project learning tree links/english language arts · 2016. 8. 29. · have students use their...

PROJECT LEARNING TREE Links/English Language Arts

1The Shape Of Things

SECTION ONE: DIVERSITY

Activity Title: The Shape Of Things Activity Guide Page #: 3

Objective(s): Students will: identify common shapes appearing in the natural and built environment as a way of understanding the function of shapes.

Overview: As humans we depend on all of our senses - touching, tasting, hearing, smelling, and seeing - to gather impressions of our environment. Our brain sorts out thediversity of sizes, colors, and shapes that we see. In this activity, students will focus their eyes on the many shapes that define both our natural and built environment.

Subject Area(s): Visual Arts, Language Arts, Math, Science Grade Level(s): Part A: PreK-K; Part B: K-3

StandardPerformance Indicators(by grade clusters) Evidence of alignment (text from activity description)

Notes to ensure highalignment for every student

English/Language ArtsB. Literature and CultureStudents will use reading,listening, and viewing strategies toexperience, understand, andappreciate literature and culture.

Elementary Grades 3-43. Respond to speakers in a variety ofways (e.g., listening attentively,responding politely).

Activity #3“I spy something shaped like a _____.”

English/Language ArtsE. Processes of Writing andSpeakingStudents will demonstrate theability to use the skills andstrategies of the writing process.

Elementary Grades Pre-K-21. Tell about experiences and discoveries,both orally and in writing.

Part A #5“I spy something shaped like a ____”Part B #7Talk about the remaining shapes in turn, allowing studentsto describe what they saw and to share their drawings.Part B #3Students need to walk to look for shapes in the natural andbuilt environment. When they see a natural object withthis shape, they should draw a picture of the object.

English/Language ArtsH. Research-Related Writing andSpeakingStudents will work, write, andspeak effectively when doingresearch in all content areas.

Elementary Grades Pre-K-23. Record and share information gathered.

Part B #3Part B #7Talk about each of the remaining shapes in turn, allowingstudents to describe what they saw and to share theirdrawings.Part B #8Have students use their drawings to create a “ShapesAround Us” bulletin board.


2Get In Touch With Trees!

Activity Title: Get In Touch With Trees! Activity Guide Page #: 5

Objective(s): Students will: 1) become aware of how the bark of different trees varies in texture; 2) describe a variety of textures found in leaves and other tree parts.

Overview: In this activity students will explore their sense of touch and discover why touch is important to animals, including themselves.

Subject Area(s): Science, Language Arts, Visual Arts Grade Level(s): PreK-6



English/Language ArtsA. Process of ReadingStudents will use the skills andstrategies of the reading process tocomprehend, interpret, evaluate,and appreciate what they have read.

Middle Grades 5-811. Generate and evaluate the notes theyhave taken from course-related reading,listening, and viewing.

Part A #6When everyone is finished, bring the students together andhave them describe the different trees they examined.Have them write a description of their experiences and touse similes, …

English/Language ArtsD. Informational TextsStudents will apply reading,listening, and viewing strategies toinformational texts across all areasof curriculum.

Elementary Grades 3-42. Use various informational parts of atext (e.g., index, table of contents,glossary, appendices).

Part B #3Older students can use field guides to try to identify whichtrees or plants the items in the box come from. Can theseitems be used to identify a particular species?

Elementary Grades 3-43. Read for a variety of purposes (e.g., toanswer specific questions, to form anopinion, to skim for information).

Part B #3

Elementary Grades 3-44. Summarize informational texts (e.g.,identify the main idea or concept and thesupporting detail).

Part B #3

Middle Grades 5-86. Describe new knowledge presented ininformational texts and how it can beused.

Part B #3


3Get In Touch With Trees!

English/Language ArtsG. Stylistic and Rhetorical Aspectsof Writing and SpeakingStudents will use stylistic andrhetorical aspects of writing andspeaking to explore ideas, topresent lines of thought, torepresent and reflect on humanexperience, and to communicatefeelings, knowledge, and opinions.

Elementary Grades 3-41. Write pieces and make remarks thatbegin to use descriptive language thatclarifies, enhances, and develops ideas.

Part A #1Have students imagine and describe what different parts ofa tree might fee like. Have each student write downhis/her description.

Middle Grades 5-87. Write pieces and make remarks thatuse descriptive language to clarify,enhance, and develop ideas.

Part A #1, allPart A #6Hold up each cut-out shape in turn and ask the students torecall things they saw with each shape. Have the studentsdraw a picture of an object they spied with their shape.


4Sounds Around

Activity Title: Sounds Around Activity Guide Page #: 9

Objective(s): Students will: 1) identify sounds and map their location in the environment; 2) explain how noise can be a problem in the community; 3) create and carry out aplan to lessen a local noise problem; 4) study a Greek myth about sounds in nature.

Overview: Our ears are constantly being bombarded with sound - so much so that we automatically "tune out" a lot of it. Some sounds are "music to our ears", while others canannoy us and even damage the delicate structures in our ears. Try this activity to help your students "tune in" to the sounds in their environment and to help them identify andlessen local noise problems.

Subject Area(s): Science, language Arts, Social Studies, Math Grade Level(s): PreK-8



English/Language ArtsC. Language and ImagesStudents will demonstrate anunderstanding of how words andimages communicate.

Middle Grades 5-84. Use knowledge of the fundamental partsof speech when writing and speaking.

Enrichment #1Students can make up their own myths to explain whythings in nature sound the way they do. Why do eaglesscream?…



Part B #1Ask students to describe their concept of noise pollutionand give examples. Discussion should reveal that there isno clear definition of noise pollution…Part B #3Discuss the results with the students. If visits were madeon different days and there were no variations in the noiselevel at a particular location…Part B #4If they used a noise meter or a tape recorder with a noiseindicator, have the students create bar graphs comparingnoise levels at different sites…

Middle Grades 5-82. Use planning, drafting, and revising toproduce, on demand, a well-developed,organized piece that demonstrateseffective language use, voice, andcommand of mechanics.

Enrichment #1Students can make up their own myths to explain whythings in nature sound the way they do. Why do eaglesscream?…


5Sounds Around



Part A #4Lead the students in a discussion of their experiencesWhat were the sources of the sounds they just heard?Which sounds did they like/dislike?…

Elementary Grades 3-43. Present information obtained fromresearch in a way that combines variousforms of information (e.g., maps, charts,photos).

Part A #3Have students make a “sound map.”


6Poet-Tree

Activity Title: Poet-Tree Activity Guide Page #: 13

Objective(s): Students will: 1) express their feelings and attitudes about the environment using various forms of poetry; 2) analyze their own and other people's poetry todiscover its full meaning.

Overview: Writing and sharing poems will give your students an opportunity to express their feelings, values, and beliefs about the environment and related issues in creativeand artistic ways.

Subject Area(s): Language Arts, Science, Social Studies Grade Level(s): 3-8



English/Language ArtsA. Process of ReadingStudents will use the skills andstrategies of the reading process tocomprehend, interpret, evaluate, andappreciate what they have read.

Middle Grades 5-811. Generate and evaluate the notesthey have taken from course-relatedreading, listening, and viewing.

Activity #3Present the poetic forms described in the backgroundinformation and give examples.Activity #6Does your poem mention the influence people have ontrees or forests?

English/Language ArtsD. Informational TextsStudents will apply reading, listening,and viewing strategies toinformational texts across all areas ofcurriculum.

Middle Grades 5-82. Identify useful informationorganizing strategies.

Activity #7Have students review the poem or poems they wrote andchoose the one they like the best.


Middle Grades 5-85. Demonstrate an understanding ofthe concept of propaganda.

EnrichmentIdentify several environmental problems or issues thatstudents are concerned about. Create teams of 4, and haveeach choose one issue to discuss…

Middle Grades 5-84. Use knowledge of the fundamentalparts of speech when writing andspeaking.

Activity #2Review with the students the major parts of speech. Havethem generate a short list of examples…

English/Language ArtsE. Processes of Writing and SpeakingStudents will demonstrate the abilityto use the skills and strategies of thewriting process.

Elementary Grades 3-41. Identify strengths and weaknessesin their own writing and seek effectivehelp from others.

Activity #5Have students write their own poems about trees andforests. Encourage them to write more than one poeticform. Share poems with the group.


7Poet-Tree

Elementary Grades 3-42. Improve their finished product byrevising content from draft to finalpiece.

Activity #5

Elementary Grades 3-43. Use planning, drafting, and revisingto produce, on-demand, a well-developed, organized piece thatdemonstrates effective language use,voice, and command of mechanics.

Activity #5

Middle Grades 5-81. Identify specific personal strategies,strengths, and weaknesses in writing,and use direct feedback from peersand teachers to revise and polish thecontent of their finished pieces.

Activity #5

Middle Grades 5-82. Use planning, drafting, and revisingto produce, on demand, a well-developed, organized piece thatdemonstrates effective language use,voice, and command of mechanics.

Activity #5

English/Language ArtsF. Standard English ConventionsStudents will write and speakcorrectly, using conventions ofstandard written and spoken English.

Elementary Grades 3-41. Edit written work for standardEnglish spelling and usage, evidencedby pieces that show and contain. . .

Activity #5

Middle Grades 5-81. Edit written work for standardEnglish spelling and usage, evidencedby pieces that show and contain: . . .

Activity #5

English/Language ArtsG. Stylistic and Rhetorical Aspects ofWriting and SpeakingStudents will use stylistic andrhetorical aspects of writing andspeaking to explore ideas, to presentlines of thought, to represent andreflect on human experience, and tocommunicate feelings, knowledge,and opinions.

Elementary Grades 3-47. Use a variety of media andtechnological resources to makecreative and expository oralpresentations.

VariationFinally they should take a photograph of their tree thatvisually captures the essence of their poem.

To fully meet this standard,students should share theirpoems orally.


8Habitat Pen Pals

Activity Title: Habitat Pen Pals Activity Guide Page #: 18

Objective(s): Students will: 1) explain the relationship between climate conditions and habitat; 2) identify relationships between organisms within habitats; 3) distinguishbetween kinds of animals that can't live in a particular habitat.

Overview: From icy tundra to scorching deserts to salty oceans, the world's habitats are diverse and fascinating. Each habitat, with its own special set of conditions, supportsanimals and plants adapted to living in it. By becoming "habitat pen pals", your students will learn about the diversity of habitats around the world, and will write letters fromthe perspective of organisms living in these habitats.

Subject Area(s): Science, Language Arts Grade Level(s): 3-6




Elementary Grades 3-41. Determine the meaning of unknownwords by using a dictionary, glossary, orother reference sources.

