T. Jr. (1991). Environmental Science –Sustaining the Earth. Belmont, CA: WadsworthPublishing Company.

Minnesota Department of Natural Resources.World Wide Web (retrieved March 2006).www.dnr.state.mn.us/invasives/terrestrialplants/index.html.

Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2001).Coping With ADD: The Surprising Connection toGreen Play Settings. Environment and Behavior,33(1), 54-77.

Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2002).Views of Nature and Self-discipline: Evidence fromInner City Children. Journal of EnvironmentalPsychology, 22(1-2), 49-63.

Wisconsin Department of Natural Resources.World Wide Web (retrieved March 2006).www.dnr.state.wi.us/forestry/fh/.

Wolf, K. (2005a). Trees in Small City RetailBusiness District: Comparing Resident and VisitorPerceptions. Journal of Forestry, 103(8), 390-395.

Wolf, K. (2005b). Civic Nature: Valuations:Assessments of Human Functioning and Well-being in Cities. In: Forging Solutions: ApplyingEcological Economics to Current Problems,Proceedings of the 3rd Biennial Conferenceof the U.S. Society for Ecological Economics.Tacoma, WA: Earth Economics.


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LEAF lessons address Wisconsin ModelAcademic Standards in Agriculture Education,Environmental Education, Language Arts,Mathematics, Science, Social Studies, andVisual Arts. On the following pages, you will findthe standards listed by unit and lesson alongwith an explanation of how they are addressedby each lesson.

K-4TH GRADE UNIT

LESSON 1: WHAT’S AN URBANFOREST?ENVIRONMENTAL EDUCATION B.4.5

Knowledge of Environmental Processesand Systems: Energy and Ecosystems

Standard is: Describe natural and human-builtecosystems in Wisconsin.

Students list living and nonliving things found inboth urban forest and rural forest ecosystems.Students also explore how those living andnonliving things are connected.

ENVIRONMENTAL EDUCATION B.4.7Knowledge of Environmental Processesand Systems: Energy and Ecosystems

Standard is: Draw a simple hydrologic cycle.

Students learn about the hydrologic cycle ona broad scale, then describe how water flowsthrough their urban environment.

LANGUAGE ARTS A.4.1Reading and Literature

Standard is: Use effective reading strategies toachieve their purposes in reading. Read aloud withage-appropriate fluency, accuracy and expression.

Students read their story of a raindrop aloud tothe class.

LANGUAGE ARTS B.4.1Writing

Standard is: Create or produce writing tocommunicate with different audiences for avariety of purposes.

Students write a story of the life of a raindrop asit falls into an urban area.


Standard is: Plan, revise, edit, and publish clearand effective writing.

Students write a story of the life of a raindrop asit falls onto an urban area.

SCIENCE F.4.4Life and Environmental Science:Organisms and Their Environment

Standard is: Using the science themes, developexplanations for the connections among livingand nonliving things in various environments.

Students identify how living and nonliving thingsinteract in the urban environment.

LESSON 2: URBAN FORESTBENEFITSAGRICULTURE E.4.1

Ecology/EnvironmentStandard is: Identify various plants and animalsand the ways humans benefit from them.

Students identify the benefits humans receivefrom trees in an urban environment.


Standard is: Describe natural and human-builtecosystems in Wisconsin.

Students tell a story either visually or with wordsto describe parts of an urban environment andhow they interact with each other.

WISCONSIN MODEL ACADEMIC STANDARDS


ENVIRONMENTAL EDUCATION C.4.4Environmental Issue Investigation Skills

Standard is: Identify some of the decisions andactions related to the issue.

Students either draw an ending to an existingstory resolving a difference of opinion, or createtheir own story about differing viewpoints abouttrees including a resolution to the conflict.


Standard is: Identify proposed solutions to theissue and discuss arguments for and againstthe issue.

Students either draw an ending to an existingstory resolving a difference of opinion, or createtheir own story about differing viewpoints abouttrees including a resolution to the conflict.


Standard is: Use effective reading strategiesto achieve their purposes in reading. Readaloud with age-appropriate fluency, accuracy,and expression.

In Variation 2, students read their story about thebenefits and drawbacks of a tree to the class.



In Variation 2, students write a story about thebenefits and drawbacks of a tree.


Standard is: Plan, revise, edit, and publishclear and effective writing.

In Variation 2, students write a story about thebenefits and drawbacks of a tree.

LANGUAGE ARTS C.4.3Oral Language

Standard is: Participate effectively in discussion.

Throughout the lesson students are askedto think about questions and participate ingroup discussion.

SOCIAL STUDIES E.4.7The Behavioral Sciences: Individuals,Institutions, and Society

Standard is: Explain the reasons why individualsrespond in different ways to a particular event andthe ways in which interactions among individualsinfluence behavior.

Students discuss the characters in the story andthe motivations for their opinions.

VISUAL ARTS E.4.1Visual Communication and Expression

Standard is: Communicate basic ideas byproducing studio art forms such as drawings,paintings, prints, sculpture, jewelry, fibers,and ceramics.

In Variation 1, students draw a scene from thestory they just heard and then draw the conclusionthey come up with for the story.

LESSON 3: TAKING CARE OFURBAN FORESTSENVIRONMENTAL EDUCATION C.4.1

Environmental Issue Investigation SkillsStandard is: Identify environmental problemsand issues.

Students learn about problems that urban forestsface in the Tree’s Life game.



Students learn about problems that urbanforests face in the Tree’s Life game andpotential management solutions.

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Students write about how each of themanagement activities they chose areused in urban forests and how they mightrelate to rural forests.