Activity #12Give the students time to read the letters they received andto try to figure out which animal and habitat the letter isreferring to.


Elementary Grades 3-41. Identify strengths and weaknesses intheir own writing and seek effectivehelp from others.

Activity #10Tell the students that they should address each of thesequestions and statements in their letters.


Activity #10


Activity #10

Middle Grades 5-81. Identify specific personal strategies,strengths, and weaknesses in writing,and use direct feedback from peers andteachers to revise and polish the content

Activity #10


9Habitat Pen Pals

of their finished pieces.Middle Grades 5-82. Use planning, drafting, and revisingto produce, on demand, a well-developed, organized piece thatdemonstrates effective language use,voice, and command of mechanics.

Activity #10

English/Language ArtsF. Standard English ConventionsStudents will write and speakcorrectly, using conventions ofstandard written and spokenEnglish.

Elementary Grades 3-41. Edit written work for standardEnglish spelling and usage, evidencedby pieces that show and contain: . . .

Activity #11Give students time to research and write their letters.

Middle Grades 5-81. Edit written work for standardEnglish spelling and usage, evidencedby pieces that show and contain: . . .

Activity #11

Middle Grades 5-82. Demonstrate command of theconventions necessary to make aninformal speech or presentation,effectively engaging peers and fieldingresponses.

EnrichmentAsk each person to act out his/her animal.


Elementary Grades 3-42. Use print and non-print resources(e.g., encyclopedias, dictionaries,people, indexes) to gather informationon research topics.

Activity #11Give the students time to research as needed, and writetheir letters.

Middle Grades 5-86. Use magazines, newspapers,dictionaries, journals, and other printsources to gather information forresearch topics.

Activity #11


10Habitat Pen Pals


Elementary Grades 3-44. Write pieces that show awareness of avariety of intended audiences andidentifiable purposes.

Activity #7Explain that they’ll be writing a letter to a “pen pal” fromthe point of view of this animal.Activity #10Tell the students that they should address each of thequestions and statements in their letters.


Activity #10Encourage the students to be imaginative in the ways theyaddress each point.

Middle Grades 5-86. Write and deliver oral presentationsthat achieve distinct purposes (e.g., tosummarize, to narrate, to inform, toexplain).

Activity #12Then have the students share the letters they received withthe rest of the group.


11The Forest Of S.T. Shrew

Activity Title: The Forest Of S.T. Shrew Activity Guide Page #: 20

Objective(s): Students will: 1) identify microhabitats in the forest by drawing pictures or writing a story describing a microhabitat; 2) describe some of the plants and animalsthat characterize several microhabitats within the forest.

Overview: By taking a "shrew's-eyeview" of life in the woods, your students will gain an appreciation for the variety of living things that make forests their homes, and for thevariety of habitats within forests.

Subject Area(s): Science, Language Arts, Visual Arts. Grade Level(s): 1-6




Middle Grades 5-81. Formulate questions to be answeredwhile reading.

Getting Ready #1For older students make copies of the story on pages 22-23 for them to read.

Middle Grades 5-82. Reflect on what has been discoveredand learned while reading, and formulateadditional questions.

Getting Ready #1

Activity #5You can check for understanding using the assessmentquestions in the sidebar.

Middle Grades 5-84. Use specific strategies (e.g., rereading,consultation) to clear up confusing partsof a text.


Middle Grades 5-86. Identify accurately both the author'spurpose and the author's point of view.


Middle Grades 5-88. Read for a wide variety of purposes(e.g., to gain knowledge, to aid in makingdecisions, to receive instructions, tofollow an argument, to enjoy).


Middle Grades 5-810. Adjust viewing and listeningstrategies in order to comprehendmaterials viewed and heard.





Activity #5


Activity #4Read the story on pages 22-23. You may want to read thestory in a different way depending on the age group.Possibility of breaking the story into several segments sothe students don’t have to…


Activity #4

English/Language ArtsB. Literature and CultureStudents will use reading, listening,and viewing strategies toexperience, understand, andappreciate literature and culture.

Middle Grades 5-83. Identify the main and subordinatecharacters in literary works.

Activity #5You can check for understanding using the assessmentquestions in the sidebar.


Middle Grades 5-83. Identify both the author's purpose andthe author's point of view when readingexpository information.

Activity #5

Middle Grades 5-85. Produce and support generalizationsacquired from informational text.

Activity #5 Advanced students.


Elementary Grades 3-41. Ask and seek answers to questions.

Enrichment #2Discuss different microhabitats with students, and haveeach student pick one and research its plant and animallife.




Elementary Grades Pre-K-21. Dictate or write stories or essays whichconvey basic ideas, have sequences thatmake sense, and show evidence of abeginning, middle, and ending.

Enrichment #2Have the students write the story of Jackie’s nextadventure.

Elementary Grades 3-42. Write stories (or other pieces) thatshow a definite beginning (introduction),middle (body), and ending (conclusion).

Enrichment #2

Middle Grades 5-82. Write stories that include major events,develop settings, and deal with problemsand solutions.

Enrichment #2, all


Elementary Grades Pre-K-22. Respond to stories orally and inwriting.

Activity #5, allActivity #6Pass out drawing paper and crayons or markers, and havethe students draw pictures of the story.

PICTURE


14Planet Of Plenty

Activity Title: Planet Of Plenty Activity Guide Page #: 24

Objective(s): Students will: 10 investigate the diversity of plants and animals on a small plot of land; 2) explain the value of a diversity of life forms in a particular ecosystem.

Overview: In this activity, students will pretend they are visitors from outer space, viewing life on Earth for the first time. By describing in minute detail, all the life they findin a small plot of land, they will become more aware of diversity of life on Earth and will better understand its importance.

Subject Area(s): Science, Language Arts, Visual Arts Grade Level(s): 4-6





Part C #1Hold a conference to discuss the Earth expedition.


Middle Grades 5-82. Identify useful information organizingstrategies.

Part A #4Have team members work together to devise methods forsampling, recording, and organizing their data.


Elementary Grades 3-41. Identify strengths and weaknesses intheir own writing and seek effective helpfrom others.

Part C #1Give each team time to prepare its presentation.

Elementary Grades 3-42. Improve their finished product byrevising content from draft to final piece.

Part C #1

Elementary Grades 3-43. Use planning, drafting, and revising toproduce, on-demand, a well-developed,organized piece that demonstrateseffective language use, voice, andcommand of mechanics.

Part C #1


15Planet Of Plenty

Elementary Grades 3-46. Summarize central concepts from oralpresentations.

Part C #3After considering all the data and making comparisons,teams should try to draw conclusions about what factorsinfluence the abundance or lack of biodiversity.

Middle Grades 5-81. Identify specific personal strategies,strengths, and weaknesses in writing, anduse direct feedback from peers andteachers to revise and polish the content oftheir finished pieces.


Middle Grades 5-83. Ask questions and apply personalinterpretations in class discussionfollowing speeches and oral presentations.

Part C #3After considering all the data and making comparisons,teams should try to draw conclusions about what factorsinfluence the abundance or lack of biodiversity.


Elementary Grades 3-42. Use the level of language formalityrequired in a variety of speakingsituations.




Part C #1Give each team time to prepare its presentation.Encourage the students to use posters, data charts,drawings, movements, sounds or anything else…

Middle Grades 5-81. Collect and synthesize data for researchtopics from interviews and field work,using note-taking and other appropriatestrategies.

Part C #3Teams should try to draw conclusions about what factorsinfluence the abundance or lack of biodiveristy. Whatproblems might be faced in areas lacking inbiodiversity?…

English/Language ArtsG. Stylistic and RhetoricalAspects of Writing and SpeakingStudents will use stylistic andrhetorical aspects of writing andspeaking to explore ideas, topresent lines of thought, torepresent and reflect on humanexperience, and to communicatefeelings, knowledge, and opinions.


EnrichmentHave them write a letter to their penpal describing theanimal or plant they picked.


16Planet Of Plenty

Elementary Grades 3-47. Use a variety of media andtechnological resources to make creativeand expository oral presentations.

Part C #1, all

Middle Grades 5-83. Write pieces and deliver oralpresentations that use structuresappropriate to audience and purpose.

Part C Activity #1They should also decide on a format for theirpresentations.

Middle Grades 5-87. Write pieces and make remarks that usedescriptive language to clarify, enhance,and develop ideas.

Enrichment

CASE/RUBIC/PICTURE


17Can It Be Real?

Activity Title: Can It Be Real? Activity Guide Page #: 30

Objective(s): Students will: 1) study the characteristics of unusual plants and animals; 2) describe how plants and animal species are adapted to a particular set ofenvironmental conditions.

Overview: A beetle that drinks fog. A flower that smells like rotting meat. A fish that "shoots down" its prey. Are these plants and animals for real? In this activity, yourstudents will discover extraordinary plants and animals, and will gain insight on how they are uniquely adapted to environmental conditions.





Elementary Grades 3-411. Apply effective strategies to thereading and use of nonfiction (e.g.,reference sources, articles, histories,biographies, autobiographies, diaries,and letters) using texts with anappropriate complexity of content andsophistication of style.

Part A #2Tell the students that you’re going to read descriptions of8 plants and animals whose pictures are on Student Page33. They should try to decide if the plant/animal is realor fictitious…

Middle Grades 5-89. Apply effective strategies to thereading and use of moderately longnonfiction texts (e.g., reference sources,articles, editorials, histories,biographies, autobiographies, diaries,letters, and commentaries) which havean appropriate complexity of contentand sophistication of style.

Part A #2



Part A #2


Elementary Grades 3-41. Identify strengths and weaknesses intheir own writing and seek effectivehelp from others.

Part B #3Give students plenty of time to research and create theirposters. May suggest getting help from the schoollibrarian.


18Can It Be Real?


Part B #4Have students display and explain their posters to the restof the group. Award categories can be made and votedon.


Part B #3Part B #4

Elementary Grades 3-44. Report orally and summarize personaldiscoveries they have made as a resultof reading and viewing.

Part B #3Part B #4


Elementary Grades 3-42. Use print and non-print resources(e.g., encyclopedias, dictionaries,people, indexes) to gather informationon research topics.

Part B #3If they’re having trouble finding information, you mightsuggest they look in books/encyclopedias about animals.


Part B #2After researching their plant/animal, the student shouldcreate a poster describing it. It should include a drawingof their subject in its habitat, explanation…


Middle Grades 5-84. Write essays and deliver oralpresentations which identify a cleartopic and reliably support that topic.

Part B #4


Middle Grades 5-83. Ask questions and apply personalinterpretations in class discussionfollowing speeches and oralpresentations.

Part A #2They should listen carefully and try to decide if theplant/animal is real or fictitious.


19We All Need Trees

Activity Title: We All Need Trees Activity Guide Page #: 39

Objective(s): Students will: 1) examine various products and determine which ones are made from trees; 2) describe ways that trees are used to make products and ways thatthese products can be conserved; 3) explore methods for recycling and reusing products.

Overview: It is easy to see that items made of wood come from trees. However, many tree products are not obvious. In this activity your students will discover the diversityand multitude of products that are in some way derived from trees.

Subject Area(s): Social Studies, Science, Language Arts Grade Level(s): 4-6




Elementary Grades 3-44. Report orally and summarize personaldiscoveries they have made as a result ofreading and viewing.

Activity #6After reading their articles, students should explain thecontents to their team members.


Activity #6Each person is responsible for making sure everyone elsein the group understands what his/her article says.


Elementary Grades 3-43. Read for a variety of purposes (e.g., toanswer specific questions, to form anopinion, to skim for information).

Activity #5Each student should read the article that corresponds tohis or her number.Activity #7The teams should then re-evaluate the list of productsthey came up with in Step 4.



Activity #6, all

English/Language ArtsA. Process of ReadingStudents will use the skills andstrategies of the reading process tocomprehend, interpret, evaluate,and appreciate what they haveread.


Activity #6Activity #7The teams should then re-evaluate the list of productsthey came up with in Step 4. Are there any products theywant to add to or delete from their list?


20We All Need Trees


Activity #6Activity #7

Middle Grades 5-87. Summarize whole texts by selectingand summarizing important andrepresentative passages.




Middle Grades 5-89. Explain orally and defend opinionsformed while reading and viewing.

Activity #7Remind them that everyone on the team must agree withchanges and should be able to explain why each item ison their list.


Activity #7


Middle Grades 5-89. Apply effective strategies to thereading and use of moderately longnonfiction texts (e.g., reference sources,articles, editorials, histories, biographies,autobiographies, diaries, letters, andcommentaries) which have an appropriatecomplexity of content and sophisticationof style.

Activity #5Each student should read the article that corresponds tohis/her number.


21Pass The Plants, Please

Activity Title: Pass The Plants, Please Activity Guide Page #: 50

Objective(s): Students will: 1) identify edible plant parts and give examples of each; 2) describe how plants are used to make various kinds of foods; 3) discuss the importanceof plants in people's diets.

Overview: Chocolate candy. Apple pie. French fries with catsup. Tortilla chips with guacamole. Thanks to plants, these and many other favorite foods are ours to enjoy. Trythe following activities to get your students thinking about just how big a part plants play in our daily lives.

Subject Area(s): Science, Social Studies, Math, Language Arts Grade Level(s): PreK-8




Middle Grades 5-88. Read for a wide variety of purposes(e.g., to gain knowledge, to aid in makingdecisions, to receive instructions, to followan argument, to enjoy).

Enrichment #1Take students on a field trip to the supermarket. Eachgroup can focus on a particular aisle, reading food labelsand recording information about the plant ingredients ineach product…Enrichment #3Have the students research some familiar spices used indifferent types of ethnic cooking. After gatheringinformation, the teams will present them to the entiregroup…


Enrichment #1Enrichment #3

Middle Grades 5-810. Adjust viewing and listening strategiesin order to comprehend materials viewedand heard.

Part B #3Discuss the data with the students. Did some plant partsshow up in their lunches more often than others ?…


Part B #5With older students, discuss what a balanced meal is.Have students create a balanced diet of plant foods…



Part B #3Then present their findings to the group.




Elementary Grades 3-42. Use print and non-print resources (e.g.,encyclopedias, dictionaries, people,indexes) to gather information on researchtopics.

Part A #5Older students can research the vitamins and mineralsprovided by each of the veggies on the plate.Enrichment #3


Enrichment #1, allBack in the classroom, the students can create chartsdepicting their data. Are products healthy just becausethey are made from plants?



Enrichment #1, all

PICTURE


23People Of The Forest

Activity Title: People Of The Forest Activity Guide Page #: 54

Objective(s): Students will: 1) describe the lifestyles of several forest-dwelling peoples of the present or past and ways that they depend upon the forest;2) describe some of the effects forest people have on their environment; 3) focusing on a day in the life of a member of one group of forest people.

Overview: To the Mbuti Pygmies of Africa, the Yanomami and the Kuna of Latin America, and other people around the world, the forest is home. More than just a place tolive, the forest provides for all of their needs. By comparing and contrasting different forest peoples, both past and present, your students can learn about some of the wayspeople have depended on forests throughout history.

Subject Area(s): Social Studies, Language Arts Grade Level(s): 5-8





Part A #1Pass out a copy of page 55 to each student. Allow timefor the to read it.


Part A #1


Part A #1


Part A #1

Middle Grades 5-85. Understand stories and expository textsfrom the perspective of the social andcultural context in which they werecreated.

Part A #1Part A #2Have a short discussion with the students about thePygmies of the Ituri forest using the information on page55.


Part A #1




Part A #1


Part A #5Give students time to research and write their stories.Have them share their stories with the rest of the group.



Part A #1

Middle Grades 5-811. Read literature and view films whichillustrate distinct cultures in various typesof works and formulate and defendopinions gathered from the experience.

Part A #1



Part A #5Give students time to research and write stories, thenhave then share with the group.



Part B #2Have each team use the knowledge about their forestdwellers to develop a presentation. Each presentationcan include displays, posters, and exhibits.

Middle Grades 5-84. Identify different ways in whichinformational texts are organized.

Part A #5, all


Part A #5


Part A #5



Middle Grades 5-87. Identify common technical terms usedin informational texts.

Part A #5

Middle Grades 5-88. Use the various parts of a text (index,table of contents, glossary) to locatespecific information.

Part A #5


Middle Grades 5-86. Use magazines, newspapers,dictionaries, journals, and other printsources to gather information for researchtopics.

Part A #3Students can use additional information from The ForestPeople or other resources they find.Part B #1Divide the class into teams and have each team researchthe lifestyle of a past or present forest people.


Middle Grades 5-81. Write stories with an identifiablebeginning, middle, and ending.

Part A #3Explain that each person will write a story that depicts aday in the life of a forest-dwelling people such as thePygmies of the Ituri.

Middle Grades 5-84. Write essays and deliver oralpresentations which identify a clear topicand reliably support that topic.

Part B #2, all

Middle Grades 5-810. Deliver oral presentations that use avariety of strategies of address (e.g., eyecontact, hand gestures, voice modulation,changes of rhythm).

Enrichment #2, allGroups of students could present dramatizationsdepicting forest cultures they have studied.


Part A #5, all





Part B #2, all



Part B #3Afterward, have each team use its notes and any otherpertinent information to develop a booklet comparingand contrasting each group of forest…


27Tale Of The Sun

Activity Title: Tale Of The Sun Activity Guide Page #: 56

Objective(s): Students will: 1) describe how stories reveal the beliefs of the people who tell them; 2) read or listen to an American Indian story to gain insight on he vitalimportance of the sun.

Overview: Every culture in the world has stories that are part of its history and tradition. these stories reveal the beliefs of the people who tell them. For example, many storiesteach lessons in proper attitude and behavior. In this activity, your students can analyze a story told by the Muskogee (Creek) Indians of present-day Oklahoma. Later, studentscan read and discuss stories told in other cultures from around the world.

Subject Area(s): Language Arts Grade Level(s): K-6




Elementary Grades Pre-K-21. Seek out and enjoy experiences withbooks and other print materials.

Activity #5Have students read another tale that relates to wildlife or theenvironment.

Elementary Grades Pre-K-24. Recognize and use rereading as anaid to developing fluency and tounderstanding appropriate material.

Activity #5

Elementary Grades Pre-K-25. Figure out unknown words using avariety of strategies includingrereading, context clues, andknowledge of word structures andletter-sound relationships.

Activity #5

Elementary Grades Pre-K-26. Recognize and use clues within thetext (sentence structure, wordmeanings), rereading, and otherstrategies as aids in developing fluencyand comprehension.

Activity #5

Elementary Grades Pre-K-27. Ask questions and give otherresponses after listening topresentations by the teacher orclassmates.

Activity #5

Elementary Grades 3-41. Determine the meaning of unknown

Activity #5


28Tale Of The Sun

words by using a dictionary, glossary,or other reference sources.Elementary Grades 3-42. Adjust reading speed to suit purposeand difficulty of the material.

Activity #5


Activity #5

Middle Grades 5-82. Reflect on what has been discoveredand learned while reading, andformulate additional questions.

Activity #4Discuss the story on 2 levels. One being how the story as atraditional creation story, explains why certain animals lookthe way they do…

Middle Grades 5-85. Understand stories and expositorytexts from the perspective of the socialand cultural context in which they werecreated.

Activity #4


Activity #4


Activity #5

Middle Grades 5-88. Read for a wide variety of purposes(e.g., to gain knowledge, to aid inmaking decisions, to receiveinstructions, to follow an argument, toenjoy).

Activity #5


Activity #5


Activity #5

English/Language ArtsB. Literature and Culture

Middle Grades 5-88. Apply effective strategies to the

Activity #5


29Tale Of The Sun

Students will use reading, listening,and viewing strategies toexperience, understand, andappreciate literature and culture.

reading and interpretation of fiction(e.g., science fiction, myths, mysteries,realistic and historical fiction, poems,adventure stories, and humorous tales),using texts that are appropriatelycomplex in terms of character, plot,theme, structure, and dialogue andappropriately sophisticated in style,point of view, and use of literarydevices.Middle Grades 5-811. Read literature and view filmswhich illustrate distinct cultures invarious types of works and formulateand defend opinions gathered from theexperience.

Activity #5

English/Language ArtsG. Stylistic and Rhetorical Aspectsof Writing and SpeakingStudents will use stylistic andrhetorical aspects of writing andspeaking to explore ideas, to presentlines of thought, to represent andreflect on human experience, and tocommunicate feelings, knowledge,and opinions.


EnrichmentStudents can write their own short folktale incorporatinginformation bout plants and/or animals along with lessonsthat they think are important…

Middle Grades 5-82. Write stories that include majorevents, develop settings, and deal withproblems and solutions.

Enrichment

English/Language ArtsE. Processes of Writing andSpeakingStudents will demonstrate the abilityto use the skills and strategies of thewriting process.