Students write about how each of themanagement activities they chose areused in urban forests and how they mightrelate to rural forests.


Standard is: Participate effectively indiscussion.

Throughout the lesson students are asked to thinkabout questions and reply in group discussion.

LANGUAGE ARTS D.4.1Language

Standard is: Develop their vocabulary andability to use words, phrases, idioms, andvarious grammatical structures as a meansof improving communication.

Students learn words related to urban forestmanagement to communicate.

LESSON 4: URBAN FORESTSTEWARDSHIPENVIRONMENTAL EDUCATION C.4.1

Environmental Issue Investigation SkillsStandard is: Identify environmental problemsand issues.

Students learn about issues throughsituation cards.


Standard is: Identify people and groups ofpeople that are involved in the issue.

Students play the Forest Influencers card gameto learn about people who are involved in urbanforest management.



Students use situation cards and discussion tothink about decisions and actions they couldtake to be good stewards.

ENVIRONMENTAL EDUCATION D.4.3Decision and Action Skills

Standard is: Identify two or more ways to takepositive environmental action; e.g., posters,letters, and speeches.

Students create a shield that shows ways theycan be stewards of the urban forest.


Standard is: Explain how they can influence anenvironmental issue.

Students brainstorm ways they can act asstewards of urban forests.

LANGUAGE ART C.4.1Oral Language

Standard is: Orally communicate information,opinions, and ideas effectively to differentaudiences for a variety of purposes – distinguishbetween fact and opinion and provide evidenceto support opinions.

Students participate in a situation card discussionand debate what actions would help sustainurban forests.



Standard is: Participate effectively in discussion,reflect on the ideas and opinions of others, andrespond thoughtfully.

Students participate in a situation card discussionand debate what actions would help sustainurban forests.

VISUAL ARTS E.4.1Visual Communication and Expression

Standard is: Communicate basic ideas byproducing studio art forms such as drawings,paintings, prints, sculpture, jewelry, fibers,and ceramics.

Students draw a scene to depict the importanceof urban forests and the actions they can taketo be good stewards.

5TH-8TH GRADE UNIT

LESSON 1: URBAN FORESTCONNECTIONSAGRICULTURE E.8.2

Ecology/EnvironmentStandard is: Describe and give examples of howland use impacts the environment – explain howurbanization has impacted native ecosystems.

Students examine the connections between theurban forest and other ecosystems using thewater cycle as an example.


Standard is: Give examples of human impacton various ecosystems.

Students create an urban forest ecosystem weband show how humans are connected to otherparts of it. They identify the significant influencehumans have on that ecosystem. In additionthey specifically look at the water cycle and howurban forests are part of it.


Standard is: Explain interactions amongorganisms or populations of organisms.

Students create an urban forest ecosystemweb to examine the interactions amongorganisms, and between organisms and thenonliving environment.


Standard is: Explain and cite examples of howhumans shape the environment.

Students create an urban forest ecosystem weband show how humans are connected to otherparts of it. To create this web, students must useverbs to show how various parts of the ecosystem,including humans, impact other parts.


Standard is: Describe our society as anecosystem.

Students use their school as an example of asystem of living and nonliving things. They thenidentify their school as an ecosystem.

LANGUAGE ARTS D.8.1Language

Standard is: Develop their vocabulary and abilityto use words, phrases, idioms, and variousgrammatical structures as a means of improvingcommunication. Consult dictionaries, thesauruses,handbooks, and grammar texts when choosingwords, phrases, and expressions for use in oraland written presentations.

Students reference dictionaries to help formulatea definition of “urban forest” and “ecosystem.”They also choose appropriate verbs to link partsof an urban forest ecosystem.

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LESSON 2: URBAN FORESTBENEFITSLANGUAGE ARTS B.8.1

WritingStandard is: Create or produce writing tocommunicate with different audiences for avariety of purposes.

• Write clear and pertinent responses toverbal or visual material that communicate,explain, and interpret the reading or viewingexperience to a specific audience.

In the Conclusion, students list three benefits ofan urban forest they learned from the activity.They are assigned to write a description of howwell their own urban forest provides these benefitsand how the benefits impact ecosystems andpeople outside of their urban forest.


Standard is: Plan, revise, edit, and publish clearand effective writing.

• Given a writing assignment to be completed in alimited amount of time, produce a well developed,well organized, and effective response in correctEnglish and an appropriate voice.

In the Conclusion, students are given a specificamount of time to list three benefits of an urbanforest they learned from the Activity. They areassigned to write a description of how well theirown urban forest provides these benefits andhow the benefits impact ecosystems and peopleoutside of their urban forest.


Standard is: Orally communicate information,opinions, and ideas effectively to differentaudiences for a variety of purposes.

• Share brief impromptu remarks about topics ofinterest to oneself and others.

In the discussion of the Activity, students offer theiropinions about the urban forest benefits they wouldlike to have or have more of in their community.



• Participate in discussion by listeningattentively, demonstrating respect for theopinions of others, and responding responsiblyand courteously to the remarks of others.

• Establish and maintain an open mind whenlistening to others’ ideas and opinions.

• Display and maintain facial expressions,body language, and other response cues thatindicate respect for the speaker and attentionto the discussion.

• Participate in discussion without dominating.

Class discussions in the Introduction andActivity encourage students to listen, participate,use appropriate body language, and use otherdiscussion skills.

LESSON 3: MANAGEMENTDECISIONS AND BIODIVERSITYENVIRONMENTAL EDUCATION A.8.4

Questioning and AnalysisStandard is: Use critical-thinking strategies tointerpret and analyze gathered information.