Activity #4

English/Language ArtsB. Literature and Culture

Elementary Grades 3-42. Use literary pieces to better

Activity #5What does the story reveal about the people who told the


30Tale Of The Sun

Students will use reading, listening,and viewing strategies toexperience, understand, andappreciate literature and culture.

understand and appreciate the actionsof others.

tale?


Activity #3Read aloud the story on page 57.Activity #4

Elementary Grades 3-44. Share responses to quality literaturewith peers, citing reasons and makingcomparisons to other reading, orviewing, or to life experiences.


Elementary Grades 3-47. Identify and explain how charactersand situations found in variousmaterials are like people or events intheir own lives or in other works.

Activity #5What lesson for living can people learn from the tale?


31Adopt A Tree

SECTION TWO: INTERRELATIONSHIPS

Activity Title: Adopt A Tree Activity Guide Page #: 65

Objective(s): Students will: 1) describe a chosen tree using personal observation and investigation, and organize information about the tree; 2) identify relationships betweentheir trees and other organisms; 3) put together a book or portfolio about their tree.

Overview: This activity will encourage students' awareness of individual trees over time, as well as incorporate various other subjects. By adopting individual trees, studentswill gain greater awareness and appreciation of their local environments.

Subject Area(s): Science, Math, Language Arts, Visual Arts, Social Studies Grade Level(s): PreK-8

StandardPerformance Indicators(by grade clusters)

Evidence of alignment (text from activitydescription)

Notes to ensure high alignmentfor every student


Middle Grades 5-81. Collect and synthesize data for researchtopics from interviews and field work,using notetaking and other appropriatestrategies.

Activity #3Provide each student with a small notebook. Thestudents should use them to record observations andanswer questions about their trees…


32Nature’s Recyclers

Activity Title: Nature’s Recyclers Activity Guide Page #: 75

Objective(s): Students will: 1) understand and describe the process of decomposition; 2) explain the function of scavengers and decomposers; 3) experiment with sowbugs todetermine what they eat and what their role is in the ecosystem.

Overview: It's amazing how many organisms live off dead organic material and recycle those materials back into life. In this activity, your students will investigate the habitsof one of those creatures. They will gain an understanding of how decomposition works and an appreciation for some of nature's less-heralded creatures.







Activity #7Have the teams organize and present their observations(data) to the entire group. Discuss questions like : idthey have a favorite food?…


Activity #7

Elementary Grades Pre-K-27. Ask questions and give other responsesafter listening to presentations by theteacher or classmates.

Activity #7


Elementary Grades Pre-K-23. Record and share informationgathered.

Activity #3Each team should set up a study container and recordobservations.Activity #5Have the students observe the creatures inside andrecord how they look and what they do.Activity #6They should record what the creatures look like, whatthey’re doing, what the food in the container looks like,and how much is left.

Middle Grades 5-81. Collect and synthesize data forresearch topics from interviews and fieldwork, using notetaking and otherappropriate strategies.

Activity #7Have the teams organize and present their observations(data) to the entire group. Discuss questions like : Didthey have a favorite food?…


33Nature’s Recyclers



Activity #7

Elementary Grades 3-44. Report orally and summarize personaldiscoveries they have made as a result ofreading and viewing.

Activity #7


34Dynamic Duos

Activity Title: Dynamic Duos Activity Guide Page #: 79

Objective(s): Students will: 1) examine close relationships that exist between different organisms; 2) explain how relationships help each other to survive.

Overview: Organisms in an ecosystem depend on each other for food. But they may also depend on each other for protection, transportation, or shelter. A close, long-termrelationship between two organisms is called symbiosis (sihm-bee-OH-sihs). In this activity, students will learn about several kinds of symbiosis.







Activity #2Pass out copies of Student Page 81 titled “ClassifiedAds.”


Activity #2


Activity #2


35Forest Consequences

Activity Title: Forest Consequences Activity Guide Page #: 101

Objective(s): Students will: 1) evaluate the options for managing or using a piece of forested land; 2) make a land-use decision and explore the consequences of that decision.

Overview: Few issues have simple solutions- and resolving them usually involves compromise. In this activity, your students will learn about some of the effects that humanactivities can have on a forest. They will explore some of the trade-offs involved in working out a land-use issue.

Subject Area(s): Science, Social Studies, Language Arts Grade Level(s): 6-8






Activity #5As the teams read through each proposal, they shouldask themselves the questions below. They shoulddecide either to accept one proposal or to make acompromise/alternate proposal.


Activity #5


Activity #5


Activity #5


Activity #5


Activity #5


Activity #6Afterward have each team present its decision to thegroup. Discuss these questions: Was it difficult oreasy to decide what to do? Did you have…




Activity #6


Activity #6



Activity #5As the teams read through each proposal, they shouldask themselves the questions below. They shoulddecide either to accept one proposal or to make acompromise/alternate proposal.


Middle Grades 5-85. Demonstrate an understanding of theconcept of propaganda.

Variation #1Divide students into groups of 10. 4 of the 10become the City Council that has to decide what to dowith the Morris Woods. The other 6 will work inpairs to present each land use proposal…



Activity #5

Middle Grades 5-81. Demonstrate an understanding thatpeople respond to literature in differentand individual ways.

Activity #6What differences might exist between the way youmade your decision and the way a real city councilwould have made a decision like this?


37Loving It Too Much

Activity Title: Loving It Too Much Activity Guide Page #: 108

Objective(s): Students will: 1) explain how increased numbers of park visitors and activities outside park boundaries affect ecosystems within national and local parks; 2) offerpossible solutions to problems facing national and local parks.

Overview: National parks are the treasures of any nation. Yet national parks today struggle with serious dilemmas. By looking at problems in America's national parks,students can begin grappling with some tough environmental issues that affect parks locally and globally.

Subject Area(s): Science, Language Arts, Social Studies Grade Level(s): 6-8




English/Language ArtsA. Process of ReadingStudents will use the skills and strategiesof the reading process to comprehend,interpret, evaluate, and appreciate whatthey have read.


Activity #1Talk about local or famous national parks using thechart on page 113. Have students share theirexperiences in the parks. Where did they go?What was…


Activity #4Have students work in their groups to answer thequestions.

Middle Grades 5-83. Identify specific devices an author usesto involve readers.

Activity #4Afterward, go over the questions using the answerson this page.


Activity #5Have students work in their groups to discuss thereading and answer these questions: Whatproblems have been caused by an increase ofvisitors to national parks? What other problems…


Activity #5


Activity #6What are the pros/cons of each recommendation?


Activity #5




Activity #6Discuss problems facing the Park Service. Whatsolutions did they recommend? Do students thinkparks should charge entrance fees that…


Activity #3Divide group into teams of 2-4 students. Haveteams use the statistics to draw a bar or line graphof U.S. population growth since 1800 and a graphof park…

English/Language ArtsB. Literature and CultureStudents will use reading, listening, andviewing strategies to experience,understand, and appreciate literature andculture.


Activity #5, all

English/Language ArtsC. Language and ImagesStudents will demonstrate anunderstanding of how words and imagescommunicate.

Middle Grades 5-85. Demonstrate an understanding of theconcept of propaganda.

Activity #5, all

English/Language ArtsG. Stylistic and Rhetorical Aspects ofWriting and SpeakingStudents will use stylistic and rhetoricalaspects of writing and speaking to exploreideas, to present lines of thought, torepresent and reflect on humanexperience, and to communicate feelings,knowledge, and opinions.


Assessment OpportunityHave students prepare written arguments statingwhat should be done about problems facingnational/local parks. The argument should explainand show the causes of the problems…


Assessment Opportunity

English/Language ArtsE. Processes of Writing and SpeakingStudents will demonstrate the ability touse the skills and strategies of the writingprocess.


Activity #6


39Then And Now

Activity Title: Then And Now Activity Guide Page #: 131

Objective(s): Students will: 1) describe the environmental changes that have occurred in their community over the course of time; 2) discuss whether those changes have beenpositive or negative for the community; 3) discuss ways to remedy negative changes.

Overview: If your community is like most others, it's now quite a bit different than it was 100, 50, 25, or even five years ago. This activity will help your students tounderstand how we, as people, affect and alter the environment in which we live.







Part B #1Tell students that they’ll interview an older person whohas lived in the community for many years.Part A #1Ask students if they’ve noticed any changes in thecommunity lately. Are there housingdevelopments/schools ?…Part A #2Ask students how those changes make them feel.Discuss the pros/cons of how those developments affectpeople and communities…



Part B #1, allPart B #2Have each person develop a list of interview questions.How long have you lived in the community? Have thechanges helped/hurt you in any way?…


Middle Grades 5-81. Collect and synthesize data forresearch topics from interviews and fieldwork, using notetaking and otherappropriate strategies.

Part B #1, allEnrichment #1Have the groups research the area to find out thefollowing information: What is the history of the area?Who lives in or uses the area (including wildlife)?…

Middle Grades 5-88. Make limited but effective use ofprimary sources when researching topics.

Part B #1, allEnrichment #1

English/Language ArtsG. Stylistic and Rhetorical Aspectsof Writing and SpeakingStudents will use stylistic and


Enrichment #2Have them write stories about how their communitymight be different 25, 50 or 100 years from now.


40Then And Now

rhetorical aspects of writing andspeaking to explore ideas, topresent lines of thought, torepresent and reflect on humanexperience, and to communicatefeelings, knowledge, and opinions.


Enrichment #1Have members of each group prepare and present areport about their natural area.



Enrichment #1



Part A #2


41Sunlight And Shades Of Green

SECTION THREE: SYSTEMS

Activity Title: Sunlight And Shades Of Green Activity Guide Page #: 137

Objective(s): Students will: 1) test the effects of lack of sunlight on plant leaves; 2) describe the process of photosynthesis and how it enables a plant to survive.

Overview: This activity introduces students to photosynthesis, the process that enable trees and other green plants to use sunlight to manufacture their own food.






Elementary Grades 3-41. Determine the meaning of unknownwords by using a dictionary, glossary, orother reference sources.

Activity #5Ask students whether they have heard the wordphotosynthesis before.



Activity #7To help students better understand the process ofphotosynthesis, lead them on an imaginary trip. Havethem close their eyes. When quiet, read the passagealoud: Imagine that you see a very tall…


42Water Wonders

Activity Title: Water Wonders Activity Guide Page #: 142

Objective(s): Students will: 1) simulate the paths that water takes in the water cycle; 2) describe the importance of the water cycle to living things; 3) conduct an experiment todiscover how plants affect the movement of water in a watershed; 4) describe how plants are important in maintaining water quality.