Students gather data from a map of an urbanforest and are asked to think critically andanswer questions about what the informationshows about biodiversity.

ENVIRONMENTAL EDUCATION A.8.5Questioning and Analysis

Standard is: Use the results of their investigationsto develop answers, draw conclusions, andrevise their personal understanding.

Students gather data from a map of an urbanforest and are asked to analyze the data anddraw conclusions about what it means to thebiodiversity of the area depicted.



Standard is: Communicate the results ofinvestigations by using a variety of media andlogically defend their answers.

In the Conclusion exercise, students create aPowerPoint or use another presentation techniqueto demonstrate their understanding of biodiversityand the impacts of individual species.

ENVIRONMENTAL EDUCATION B.8.3Knowledge of Environmental Processesand Systems – Energy and Ecosystems

Standard is: Explain the importanceof biodiversity.

Throughout the lesson, biodiversity is definedand students are asked to consider theimportance of biodiversity.

ENVIRONMENTAL EDUCATION B.8.14Knowledge of Environmental Processesand Systems – Natural Resources andEnvironmental Quality

Standard is: Identify natural resources that arefound in Wisconsin and those that are imported.

In Activity 2, students identify where thespecies we plant in the urban forest comefrom in the world.

LANGUAGE ARTS E.8.3Media and Technology

Standard is: Create media products appropriateto audience and purpose.

In the Conclusion exercise, students create aPowerPoint or use another presentation techniqueto demonstrate their understanding of biodiversityand the impacts of individual species.

MATHEMATICS A.8.1Mathematical Processes

Standard is: Use reasoning abilities to

• Evaluate information• Perceive patterns• Identify relationships• Formulate questions for further exploration• Test reasonableness of results

In Activity 1, students evaluate data tofind patterns in the urban forest, examinethe relationship between biodiversity andforest health, and answer questions aboutspecies distribution.

MATHEMATICS B.8.5Number Operations and Relationships

Standard is: Apply proportional thinking in avariety of problem situations that include, butare not limited to

• Ratios and proportions (e.g., rates, scaledrawings, similarity)

• Percents, including those greater than 100 andless than one (e.g., discounts, rate of increaseor decrease, sales tax)

Students collect data about trees from a map andcompare the proportions of species and size oftrees from their map to the entire city population.

MATHEMATICS E.8.4Statistics and Probability

Standard is: Use the results of data analysis to

• Make predictions• Develop convincing arguments• Draw conclusions

Students discuss the results of their analysisof the tree inventory data. They explain theiropinions and conclusions on what the data show.

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LESSON 4: STEWARDSHIP CLOSETO HOMEENVIRONMENTAL EDUCATION D.8.5

Decision and Action SkillsStandard is: Explain how personal actionscan impact an environmental issue: e.g., doingvolunteer work in conservation.

Students read profiles of various groups andindividuals who are advocates for urban forests.They identify the actions those groups andindividuals take. Students also identify actionsthey could take themselves.


Standard is: Develop a plan for improving ormaintaining some part of the local environmentand identify their role in accomplishing this plan.

Students evaluate groups working to improveforests. They are asked to decide if they wouldbe able to be involved and how they might help.


Standard is: Use effective reading strategies toachieve their purposes in reading.

• Select, summarize, paraphrase, analyze, andevaluate, orally and in writing, passages oftexts chosen for specific purposes.

Students are asked to read the StewardProfiles and summarize the information aboutthe group orally.


Standard is: Listen to and comprehendoral communications.

Students listen to the summary of StewardProfiles presented orally by other students.


Standard is: Use computers to acquire, organize,analyze, and communicate information.

• Collect information from various online sources,such as web pages, news groups, and listservs.

Student complete a guided web search in theconclusion activity to learn more about foreststewardship organizations.

SOCIAL STUDIES C.8.8Political Science and Citizenship: Power,Authority, Governance, and Responsibility

Standard is: Identify ways in which advocatesparticipate in public policy debates.

Students read profiles of various groups andindividuals who are advocates for urban forests.They identify the actions those groups andindividuals take.


Standard is: Describe and explain the meansby which individuals, groups, and institutionsmay contribute to social continuity and changewithin a community.

Students read profiles of various groups andindividuals who are advocates for urban forests.They identify the actions those groups andindividuals take.

9TH-12TH GRADE UNIT

LESSON 1: WHAT’S IT WORTH?ENVIRONMENTAL EDUCATION B.12.2

Knowledge of Environmental Processesand Systems – Energy and Ecosystem

Standard is: Describe the value of ecosystemsfrom a natural and human perspective: e.g., food,shelter, flood control, water purification.

Students analyze data about the value of trees toenergy conservation, stormwater retention, andother ecological, economic, and social perspectives.


ENVIRONMENTAL EDUCATION B.12.12Knowledge of Environmental Processesand Systems – Natural Resources andEnvironmental Quality

Standard is: Evaluate the environmentaland societal costs and benefits of allocatingresources in various ways and identifymanagement strategies to maintain economicand environmental sustainability.

Throughout the lesson, students comparethe costs and benefits of the presence andmaintenance of trees in an urban forestecosystem. This is done by examining databased on economic values as well as reviewingresearch on social benefits of urban trees.


Standard is: Identify and analyze factors thatinfluence a person’s mental health.

Students review research article summariesabout how trees and green space impact thesocial health of people and their communities.They discuss these articles in small groups.

LESSON 2: WORKING TOGETHERAGRICULTURE C.12.2

LeadershipStandard is: Practice skills relating tocommunication, problem-solving, anddecision making through individual, group,and team processes.