Overview: The water cycle is the system by which Earth's fixed amount of water is collected, purified, and distributed from the environment to living things and back to theenvironment. Plants play a large part in the cycle by absorbing water with their roots and transpiring it as vapor from their leaves

Subject Area(s): Science, Language Arts, Physical Education Grade Level(s): 4-8




English/Language ArtsG. Stylistic and Rhetorical Aspects ofWriting and SpeakingStudents will use stylistic and rhetoricalaspects of writing and speaking to exploreideas, to present lines of thought, to representand reflect on human experience, and tocommunicate feelings, knowledge, andopinions.

Elementary Grades 3-41. Write pieces and make remarks thatbegin to use descriptive language thatclarifies, enhances, and developsideas.

Part A #7Ask students to write a brief story from a watermolecule’s point of view that describes the journeythey just took through the water cycle…Assessment OpportunityAsk students to revise their definition of watercycle to reflect any new understanding they’vegained. Give them a scenario o write about…

English/Language ArtsB. Literature and CultureStudents will use reading, listening, andviewing strategies to experience, understand,and appreciate literature and culture.


Part A #2Use the following questions to focus their attention:Where does the water go when a puddle dries up?Where does rain come from? Why don’t oceansand…

English/Language ArtsG. Stylistic and Rhetorical Aspects ofWriting and SpeakingStudents will use stylistic and rhetoricalaspects of writing and speaking to exploreideas, to present lines of thought, to representand reflect on human experience, and tocommunicate feelings, knowledge, andopinions.


Part A #7, allAssessment Opportunity, all

English/Language ArtsC. Language and ImagesStudents will demonstrate an understandingof how words and images communicate.


Part A #7, allAssessment Opportunity, all


43Web Of Life

Activity Title: Web Of Life Activity Guide Page #: 148

Objective(s): Students will: 1) collect information about various organisms in an ecosystem; 2) create a mural that depicts the interdependence of various organisms with othercomponents in an ecosystem; 3) create a simulated web of life using a ball of string.

Overview: In this activity, students will take a close look at one particular ecosystem (a forest) and will discover the ways that plants and animals are connected to each other.By substituting the appropriate information, you can also use the activity to study other ecosystems, such as oceans, deserts, marshes, or prairies.



Evidence of alignment (text from activity description) Notes to ensure highalignment for every student



Activity #5Instruct groups to collect as much information aspossible about their chosen organism.


Activity #5



Activity #8When all organisms are in place, you might discuss thefollowing questions: What did you discover about yourplant/animal that surprised you the most? Why did youselect the species…



Activity #8


44School Yard Safari

Activity Title: School Yard Safari Activity Guide Page #: 151

Objective(s): Students will: 1) find signs of animals living in the school yard; 2) describe ways the school environment provides those animals with what they need to live.

Overview: Every organism requires a place to live that satisfies its basic needs for food, water, shelter, and space. Such a place is called a habitat. In this activity, students willgo on a safari to explore a nearby habitat, the school yard, while looking for signs of animals living there.

Subject Area(s): Science, Language Arts Grade Level(s): PreK-5


Evidence of alignment (text fromactivity description)


English/Language ArtsA. Process of ReadingStudents will use the skills and strategiesof the reading process to comprehend,interpret, evaluate, and appreciate whatthey have read.

Elementary Grades Pre-K-24. Recognize and use rereading as an aid todeveloping fluency and to understanding appropriatematerial.

Enrichment #2Help students learn more about theanimals they found in the school yard.They could research different animals andcreate a class chart showing a…

Elementary Grades Pre-K-25. Figure out unknown words using a variety ofstrategies including rereading, context clues, andknowledge of word structures and letter-soundrelationships.

Enrichment #2

Elementary Grades Pre-K-26. Recognize and use clues within the text (sentencestructure, word meanings), rereading, and otherstrategies as aids in developing fluency andcomprehension.

Enrichment #2

Elementary Grades Pre-K-27. Ask questions and give other responses afterlistening to presentations by the teacher orclassmates.

Activity #5Bring group together and have studentsshare their experiences and findings.Focus on these questions: What evidencedid you find of other animals? Where dothose animals get water?…

Elementary Grades 3-41. Determine the meaning of unknown words byusing a dictionary, glossary, or other referencesources.

Activity #5

Elementary Grades 3-42. Adjust reading speed to suit purpose and difficultyof the material.

Enrichment #3Have them do some research to find outwhat could be done to the school yardhabitat to attract those animals. They can



find information in the library or getadvice from experts in the field…

Elementary Grades 3-45. Read a variety of narrative and informational textsindependently and fluently.

Enrichment #3

Middle Grades 5-81. Formulate questions to be answered whilereading.

Enrichment #2They could research different animalsfound and create a class chart showing apicture of each animal and informationabout what it needs to survive.

Middle Grades 5-82. Reflect on what has been discovered and learnedwhile reading, and formulate additional questions.

Enrichment #2

Middle Grades 5-84. Use specific strategies (e.g., rereading,consultation) to clear up confusing parts of a text.

Enrichment #2

Middle Grades 5-87. Summarize whole texts by selecting andsummarizing important and representative passages.

Enrichment #2

Middle Grades 5-88. Read for a wide variety of purposes (e.g., to gainknowledge, to aid in making decisions, to receiveinstructions, to follow an argument, to enjoy).

Enrichment #2

Middle Grades 5-811. Generate and evaluate the notes they have takenfrom course-related reading, listening, and viewing.

Enrichment #2

English/Language ArtsB. Literature and CultureStudents will use reading, listening, andviewing strategies to experience,understand, and appreciate literature andculture.

Elementary Grades 3-43. Respond to speakers in a variety of ways (e.g.,listening attentively, responding politely).

Activity #5

Elementary Grades 3-411. Apply effective strategies to the reading and useof nonfiction (e.g., reference sources, articles,histories, biographies, autobiographies, diaries, andletters) using texts with an appropriate complexity ofcontent and sophistication of style.

Enrichment #2, allEnrichment #3, all

Middle Grades 5-89. Apply effective strategies to the reading and useof moderately long nonfiction texts (e.g., referencesources, articles, editorials, histories, biographies,




autobiographies, diaries, letters, and commentaries)which have an appropriate complexity of content andsophistication of style.

English/Language ArtsD. Informational TextsStudents will apply reading, listening, andviewing strategies to informational textsacross all areas of curriculum.

Elementary Grades Pre-K-21. Understand the main idea of simple expositoryinformation.


Elementary Grades 3-43. Read for a variety of purposes (e.g., to answerspecific questions, to form an opinion, to skim forinformation).


Elementary Grades 3-44. Summarize informational texts (e.g., identify themain idea or concept and the supporting detail).


Elementary Grades 3-46. Understand common technical terms used ininstructional and informational texts.


Middle Grades 5-81. Seek appropriate assistance when attempting tocomprehend challenging text.

Activity #5, all

Middle Grades 5-82. Identify useful information organizing strategies.


Middle Grades 5-86. Describe new knowledge presented ininformational texts and how it can be used.

Enrichment #2

English/Language ArtsE. Processes of Writing and SpeakingStudents will demonstrate the ability touse the skills and strategies of the writingprocess.

Elementary Grades Pre-K-21. Tell about experiences and discoveries, bothorally and in writing.

Activity #5

Elementary Grades 3-44. Report orally and summarize personal discoveriesthey have made as a result of reading and viewing.

Enrichment #2 & #3 (all)

Middle Grades 5-82. Use planning, drafting, and revising to produce,on demand, a well-developed, organized piece thatdemonstrates effective language use, voice, andcommand of mechanics.

Enrichment #3

English/Language ArtsF. Standard English Conventions

Elementary Grades Pre-K-21. Edit their own written work for standard English

Enrichment #2



Students will write and speak correctly,using conventions of standard written andspoken English.

spelling and usage, as evidenced by pieces that showand contain:

Elementary Grades Pre-K-22. Use oral language appropriate to the level offormality required.

Activity #5, all

Elementary Grades 3-41. Edit written work for standard English spellingand usage, evidenced by pieces that show andcontain:

Activity #5, all

Elementary Grades 3-42. Use the level of language formality required in avariety of speaking situations.

Enrichment #2

Middle Grades 5-81. Edit written work for standard English spellingand usage, evidenced by pieces that show andcontain:

Activity #5

Middle Grades 5-82. Demonstrate command of the conventionsnecessary to make an informal speech orpresentation, effectively engaging peers and fieldingresponses.

Activity #5

English/Language ArtsG. Stylistic and Rhetorical Aspects ofWriting and SpeakingStudents will use stylistic and rhetoricalaspects of writing and speaking to exploreideas, to present lines of thought, torepresent and reflect on humanexperience, and to communicate feelings,knowledge, and opinions.

Elementary Grades 3-44. Write pieces that show awareness of a variety ofintended audiences and identifiable purposes.

Enrichment #2

Middle Grades 5-86. Write and deliver oral presentations that achievedistinct purposes (e.g., to summarize, to narrate, toinform, to explain).

Activity #5

Middle Grades 5-810. Deliver oral presentations that use a variety ofstrategies of address (e.g., eye contact, handgestures, voice modulation, changes of rhythm).

Enrichment #2

English/Language ArtsH. Research-Related Writing andSpeaking

Elementary Grades Pre-K-21. Develop a search strategy which uses appropriateand available resources.

Activity #4Ask students to sketch the animals or signsthey find. Hand lenses are good to increase



Students will work, write, and speakeffectively when doing research in allcontent areas.

their powers of observation. They can setup a table and record the number of eachanimal they find…

Elementary Grades Pre-K-22. Formulate questions to ask when gatheringinformation.

Activity #4


Activity #4


Activity #1Ask students for ideas about where theymight look. List their suggestions on theboard. Have them pretend the buildingsare mountains and cliffs, the lawn is ajungle…

Elementary Grades 3-42. Use print and non-print resources (e.g.,encyclopedias, dictionaries, people, indexes) togather information on research topics.

Enrichment #2

Elementary Grades 3-43. Present information obtained from research in away that combines various forms of information(e.g., maps, charts, photos).

Enrichment #2

Middle Grades 5-81. Collect and synthesize data for research topicsfrom interviews and field work, using notetaking andother appropriate strategies.

Activity #4

Middle Grades 5-82. Separate information collected for research topicsinto major components based on relevant criteria.


Middle Grades 5-86. Use magazines, newspapers, dictionaries,journals, and other print sources to gatherinformation for research topics.


Middle Grades 5-88. Make limited but effective use of primary sourceswhen researching topics.



49Make Your Own Paper

Activity Title: Tropical Treehouse Activity Guide Page #: 160

Objective(s): Students will: 1) describe the plants and animals that live in different levels of the tropical rainforest; 2) examine and discuss a case study that involves the rightsof native inhabitants of a tropical rainforest in a national park; 3) describe the sounds they might encounter when visiting a rainforest.

Overview: In this activity, studying tropical rainforests and issues involving the use of rainforests will enable your students to make more informed decisions regarding thefuture of such regions. While tropical rainforests and the temperate rainforests of North America operate on many of the same ecological principles, they differ greatly in theirclimates, and in the types of soil, plants, and animals that make up the forest ecosystems.

Subject Area(s): Science, Social Studies, Language Arts, Performing Arts, Visual Arts. Grade Level(s): PreK-8




Middle Grades 5-82. Separate information collected forresearch topics into major componentsbased on relevant criteria.

Part A #3Have students research and prepare a report about aparticular person, animal, or plant of the rainforest.(They can choose an inhabitant from the rainforest sceneor another that hey think of.) They should also describethe particular type of rainforest where the person, animalor plant lives (including its continent and country).


Part A #3

Middle Grades 5-87. Use search engines and other Internetresources to collect information forresearch topics.

Part A #3


Middle Grades 5-83. Consult pertinent information sourceson language use (e.g., a dictionary, athesaurus, a handbook on style).

Part B #2How does a dictionary define subsistence?

in order to provide opportunityto learn/demonstrate, teachershould require all students torespond somehow to thesequestions

English/Language ArtsA. Process of ReadingStudents will use the skills andstrategies of the reading process tocomprehend, interpret, evaluate,


Part B #2Do you feel that Congress has the right to limit use totraditional methods? If you were the ParkSuperintendent, how would you address these issues in awritten letter to Tuima’a? What would you do if the

same as above



and appreciate what they haveread.

native people continued to clear more forest that youthought they should? How would you respond to theNation Park if you were a member to Tumia’a’s family?

Activity Title: Make Your Own Paper Activity Guide Page #: 176

Objective(s): Students will: 1) make recycled paper from scrap paper; 2) describe the steps of the papermaking process and identify the elements and outputs of the process;3) compare making paper by hand to the process used in factories.

Overview: paper is one of many products that is manufactured from forest resources. In this activity, students investigate the papermaking process by trying it themselves.While papermaking can be rather messy, it is well worth the effort. Students are usually thrilled to find that they can make paper and that their product is practical as well asbeautiful.






Secondary Grades3. Use discussions with peers as a way ofunderstanding information.

Getting Ready #9Discuss these questions: What materials did we use inmaking paper? What forms of energy did you need tomake the paper? (electricity and students’ own energy)What types of wastes resulted from making paper?(dirty water, leftover pulp) What did we do with thewaste products. . . .

all students participate indiscussion or write in journal firstthen discuss


51I'd Like A Place To Visit Where . . .

Activity Title: I'd Like A Place To Visit Where . . . Activity Guide Page #: 188

Objective(s): Students will: 1) describe the characteristics of their favorite recreational area, explain the importance of recreational areas to people and other living things;3) conduct a project at a local park to improve a habitat or enhance its suitability to people.

Overview: In this activity, students will explore the concept that recreation areas are essential elements of a community. By working on a project to improve a local park, theywill also learn about the community's system for managing open spaces.

Subject Area(s): Science, Social Studies, Language Arts, Physical Education, Visual Arts Grade Level(s): PreK-8






Part A, #2Have each student write a description of his/herfavorite spot.



Part A, #3Write the following questions on the chalkboard:What is your favorite recreations place? Where is itlocated? Why do you like to visit your place? Whatkinds of recreational activities do you enjoy there?What is unusual or special about your place. . .Encourage students to answer these questions as theydraft their descriptions. . . .



Part A, #4Gather students into small groups and have membersshare their descriptions. Ask the groups to list thingsthat are alike about all their favorite recreation areas.Have the groups share these common characteristics.


52Planning The Ideal Community

Activity Title: Planning The Ideal Community Activity Guide Page #: 191

Objective(s): Students will: 1) map the locations of services and resources in their community; 2) create a map of an "ideal" community that includes all the services andresources people need to live there.

Overview: In this activity, students will explore the elements that compose a human community. They will survey the area around their school, looking for community systemsthat help them live there. Then they will plan an ideal community that meets all the needs of its members.

Subject Area(s): Math, Social Studies, Language Arts, Visual Arts Grade Level(s): 6-8



Notes to ensure high alignment forevery student


Middle Grades 5-81. Collect and synthesize data forresearch topics from interviews and fieldwork, using note-taking and otherappropriate strategies.

Enrichment #2Interview residents who have lived in thecommunity for more than 25 years. Ask them howthe community has changed and whether they thinkthe changes were for the better.


53We Can Work It Out

Activity Title: We Can Work It Out Activity Guide Page #: 193

Objective(s): Students will: 1) develop solutions to a land-use problem involving urban open space; 2) simulate a city council meeting to discuss and decide on a land-use issue.

Overview: When certain people decide how to use a particular piece of land, the decision can involve and affect many people in many ways. Therefore, groups must establishprocesses for planning and resolving conflicts about land use. In this activity, students will develop a plan to address a land-use issue.

Subject Area(s): Social Studies, Language Arts, Visual Arts Grade Level(s): 5-8




English/Language ArtsB. Literature and CultureStudents will use reading, listening, andviewing strategies to experience, understand,and appreciate literature and culture.

Elementary Grades 3-46. Make and justify conclusions aboutthe motives of characters and theconsequences of their actions.

Getting Ready #4What four parties are involve in this conflict?What do each of them want? (List the parties’goals on the chalkboard.)

English/Language ArtsA. Process of ReadingStudents will use the skills and strategies ofthe reading process to comprehend,interpret, evaluate, and appreciate what theyhave read.


Getting Ready #3Distribute copies of student page 196 and read thescenario as a class.

each student should be given anopportunity to read

Middle Grades 5-82. Reflect on what has beendiscovered and learned while reading,and formulate additional questions.

Getting Ready #4Ask the following questions to help students beginthinking about possible solutions as they focus onthe areas of conflict. What four parties are involvein this conflict? What do each of them want? . . .Do you think any of the parties’ goals areunreasonable and should be given up?


Getting Ready #4Do you think any of the parties’ goals areunreasonable and should be given up?

all students given anopportunity to answer

English/Language ArtsG. Stylistic and Rhetorical Aspects ofWriting and SpeakingStudents will use stylistic and rhetoricalaspects of writing and speaking to exploreideas, to present lines of thought, torepresent and reflect on human experience,and to communicate feelings, knowledge,and opinions.


Getting Ready #6Tell students they will have 20 minutes to developa plan. Explain that they will then make a two-minute presentation to the city council, and thatmore than one person must help to present theplan.


54There Ought To Be A Law

Activity Title: There Ought To Be A Law Activity Guide Page #: 201

Objective(s): Students will: 1) describe how a group of students can make and change rules; 2) compare rulemaking in a group to the lawmaking process in local government;3) research the steps necessary to make a proposed change in their community; 4) create a poster that shows the effects of their proposed change and that depicts the lawmakingprocess.

Overview: In democratic societies, citizens have the power to influence the lawmaking process. In this activity, students will find out how local laws are made and how theycan get involved in the process.





English/Language ArtsH. Research-Related Writing andSpeakingStudents will work, write, and speakeffectively when doing research in allcontent areas.

Secondary Grades1. Develop an appropriate strategy forfinding information on a particular topic.

Part B #2Explain that each team will research whatstudents would need to do to make their ideabecome a law.

teacher should provideopportunity for all team membersto participate

English/Language ArtsG. Stylistic and Rhetorical Aspects ofWriting and SpeakingStudents will use stylistic and rhetoricalaspects of writing and speaking toexplore ideas, to present lines of thought,to represent and reflect on humanexperience, and to communicate feelings,knowledge, and opinions.

Secondary Grades11. Make effective use of a variety oftechniques for introducing andrepresenting ideas and insights in writtenwork and oral presentations.

Part B #4After teams have collected their information,have them make posters summarizing theprocess for making their idea into law. Eachposter should include: 1) a picture of thecommunity “before” the proposed law, 2) apicture showing how the community would bedifferent “after” the proposal became law(including both positive and negative effects),and 3) the people and steps that would beinvolved with making it a law.

same as above

English/Language ArtsH. Research-Related Writing andSpeakingStudents will work, write, and speakeffectively when doing research in allcontent areas.

Secondary Grades3. Record significant information fromevents attended and interviewsconducted.

Part B #4

English/Language ArtsD. Informational TextsStudents will apply reading, listening,and viewing strategies to informationaltexts across all areas of curriculum.

Middle Grades 5-81. Seek appropriate assistance whenattempting to comprehend challengingtext.

EnrichmentStudents could work to turn one of their ideasinto law. Encourage students to examine theirproposed laws to determine if their law mighthave positive or negative impacts . . .

same as above


55Power Of Print

Activity Title: Power Of Print Activity Guide Page #: 205

Objective(s): Students will: 1) compare different sections of a daily newspaper; 2) analyze some of the ways that ideas and opinions are expressed through word choice; 3)research opposing sides of a local environmental issue; 4) write articles on environmental issues using both objective and subjective points of view.

Overview: Newspapers keep the community informed about current events and tends, provide a forum for discussion of public issues, and are a source of entertainment. In thisactivity, students will examine articles from different sections of the newspaper by comparing and contrasting the different types of words and styles they employ.

Subject Area(s): Social Studies, Language Arts, Visual Arts, Performing Arts. Grade Level(s): 3-8






Part A #4What is the purpose of the newspaper piece? Is itsupposed to inform, or persuade people to take oneside? Can you tell on which side of the issue eachanother stands?

all students should respond somehow(journals, orally…) to these questions

Middle Grades 5-83. Identify specific devices an author usesto involve readers.

Part A #5Ask students what mental picture they have if yousay broke or smashed and the different connotations?Part A #6Ask groups circle any words or phrases that bring tomind graphic images or strong emotions (strongconnotations)?Part A #7List those graph and emotional words on thechalkboard. Discuss the effect on those words in thenewspaper pieces.

same as above


Secondary Grades2. Distinguish between apparent fact andopinion in nonfiction texts.

Part A #7Ask questions such as these: Which piece is morefactual? Which piece is more persuasive?

same as above


56Publicize It!