Students participate in a group activity where theymust propose solutions to problems in a landscapeand work with others who have different goalsto come to a consensus about issues.



• Write essays demonstrating the capacity tocommunicate knowledge, opinions, and insightsto an intended audience through a clear thesisand effective organization of supporting ideas.

• Given a writing assignment to be completedin a limited amount of time, produce a welldeveloped, well organized, clearly writtenresponse in effective language and a voiceappropriate for audience and purpose.

Students write a short paper for the conclusionactivity. In the paper, they are asked to considerif the conflicts they experienced during the mapactivity would also occur in a rural forest setting.



• Consider the ideas and opinions of otherspeakers thoughtfully before responding

• Be aware of and try to control counterproductiveemotional responses to a speaker or ideasconveyed in a discussion

• Perform various roles in a discussion,including leader, participant, and moderator

• Explain and advance opinions by citingevidence and referring to authoritative sources

• Employ strategies such as summarizingmain ideas or identifying areas of agreementto solve problems, resolve conflicts, andconclude discussions

• Convey criticism in a respectful andsupportive way

Students participate in a group activity where theymust use group discussion to solve conflictsbetween smaller groups of “property owners”to act in the best interest of the entire group.

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SOCIAL STUDIES A.12.9Geography: People, Places, andEnvironments

Standard is: Identify and analyze culturalfactors, such as human needs, values, ideals,and public policies, that influence the design ofplaces, such as an urban center, an industrialpark, a public project, or a planned neighborhood.

Students discuss the effects of differing valuesand goals of landowners concerning urbanforest management. They work together tomake management decisions about the publicstreet trees in a fictitious neighborhood.

LESSON 3: ISSUES AND ACTIONAGRICULTURE C.12.2

LeadershipStandard is: Practice skills relating tocommunication, problem-solving, anddecision making through individual, group,and team processes.

Students work as a team to research an urbanforest issue, write a report which explains theissue and suggests solutions, and present theirfindings to the class orally.


Standard is: Communicate the results of theirinvestigations to groups concerned with the issue.

Students present their research and the actionplans about their assigned issue to the class.


Standard is: Identify a variety of approaches toenvironmental issues, evaluate the consequencesof each, and select and defend a position.

Students work in groups to research an urbanforest issue and create an action plan to addressthat issue in their community. Students evaluateand determine which action they will proposeto the class, then defend that choice duringtheir presentation.


Standard is: Evaluate reasons for participationor nonparticipation in an environmental activityin the home, school, or community.

The class discusses and determines which ofthe action plans they should pursue. To do this,the class will need to identify and evaluate thereasons people might or might not participate.


Standard is: Develop a plan to maintain orimprove some part of the local or regionalenvironment, and enlist support of theimplementation of that plan.

Students work in groups to research an urbanforest issue and create an action plan toaddress that issue in their community. Studentspresent their proposed plan to the class toencourage them to join the effort.


Standard is: Analyze political, educational,economic, and governmental influences onenvironmental issues, and identify the role ofcitizens in policy formation.

Students research an urban forest issue andfind out what groups or individuals in theircommunity, state, and/or nation are working toaddress the issue and make changes to policy.



Standard is: Prepare and deliver formal oralpresentations appropriate to specific purposesand audiences.

• Develop and deliver a speech that conveysinformation and ideas in logical fashion fora selected audience, using language thatclarifies and reinforces meaning

• Construct and present a coherent argument,summarizing then refuting opposing positions,and citing persuasive evidence

• Participate effectively in question-and-answersessions following presentations

• Demonstrate confidence and poise duringpresentations, interacting effectively withthe audience, and selecting language andgestures mindful of their effect

• Synthesize and present results of researchprojects, accurately summarizing and illustratingthe main ideas, using appropriate technologicalaids, and offering support for the conclusions

• Speak fluently with varied inflection andeffective eye contact, enunciating clearlyat an appropriate rate and volume

• Observe the appropriate etiquette whenexpressing thanks and receiving praise

Students work as a team to research an urbanforest issue, write a report that explains theissue and suggests solutions, and presenttheir findings to the class orally. Presentationsinclude summarizing their issue, making apersuasive argument as to why the class shouldpursue action on the issue, and answeringquestions in a discussion of the issue.


Standard is: Listen to, discuss, and comprehendoral communications.

• Distinguish between relevant and irrelevantinformation

• Distinguish fact from opinion, evaluate logic,and identify manipulative techniques

• Analyze messages for their accuracy andusefulness

• Relate a speaker’s ideas and information toprior knowledge and experience

Students listen to the presentations othergroups give about their issues and participatein discussion of those issues.



• Detect and evaluate a speaker’s bias• Consider the ideas and opinions of other

speakers thoughtfully before responding• Evaluate the validity and adequacy of ideas,

arguments, hypotheses, and evidence• Be aware of and try to control counterproductive

emotional responses to a speaker or ideasconveyed in a discussion

• Perform various roles in a discussion, includingleader, participant, and moderator

• Demonstrate the ability to extend a discussionby adding relevant information or askingpertinent questions

• Explain and advance opinions by citingevidence and referring to authoritative sources

• Employ strategies such as summarizingmain ideas or identifying areas of agreementto solve problems, resolve conflicts, andconclude discussions

• Convey criticism in a respectful andsupportive way

Students participate in class presentations anddiscussion about the issues presented in eachpresentation. The class must discuss the issueseffectively to come to consensus on one issuethey would like to take action on.

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Standard is: Use computers to acquire, organize,analyze, and communicate information.

• Design, format, and produce attractive word-processed documents for various purposes

• Integrate graphics appropriately into reports,newsletters, and other documents

• Use online sources to exchange information

Students use the internet to investigate urbanforest issues assigned to them. They use theinformation gathered to create a written planof action.


Standard is: Create media products appropriateto audience and purpose.

• Create multimedia presentations in connectionwith major projects, such as research reportsor exhibitions

• Develop various media projects to inform orentertain others in school or the community, suchas slide shows, videos, newspapers, soundrecordings, literary publications, and brochures

Students present a summary of the urbanforest issue they investigated and the solutionsthey suggest for the issue. Students choose amedium to use to present the information theyhave gathered.

SCIENCE H.12.1Science in Social and Personal Perspectives

Standard is: Using the science themes andknowledge of the Earth and space, life andenvironmental, and physical sciences, analyzethe costs, risks, benefits, and consequences ofa proposal concerning resource managementin the community and determine the potentialimpact of the proposal on life in the communityand the region.

Students discuss as a class the benefits anddrawbacks to each of the issue action planspresented. They will use a number of factorsin determining which to choose, including thepotential impact on their community.


Standard is: Evaluate data and sources ofinformation when using scientific information tomake decisions.

Students research an urban forest issue usingthe internet and other research materials.Students are asked to evaluate the sourcesof information as they research their issue.


Standard is: When making decisions, constructa plan that includes the use of current scientificknowledge and scientific reasoning.

Students use the information they learned in theirresearch of an issue to formulate an action planto address that issue.


Standard is: Locate, organize, analyze, and useinformation from various sources to understandan issue of public concern, take a position, andcommunicate the position.

Students use the internet and other sources ofinformation to research an urban forest issue.They present their findings and opinion of theaction that should be taken regarding the issueto the class in an oral presentation.


Standard is: Identify ways people mayparticipate effectively in community affairsand the political process.

Students identify actions that people could taketo participate in addressing an urban forest issuein their community.


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WISCONSIN MODEL ACADEMIC STANDARDSK-4TH GRADE UNIT

E.4.1

Standard Lesson 1 Lesson 2 Lesson 3 Lesson 4

AGRICULTURE

B.4.5

ENVIRONMENTAL EDUCATION

B.4.7

C.4.1

C.4.3

C.4.4

C.4.5

D.4.3

D.4.5

A.4.1

LANGUAGE ARTS

B.4.1

B.4.2

C.4.1

C.4.3

D.4.1

F.4.4

SCIENCE

E.4.7

SOCIAL STUDIES

E.4.1

VISUAL ARTS


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Standard Lesson 1 Lesson 2 Lesson 3 Lesson 4

AGRICULTURE

A.8.4


A.8.5

A.8.6

B.8.3

B.8.5

B.8.8

B.8.10

B.8.11

B.8.14

D.8.5

D.8.6

A.8.1

LANGUAGE ARTS

B.8.1

B.8.2

C.8.1

C.8.2

C.8.3

D.8.1

E.8.1

A.8.1

MATHEMATICS

B.8.5

E.8.4

C.8.8

SOCIAL STUDIES

E.8.4

E.8.3

WISCONSIN MODEL ACADEMIC STANDARDS5TH-8TH GRADE UNIT


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C.12.2

Standard Lesson 1 Lesson 2 Lesson 3

AGRICULTURE

A.12.5


B.12.2

B.12.12

D.12.1

D.12.2

D.12.5

D.12.7

B.12.2

LANGUAGE ARTS

C.12.1

C.12.2

C.12.3

E.12.1

E.12.3

H.12.1

SCIENCE

H.12.6

H.12.7

A.12.9

SOCIAL STUDIES

C.12.8

C.12.10

E.12.16

WISCONSIN MODEL ACADEMIC STANDARDS9TH-12TH GRADE UNIT


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SUBJECT AREAS

ARTS LANGUAGEARTS SCIENCE SOCIAL

STUDIES

LESSON 1: What’s anUrban Forest?

LESSON 2: Urban ForestBenefits

LESSON 3: Taking Careof Urban Forests

LESSON 4: Urban ForestStewardship

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LANGUAGEARTS MATHEMATICS SCIENCE SOCIAL

STUDIES

LESSON 1: Urban ForestConnections

LESSON 2: Urban ForestBenefits

LESSON 3: ManagementDecisions and Biodiversity

LESSON 4: StewardshipClose to Home

55TTHH--88TTHH GGRRAADDEE SSUUBBJJEECCTT AARREEAASS

AGRICULTURE ECONOMICS LANGUAGEARTS

SOCIALSTUDIES

LESSON 1: What’s itWorth?

LESSON 2: WorkingTogether

LESSON 3: Issues andAction

99TTHH--1122TTHH GGRRAADDEE SSUUBBJJEECCTT AARREEAASS


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V-L: VERBAL-LINGUISTICUsing language to express ideas andconcepts, thinking symbolically andreasoning abstractly, and the ability tocreate conceptual verbal patterns.

L-M: LOGICAL-MATHEMATICALSkillfully able to think logically, inductively,categorically; recognize patterns; and workwith abstract concepts.

V-S: VISUAL-SPATIALPerceiving images and spatial elements andrepresenting those expressions effectively.

B-K: BODILY-KINESTHETICCreatively using the whole body toillustrate ideas and concepts.