Activity Title: Publicize It! Activity Guide Page #: 209

Objective(s): Students will: 1) plan and carry out a community action project; 2) use the media to create public awareness about the event.

Overview: The news media, including television, newspapers, and radio, provide community members with a system for getting and spreading information aboutenvironmental issues. This activity can be done in conjunction with any of the action projects in this activity guide. Students will conduct an environmental action project anduse various media to inform others in the community about the project.

Subject Area(s): Science, Social Studies, Language Arts, Visual Arts, Performing Arts Grade Level(s): 5-8






Doing the Activity #9After they have written drafts of their publicitymaterials, encourage students in each group to readtheir drafts to each other. They should be sure thewriting is accurate, clear, and informational. Afterstudents revise their own drafts, they may type orcopy their writing onto school stationery.


Middle Grades 5-85. Write for both public and privateaudiences.

Doing the Activity #9

Middle Grades 5-86. Write and deliver oral presentations thatachieve distinct purposes (e.g., tosummarize, to narrate, to inform, toexplain).

Doing the Activity #9


57Watch On Wetlands

SECTION FOUR: STRUCTURE AND SCALE

Activity Title: Watch On Wetlands Activity Guide Page #: 258

Objective(s): Students will: 1) study a wetland ecosystem; 2) analyze the issues and opinions relating to the management and protection of wetlands.

Overview: If a duck can paddle in it, it's a wetland. If a duck can waddle on it, it's not. If only wetlands could be defined as simply as this, wetlands issues and legislationwould be less muddy. In this activity, students will learn more about wetlands and about how land-use decisions and legislation affect these areas.

Subject Area(s): Science, Social Studies Grade Level(s): 7-8





Middle Grades 5-81. Collect and synthesize data forresearch topics from interviews andfield work, using note-taking and otherappropriate strategies.

Part A #4Have students gather preliminary information fromowners or managers or from local biologists ornaturalists.Part A #7They should document why there might be problems,how they might help improve the situation.Part B #3Ask student to contact agencies or organizations toget additional information and answers to theirquestions.



Part B #2They should make a list of questions they wantanswered.


Middle Grades 5-85. Write for both public and privateaudiences.

Part B #4Have students draft a letter to Dr. Garcia advising herwhen to contact and what course to follow.Part C #6Have each team write a letter to the property ownerstating the result of the debate and their reaction to it.


58Watch On Wetlands


Part B #4Teams should then read their letters to the rest of theclass and present findings that support their advice.Part C #3Research and write a short description of the positionsof key players. What does each play stand to gain tolose by a decision concerning the property?Part C #6Have each team write a letter to the property ownerstating the result of the debate and their reaction to it.



Part C #1Have students read the letter to the editor on page263.

Middle Grades 5-82. Reflect on what has been discoveredand learned while reading, andformulate additional questions.

Part C #2Discuss with the students the key issues presented inthe letter. Who are the players and what are theirpositions?

teacher should provide opportunityfor all students to respondindividually



Part C #5After the debate, discuss and summarize the issuespresented. Try to reach a consensus about how toaddress the property owner’s concerns.Part B #4After each group has presented its argument, have thepanel of judges make a final decision.


59Air We Breathe

Activity Title: Air We Breathe Activity Guide Page #: 264

Objective(s): Students will: 1) identify various types of indoor air pollutants and their sources; 2) understand how various pollutants can be harmful to people's health; 3) tracehow radon can get into buildings and eventually into our bodies; 4) take action to improve indoor air quality.

Overview: Did you know that sometimes the air in our homes, schools, and offices can be worse for our health than the air outside? In this activity, students will learn moreabout indoor air quality, and what can be done about it.







Part B #1Students read “Invisible Gas Attack.”Part B #5Students read “Where will he Radon Go.”Part B #6Students trace different radon routes.Part B #7Read “Trace the Radon Routes” and answer thequestions: . . .Part C #1Students read “Primary Pollutants.”Part C #2Using this information, have students design achecklist.


60Tree Cookies

SECTION FIVE: PATTERNS OF CHANGE

Activity Title: Tree Cookies Activity Guide Page #: 289

Objective(s): Students will: 1) identify heartwood, sapwood, and a tree's annual rings; 2) infer from a tree's rings what damage or stress might have occurred in its life; 3) makea timeline of human history that coincides with a tree's rings.

Overview: One of the best ways to learn about a tree is to look at its annual rings. Tree rings show patterns

Subject Area(s): Science, Social Studies, Visual Arts, Language Arts Grade Level(s): 1-8





Elementary Grades 3-42. Use print and non-print resources (e.g.,encyclopedias, dictionaries, people,indexes) to gather information on researchtopics.

Part B #2Have teams research different information that relatesto the redwood tree cookie. Categories for researchshould include 1) possible significant events in thetree’s lifetime, such as years of drought, flood, or fire;2) significant world events during the life of the tree;3) significant events in U.S. or Canadian historyduring the life of the tree; and 4) significant events ofpeople in your classroom, school, or communityduring the life of the tree. Teams should each identifyat least five dates for events in their category.


Part B #2 teacher provides provisions foreach student to respond

Middle Grades 5-87. Use search engines and other Internetresources to collect information forresearch topics.

Part B #2 teacher provides provisions foreach student to respond


61Trees In Trouble

Activity Title: Trees In Trouble Activity Guide Page #: 293

Objective(s): Students will: 1) cite factors that can cause trees to become unhealthy; describe symptoms of unhealthy trees; 3) compare environmental conditions that affectboth human health and plant health; 4) identify people or agencies that care for trees and forests.

Overview: Like humans, trees can become weak and unhealthy, suffer injury, and die. People have learned to read the symptoms of unhealthy trees to help them. In thisactivity, students will examine trees for signs of damage or poor health.

Subject Area(s): Science, Math, Social Studies, Language Arts, Performing Arts Grade Level(s): 1-8






Part A #5Have student hypothesize about what caused thedamage. Note that some problems may be morecommon in certain regions than in others.

Middle Grades 5-81. Collect and synthesize data forresearch topics from interviews and fieldwork, using note-taking and otherappropriate strategies.

Part A #6After your field trip, combine all the information theclass collected and make a “Tree Damage Report.’Then find the people or agency in your area thatcares for unhealthy trees (many city, county, or stateforestry and park agencies have urban foresters).Send a copy of your report tot he agency (or person)in charge of trees in your area. Follow up a coupleof weeks later to find out if the agency is going totake action. Ask if you can be informed of anyplanned tree work so that your class can be at thelocation to observe. You can also visit a gardencenter, nursery, or tree-trimming company in yourarea to find out what they do to keep trees healthy.


62Signs Of Fall

Activity Title: Signs Of Fall Activity Guide Page #: 299

Objective(s): Students will: 1) describe some of the differences between deciduous and evergreen trees; 2) identify patterns in the changing of seasons;3) understand why laves of deciduous trees change color in the fall.

Overview: In temperate regions, people can observe the annual change of seasons. In autumn, leaves of many trees turn color and fall to the ground, many animals migrate orgo into hibernation, the days get shorter, and the air gets colder. this pattern repeats itself every year.

Subject Area(s): Science, Language Arts, Visual Arts Grade Level(s): K-6






Part A #2Hold a discussion outdoors in which the studentsshare their observations and answers to the questions.Part A #3When you return back indoors, have students draw orwrite answers to the questions.

teacher should provideopportunity for all students toparticipate in discussion



Enrichment #2Tell your students the following is a Native Americanlegend about why the leaves change color in the fall.Discuss with students how this explanation differsfrom the scientific one they just learned. Have themconsider how this legend might reflect importantelements of Native American culture.

same as above


Middle Grades 5-86. Write and deliver oral presentations thatachieve distinct purposes (e.g., tosummarize, to narrate, to inform, toexplain).

Enrichment #2Invite the students to create their own imaginativelegends explaining why leaves change color in thefall.


Elementary Grades 3-41. Demonstrate awareness of the cultureand geography pertinent to the texts theyread.

Enrichment #2Invite the students to create their own imaginativelegends explaining why leaves change color in thefall.


63Nothing Succeeds Like Succession

Activity Title: Nothing Succeeds Like Succession Activity Guide Page #: 306

Objective(s): Students will: 1) explore basic relationships between species diversity and ecosystem stability; 2) identify successional stages in ecosystems based on plant andanimal species; 3) draw conclusions about the process of succession based on study test plots in different stages of succession.

Overview: Succession is a natural pattern of change that takes place over time in a forest or ecosystem. In this activity, students will study the connection between plants,animals, and successional stages in local ecosystems.

Subject Area(s): Science, Math, Language Arts. Grade Level(s): 3-8






Part A #1Hand out story on page 309 to each student. Afterreading it, discuss the changes that took place duringthe course of the story.



Elementary Grades 3-44. Write pieces that show awareness of avariety of intended audiences andidentifiable purposes.

EnrichmentHave each team write a brief story describing it.Create a large felt board, in which the bottom third isbrown ( for soil) and the top tow-thirds are blue (forsky). Have groups come up, in order, and place theirplants and animals in appropriate places on the feltboard and tell their stories (felt naturally sticks tofelt). Your class can re-create the story of succession,stage by stage.

teacher should provide for activeparticipation of all team members


Enrichment


64Our Changing World

Activity Title: Our Changing World Activity Guide Page #: 328

Objective(s): Students will: 1) identify some global environmental patterns; 2) discuss issues related to global change; 3) describe actions that people can take to improve theenvironment and quality of life.

Overview: Patterns of change are evident in the Earth's global systems. By exploring the issues of global change, students will gain an understanding of how we must deal withthe possibility of global environmental changes today.





English/Language ArtsG. Stylistic and Rhetorical Aspects ofWriting and SpeakingStudents will use stylistic and rhetoricalaspects of writing and speaking toexplore ideas, to present lines of thought,to represent and reflect on humanexperience, and to communicate feelings,knowledge, and opinions.

Middle Grades 5-84. Write essays and deliver oralpresentations which identify a clear topicand reliably support that topic.

EnrichmentHave each team prepare a short presentation to theclass with background about the issue, potentialeffects it could have, and geographic areas likelyto be affected. Record the geographic areas ofpotential change with map pins, shading, oroverlays on a map of the world. Discuss eachteam’s map.

teacher should provideopportunity for all teammembers to participate

English/Language ArtsD. Informational TextsStudents will apply reading, listening,and viewing strategies to informationaltexts across all areas of curriculum.


EnrichmentAsk students to use information from theirinvestigations as they write down some actionsthat can be taken to make positive changes withregard to these global issues.