MULTIPLE INTELLIGENCES

Verbal-Linguistic

Lesson1

Lesson2

Logical-Mathematical

Visual-Spatial

Bodily-Kinesthetic

Musical-Rhythmic

Interpersonal Intrapersonal Naturalistic

Lesson3

Lesson4

Multiple Intelligences can be thought of as different modes of learning and retaininginformation. Generally, everyone has all the multiple intelligences, but in varying

strengths. Students excel when they have an opportunity to express themselves in theirpreferred intelligences, but also need to have opportunities to strengthen other areas. Thetables below lists each of the LEAF lessons and the multiple intelligences that are addressed.

M-R: MUSICAL-RHYTHMICDiscriminating among musical componentsand using instruments or the voice toexpress understanding.

INTER: INTERPERSONALDemonstrating empathy toward orappreciating the thoughts and feelingsof others.

INTRA: INTRAPERSONALAnalyzing one’s own thoughtsand motivations and expressingunderstanding of those thoughtsand feelings through behavior.

NAT: NATURALISTICSensing patterns in and making connectionswith nature and the environment.

KK--44TTHH GGRRAADDEE MMUULLTTIIPPLLEE IINNTTEELLLLIIGGEENNCCEESS


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V-L: VERBAL-LINGUISTICUsing language to express ideas andconcepts, thinking symbolically andreasoning abstractly, and the ability tocreate conceptual verbal patterns.

L-M: LOGICAL-MATHEMATICALSkillfully able to think logically, inductively,categorically; recognize patterns; and workwith abstract concepts.

V-S: VISUAL-SPATIALPerceiving images and spatial elements andrepresenting those expressions effectively.

B-K: BODILY-KINESTHETICCreatively using the whole body toillustrate ideas and concepts.

M-R: MUSICAL-RHYTHMICDiscriminating among musical componentsand using instruments or the voice toexpress understanding.

INTER: INTERPERSONALDemonstrating empathy toward orappreciating the thoughts and feelingsof others.

INTRA: INTRAPERSONALAnalyzing one’s own thoughtsand motivations and expressingunderstanding of those thoughtsand feelings through behavior.

NAT: NATURALISTICSensing patterns in and making connectionswith nature and the environment.

MULTIPLE INTELLIGENCES

Verbal-Linguistic

Lesson1

Lesson2


Visual-Spatial

Bodily-Kinesthetic

Musical-Rhythmic


Lesson3

Lesson4

55TTHH--88TTHH GGRRAADDEE MMUULLTTIIPPLLEE IINNTTEELLLLIIGGEENNCCEESS

Verbal-Linguistic

Lesson1

Lesson2


Visual-Spatial

Bodily-Kinesthetic

Musical-Rhythmic


Lesson3

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K-1 UNIT5 CLASSROOM LESSONS, 1 CAREERSLESSON, 3 FIELD ENHANCEMENTSThe K-1 Unit is an introduction to trees andforests. Students learn about the parts of a tree,what forests are, and why they are important.

LESSON 1 - TREE HARDWAREStudents are introduced to the parts of a treeand its life stages through songs, games, androle playing.

LESSON 2 - WHAT’S IN A FOREST?Students learn about living and nonliving parts ofa forest by playing a game and creating artwork.

LESSON 3 - MY FAVORITE FOREST USEStudents discover the value of forests bystudying Tree Spy collages and singing a song.

LESSON 4 - FOREST PRODUCT TIMEMACHINEStudents explore historical uses of forestresources and compare them to present-daygoods by surveying pictures and creatingdrawings.

LESSON 5 - ANIMALS NEED FORESTS TOOStudents find out what forests do for animalsand play a game to search for basic needs.

CAREERS EXPLORATIONStudents learn about forestry-related careers,participate in a matching exercise, and drawtheir favorite career.

FIELD ENHANCEMENT 1 - ALL ABOUTMY TREEStudents adopt a tree and record theirobservations to create a class scrapbook.

FIELD ENHANCEMENT 2 - SENSINGTHE FORESTStudents use all their senses to discover theliving and nonliving parts of a forest.

FIELD ENHANCEMENT 3 - SEARCHINGFOR BASIC NEEDSStudents examine the needs of animalsand evaluate if their playground can supportvarious critters.

2-3 UNIT6 CLASSROOM LESSONS, 1 CAREERSLESSON, 3 FIELD ENHANCEMENTSThe 2-3 Unit expands on basic ideas aboutforests and helps students understand theirconnection to forests. Students learn aboutenergy flow, basic tree identification skills,forest products, and what it means to be aforest steward.

LESSON 1 - TO BE A TREEStudents use their knowledge of tree parts tolearn basic tree identification skills. Basic needsand life stages of a tree are also emphasizedthrough a game and drawing activity.

LEAF WISCONSIN K-12 FORESTRYEDUCATION LESSON GUIDE OVERVIEWS

This LEAF Wisconsin K-12 Urban Forest Lesson Guide is a supplement to the LEAFWisconsin K-12 Forestry Education Lesson Guide (LEAF Guide).

The LEAF Guide teaches about general topics. It is comprised of six grade-specific units:K-1, 2-3, 4, 5-6, 7-8, 9-12. The LEAF Guide is obtained by participating in a LEAF workshop.


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LESSON 2 - WHAT MAKES A FOREST?Students discover how living things areinfluenced by nonliving things through amatching activity, song or skit, and creatinga class mural of Wisconsin forests.

LESSON 3 - FOREST ENERGY FLOWStudents learn about energy flow in the forestby role-playing producers, consumers, anddecomposers.

LESSON 4 - FORESTS ARE IMPORTANTTO ME!Students explore forest values and discover whatforest products come from Wisconsin using achecklist. Creative writing and an art projecthelp students examine why they value forests.

LESSON 5 - DECISIONS, DECISIONSStudents are introduced to the concept offorest management by creating a plan for theirschoolyard. A card game and song highlight someof the people involved in forest management.

LESSON 6 - I CAN BE A FOREST STEWARDStudents find out what it means to be a foreststeward and make decisions about goodstewardship activities through an I Spy-likepicture and board game.

CAREERS EXPLORATIONStudents learn about professionals in Wisconsinwith forestry-related careers, match jobs andduties, and draw themselves in a career thatinterests them.

FIELD ENHANCEMENT 1 - I CAN BEA FORESTERStudents get a taste of what foresters do bycollecting and discussing data.

FIELD ENHANCEMENT 2 - OBSERVINGFOREST INTERACTIONSStudents explore living and nonliving forestfeatures on a hike and spend time observingand drawing parts of a forest.

FIELD ENHANCEMENT 3 - FOREST ENERGYSCAVENGER HUNTStudents follow the flow of energy in a forest bygoing on a scavenger hunt.

4 UNIT7 CLASSROOM LESSONS, 1 CAREERSLESSON, 3 FIELD ENHANCEMENTSThe 4 Unit focuses on Wisconsin forest history.Students learn about the logging days, farmingthe Cutover, events that led to modern forestry,and why forests are important today.

LESSON 1 - NATIVE AMERICANS ANDTHE FORESTStudents read the journal of an early explorerto learn what Wisconsin forests were like beforeEuropean settlement and how Native Americansused the forests.

LESSON 2 - FORESTS BUILT OUR STATEStudents explore the importance of forests toearly settlers and learn how forests played a rolein settling Wisconsin through a mapping activity.

LESSON 3 - HELP WANTED –LUMBERJACKSStudents examine the steps and peopleinvolved in an 1800s logging process byfollowing a tree from northern Wisconsin to ahouse in Iowa.

LESSON 4 - BROKEN DREAMSStudents experience what it was like to farm inWisconsin during the “Cutover” by role-playing andstudying letters, photographs, and documents.

LESSON 5 - I SAW IT ON THE6 O’CLOCK NEWSStudents learn about 150 years of events inWisconsin that have led to the forests of todayby participating in a live newscast.


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LESSON 6 - FORESTS ARE IMPORTANTTO YOU AND MEStudents discover reasons why Wisconsinforests are important to our quality of lifethrough guided imagery, brainstorming, andan interactive media presentation.

LESSON 7 - SUSTAINING OUR FORESTSStudents are introduced to the sustainabilityand stewardship of forests by listening to afable, brainstorming, reading situation cards,and creating an art project.

CAREERS EXPLORATIONStudents learn about professionals in Wisconsinwith forestry-related careers, play career bingoto learn about skills used in each profession,and describe and draw themselves in a career.

FIELD ENHANCEMENT 1 - UNLOCKING AFOREST’S PASTStudents uncover a forest’s history by becomingdetectives, collecting data, and makingpredictions about a forest.

FIELD ENHANCEMENT 2 - ARE FORESTSIMPORTANT TODAY?Students find out why forests are ecologically,economically, and socially valuable by searchingin a forest and playing scavenger hunt bingo.

FIELD ENHANCEMENT 3 - CARING FOR THEFUTURE OF FORESTSStudents learn what a tree needs to grow, how tochoose an appropriate site, and how to properlyplant a tree by putting one in their schoolyard.

5-6 UNIT8 CLASSROOM LESSONS, 1 CAREERSLESSON, 3 FIELD ENHANCEMENTSThe 5-6 Unit connects the science of forestswith human aspects. Students learn aboutforest layers, ecosystems, and energy flow.This information is related to the value of trees,forest ownership, and management.

LESSON 1 - ME AS A TREEStudents learn about a tree’s functions, basicneeds, life stages, and role in the forestcommunity by comparing trees and humans.

LESSON 2 - WHAT MAKES A FOREST?Students explore parts of forest ecosystemsand forest layers through an interactive gameand discussion.

LESSON 3 - FORESTS AREALWAYS CHANGINGStudents examine forest succession,disturbances, and renewability by completinga sustainability worksheet and role-playing.

LESSON 4 - ECOSYSTEM EXTRAVAGANZAStudents are introduced to forest functionssuch as photosynthesis, energy flow, and thecycling of matter through reading and creatinga diagram. The roles of producers, consumers,and decomposers in forests are also examined.

LESSON 5 - WE ALL NEED TREESStudents learn about the values of forests andtheir impact on the environment by categorizingvalues and writing and producing a commercial.

LESSON 6 - WHAT IS MANAGEMENT?Students discover what’s happened inWisconsin’s history that led us to modernforestry and about management techniquesby creating a timeline and reading a “chooseyour own adventure” type story.

LESSON 7 - WHO OWNS IT?Students observe how management goalsof landowners impact forest ecosystems bystudying a plat map and answering questions.They also learn about the roles individuals andgroups play that affect forest management.



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LESSON 8 - WHOSE JOB IS IT?Students learn about stewardship and howtheir choices affect the future of forests byparticipating in a mock school board meeting.

CAREERS EXPLORATIONStudents become aware of careers that areforestry-related by listening to descriptions ofthem and playing charades.

FIELD ENHANCEMENT 1 - WOOD’S WORTHStudents make their own tree scale stick anduse it to calculate the number of products thatcan be made from individual trees. They also goon a scavenger hunt to explore many ways thatforests are valuable.

FIELD ENHANCEMENT 2 - STUDYINGFOREST LAYERSStudents observe the structural layers of aforest and draw a color-coded picture. Theyalso embark on two exploration activities todiscover which animals can be found in eachof the forest layers.

FIELD ENHANCEMENT 3 - COMPETITIONIN A FORESTStudents learn how trees compete for their basicneeds through observation and a simulation.

7-8 UNIT8 CLASSROOM LESSONS, 1 CAREERSLESSON, 3 FIELD ENHANCEMENTSThe 7-8 Unit highlights a wide variety of topicsrelated to Wisconsin’s forests. Students learnabout forest biomes, types of forests, biodiversity,forest management, forest trends, forest issues,forest products, and sustaining forests.

LESSON 1 - DISCOVERING WISCONSIN’SFORESTSStudents are introduced to the types offorests in Wisconsin and factors that affecttheir distribution through data comparison,a mapping activity, and video research.

LESSON 2 - BIODIVERSITY AND THEFOREST CONNECTIONStudents analyze three ecosystems todetermine their interconnections and createa Venn diagram. They also discuss the valueof Wisconsin’s forests in terms of biodiversity.

LESSON 3 - HOW FORESTS ARE MANAGEDStudents explore forest management plans,multiple use, and sustainability through asimulation, video, and game.

LESSON 4 - FOREST MANAGEMENT ISSUESStudents examine forest management,factors that influence decisions, effects, andconflicts through brainstorming, discussion,and issue analysis.

LESSON 5 - MANY FORESTS, MANYVALUES, MANY REASONSStudents assess forest values and discoverhow forests shape the economy, environment,and society using games, story analysis, andbrainstorming.

LESSON 6 - MAKING BROADERCONNECTIONSStudents make connections between forests ofWisconsin and forests worldwide and discusschallenges to Wisconsin’s forests by tracingthe life cycle of a product and playing ForestJeopardy. They also participate in a sustainabilitysimulation to learn about demand.

LESSON 7 - KEY STRATEGIES FOROUR FUTUREStudents learn how science, technology, andcollaboration are keys to sustaining Wisconsin’sforests by analyzing articles. They then makepredictions about the future by creating aFantasy Future Forest.



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LESSON 8 - SUSTAINING OUR FORESTS –CITIZENS’ ROLESStudents discover how people in Wisconsinpractice good forest stewardship and debatetheir own choices through jigsaw readings anddilemma cards.

CAREERS EXPLORATIONStudents learn about professionals in Wisconsinwith forestry-related careers and examine theskills, education, and experience necessary foreach type of job.

FIELD ENHANCEMENT 1 - TREEIDENTIFICATIONStudents are introduced to dichotomous keysand tree identification vocabulary to identifycommon Wisconsin trees.

FIELD ENHANCEMENT 2 - FOREST MAPPINGStudents work in groups to map featuresof a forest plot using data collection, treeidentification, measurement, and ageing.

FIELD ENHANCEMENT 3 - FORESTDIVERSITYStudents study and collect data on threecomponents of diversity that can be foundin Wisconsin forests.

9-12 UNIT5 CLASSROOM LESSONS, 1 CAREERSLESSONThe 9-12 Unit has an environmental sciencefocus. Students learn about forest ecosystemprocesses, succession, the economics of forestproducts, and science and technology.

LESSON 1 - THE FOREST ODYSSEYStudents learn about forest ecosystem functionsand processes by reading an Aldo Leopoldessay, doing research, and creating an originalscience-based essay as a class.

LESSON 2 - A HISTORY OF SUCCESSIONStudents explore how Wisconsin’s forests havechanged due to human and natural influencesthrough a teacher presentation, readings, and avideo. Current changes in Wisconsin’s forests arediscussed using a Wisconsin Land Cover Map.

LESSON 3 - FOREST BIODIVERSITY: TREECASE STUDIESStudents study how Wisconsin’s climate andnatural history influence forest biodiversity.They use case studies to develop insights intothe question, “What is a healthy level of forestbiodiversity?” In groups, they create an originalposter and presentation.

LESSON 4 - THE FOREST MARKETPLACEStudents identify factors that influence the supplyof and demand for forest resources using basiceconomic principles. Using veneer as anexample, students use graphs to describemarkets in different geographic regions andexamine the relationship between Wisconsin’sforest resources and those of the rest ofthe world.

LESSON 5 - FOREST SCIENCE ANDTECHNOLOGYStudents analyze the environmental impactsassociated with wood, concrete, and steel bycreating life cycle analyses. They study theroles that forest management, technology,and consumption play in sustaining forests anddevelop proposals to reduce the environmentalimpacts of wood use.

CAREERS EXPLORATIONStudents learn about job opportunities in naturalresource fields by creating a resume from theeducation and experiences of college studentsin Wisconsin.



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We want to hear from you! Your comments and suggestions will contribute to theeffectiveness of the Wisconsin K-12 Urban Forest Lesson Guide.

Subject Areas and/or Grade Levels Taught _________________________________________________________________________

Name (optional) __________________________________________________________________________________________________________

School Name (optional) _________________________________________________________________________________________________

School Address (optional) ______________________________________________________________________________________________

School Phone (optional) ________________________________________________________________________________________________

School Email (optional) _________________________________________________________________________________________________

Lesson Number and Title ________________________________________________________________________________________________

What recommendations do you have to improve the guide/lesson? If comments relate to a specific part of a particular lesson, please list page numbers for reference.

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LESSON FEEDBACK FORM(URBAN FOREST LESSON GUIDE)

Please send comments to: LEAF, WCEE/CNR UWSP, Stevens Point, WI 54481, [email protected]

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