65Earth Manners

Activity Title: Earth Manners Activity Guide Page #: 331

Objective(s): Students will: express appropriate ways to treat living things and to act in forests, parks, and other natural areas.

Overview: Children are naturally curious about their environment. They should be encouraged to explore the out-of-doors, while having respect for living things and theirhabitats. In this activity students will develop a set of guidelines for exploring and enjoying nature.

Subject Area(s): Science, Social Studies, Language Arts, Visual Arts Grade Level(s): PreK-4





Elementary Grades Pre-K-27. Ask questions and give other responsesafter listening to presentations by theteacher or classmates.

Doing the Activity #2After reading the story, ask the following question:How did the story make you feel? How do youthink Trapper felt at different times in the story?Why did Muttsok try to collect all the seals? Do youthink Trapper gave Muttsok good advice?

allowance for all students to answermust be made


Elementary Grades 3-46. Make and justify conclusions about themotives of characters and theconsequences of their actions.

Doing the Activity #2 same as above


66Trees For Many Reasons

Activity Title: Trees For Many Reasons Activity Guide Page #: 340

Objective(s): Students will: discuss and analyze a fictional story relating to the proper and improper use of natural resources.

Overview: By reading fables such as The Lorax by Dr. Seuss or The Man Who Planted Trees by Jean Giono, students can examine the importance of conserving naturalresources.







Part A #3Have them think about and answer the followingquestions: Why do you think the Once-ler did what hedid? What patterns of change in the environment didwe observe? What were environmental conditions likebefore the company started making Thneeds? Whatwere they like afterward? What was the author’smessage concerning what one person can do to save ordestroy the environment?Part B #1What was the author’s message about the difference oneperson can make?Part A Variation #2What seems to be Dr. Seuss’s purpose in writing thisfable?

Middle Grades 5-88. Read for a wide variety of purposes(e.g., to gain knowledge, to aid in makingdecisions, to receive instructions, to followan argument, to enjoy).

Part A Variation #1Read The Lorax aloud or watch the movie.Part A Variation #2How could the Once-ler have managed? Is itnecessary? What kinds of things can we do today? Isthis a good excuse?Part A Variation #4Have each group read their questions and answers to theclass. Students can agree, disagree, or add to theanswers given by their classmates.Part B #2If they agree, they should give three reasons why, andthen give an example from real life of how thisstatement is true. If they disagree, they should statewhy and modify it into a statement they agree with.




Elementary Grades 3-46. Make and justify conclusions about themotives of characters and theconsequences of their actions.

Part A #3Have them think about and answer the question: Whydo you think the Once-ler did what he did?



Part B #1Ask students to list what they think the major ideas are.After listing their ideas on the chalkboard, discuss thefollowing questions; Why do you think Elzeard didwhat he did? What changes did the narrator noticebetween his visits? What were the environmentalconditions like before Elzeard planted the trees? Whatwere they like afterward? What was the author’smessage about the difference one person can make?Part A VariationsReference: Pages 340-341, Project Learning Tree.



Enrichment #1Students can write a sequel to The Lorax that mightexplain how the Truffula tree made a comeback throughreplanting and proper care. The sequel could say whatthe new managers of the Truffula Tree Company aregoing to do to maintain environmental quality and at thesame time make Thneeds.


68The Native Way

Activity Title: The Native Way Activity Guide Page #: 343

Objective(s): Students will: describe traditional Native American lifestyles and Native Americans' use of natural resources and the land.

Overview: Patterns of change can be observed in human uses of natural resources. In this activity, students will explore some traditional Native American attitudes andlifestyles with respect to the land and its resources and will compare those attitudes with their own.






Middle Grades 5-811. Read literature and view films whichillustrate distinct cultures in various typesof works and formulate and defendopinions gathered from the experience.

Doing the Activity #1Have the students read the fictionalized version ofChief Seattle’s speech and the version that is believedto be closer to his actual words.Doing the Activity #2After they’ve read both speeches, have students breakinto small groups to discuss how the two speechesdiffer. What might account for these differences? Canthe roots of the environmental message in thesynthesized speech be found in the authentic one?


Middle Grades 5-81. Collect and synthesize data for researchtopics from interviews and field work,using note-taking and other appropriatestrategies.

Enrichment #1Have students research the historical existence ofnative peoples in your region. Determine whatinfluence these peoples have had in your region. Findout if any traditions have been maintained and what themajor influenced are that affect the way these peoplelive today. Have students consider the followingquestions: What influences have forests had on thehistory of Native American tribes? . . .Enrichment #2Investigate the lifestyles of indigenous people today inother parts of the world – such as Africa, Asia, orSouth America. Many native cultures have systems ofland management that have been sustained overthousands of years. Once of the consequences ofpopulation growth and development is that some ofthese native peoples no longer have access tot heamount of kinds of land they need to sustain theirtraditional systems. In many cases the cultural systemshave been lost forever.


69In The Good Old Days

Activity Title: In The Good Old Days Activity Guide Page #: 349

Objective(s): Students will: 1) describe important events in the history of conservation; 2) explain how environmental problems and perceptions of environmental problems andperceptions of environmental quality have changed through history; 3) express the point of view of a famous figure in the history of conservation.

Overview: Human Attitudes and values, and therefore behavior, with regard to the environment can change over the course of generations. In this activity, students study thewritings of men and women who have shaped the way people think about the environment.

Subject Area(s): Science, Social Studies, Visual Arts, Language Arts, Performing Arts Grade Level(s): 4-8





Middle Grades 5-85. Understand stories and expositorytexts from the perspective of the socialand cultural context in which they werecreated.

Part A #2The report should include an assessment of how eventsin that person’s lifetime might have been influenced hisor her attitudes toward the environment. . . .Part B #6Can you trace any general differences in attitudestoward forests over the course of history? How couldevents during each authors life have affected his or herfeelings? How do these authors’ views compare withvalues people have today?


Part A #2The report should a piece of that person’s writing thataddresses his or her thinking on the environment.



Part A #2

Middle Grades 5-83. Identify both the author's purpose andthe author's point of view when readingexpository information.

Part B #4Expresses its author’s views about forests or aviewpoint from his or her time. give everyone enoughtime to read the passages.Part B #5Gather information about events in the author’s life thatmight have shaped his or her views.



English/Language ArtsG. Stylistic and Rhetorical Aspectsof Writing and SpeakingStudents will use stylistic andrhetorical aspects of writing andspeaking to explore ideas, to presentlines of thought, to represent andreflect on human experience, and tocommunicate feelings, knowledge,and opinions.


Part B #2Have students write an essay or poem to express his orher personal feelings towards forests.

English/Language ArtsH. Research-Related Writing andSpeakingStudents will work, write, and speakeffectively when doing research inall content areas.

Middle Grades 5-88. Make limited but effective use ofprimary sources when researchingtopics.

Part A #2In researching a historical figure, students will find outabout the person, they should find out what life was likein the person’s time, how people of the day felt aboutenvironmental quality, and how environmentalconcerns were communicated. Include a hand-copiedpiece of that person’s writing, which addresses his orher thinking on the environment.

Middle Grades 5-86. Use magazines, newspapers,dictionaries, journals, and other printsources to gather information forresearch topics.

Part A #2In researching a historical figure, students will find outabout the person, they should find out what life was likein the person’s time, how people of the day felt aboutenvironmental quality, and how environmentalconcerns were communicated. Include a hand-copiedpiece of that person’s writing, which addresses his orher thinking on the environment.


71A Look At Lifestyles

Activity Title: A Look At Lifestyles Activity Guide Page #: 353

Objective(s): Students will: 1) analyze a Native American legend and traditional Native American attitudes toward using the land; 2) identify some of the values of the EarlyAmerican pioneers; 3) create a chart comparing our own environmental beliefs and behaviors with those of traditional Native Americans and early pioneers.

Overview: By examining the historical attitudes of Native Americans and American pioneers toward the environment and natural resources, students can reflect on their ownlifestyles, and identify trade-offs between simple subsistence and the modern technology-based living.

Subject Area(s): Science, Social Studies, Language Arts, Performing Arts Grade Level(s): 5-8






Part B #1Read “The White Buffalo Calf Woman and the SacredPipe.”Part B #2Discuss the following questions: What are the parts ofthe White Buffalo Calf Woman’s sacred pipe? What dothese parts stand for? What does she mean when shetells the people to take the right direction of the GoodRed Road? . . . What can we do to take care of theEarth and keep the Earth strong and healthy in thefuture?




Part B #3Assign students to research the traditional lifestylecustoms of a local or regional Indian tribe.


Middle Grades 5-84. Explain how the motives of charactersor the causes of complex events in textsare similar to and distinct from those intheir own experience.

Part C #3Pass out a copy of “Pioneers in the Wilderness.”Part C #4Discuss and answer the following question: How doesyour real-life attitude toward the forest compare withthe attitude you held when you imagined yourself anearly settler?


Project Learning Tree Links/Math

The Shape Of Things 72

Activity Title: Paper Civilizations Activity Guide Page #: 359

Objective(s): Students will: 1) chronicle the major events in the history of papermaking; 2) create a pictorial representation of the history of paper.

Overview: Humans have always had a strong need to record the events of their lives. From cave painting to writing paper, humans have preserved their history in many ways.In this activity, students will discover how the development of paper revolutionized the way people communicate and record information





English/Language ArtsA. Process of ReadingStudents will use the skills and strategies ofthe reading process to comprehend,interpret, evaluate, and appreciate whatthey have read.


Doing the Activity #2After group members have read page 361 andreviewed and discussed their time period, havegroups create a mural that depicts their time period’spaper making technology.

English/Language ArtsH. Research-Related Writing and SpeakingStudents will work, write, and speakeffectively when doing research in allcontent areas.

Middle Grades 5-81. Collect and synthesize data forresearch topics from interviews andfield work, using note-taking andother appropriate strategies.

Enrichment #2Students can investigate by interviewing parents andother adult users.

Activity Title: Did You Notice? Activity Guide Page #: 366

Objective(s): Students will: 1) identify changes in their local environment over the course of time; 2) create a timeline to illustrate patterns of change over time.

Overview: In this Activity, students will study changes in their local environment over short and long periods and will identify patterns of change.





English/Language ArtsH. Research-Related Writing and SpeakingStudents will work, write, and speakeffectively when doing research in allcontent areas.

Middle Grades 5-81. Collect and synthesize data forresearch topics from interviews andfield work, using note-taking andother appropriate strategies.

Part B #1Ask students to gather information about the historyof their community by visiting a museum, listeningto a group, or visiting a library. Share with studentsany information you’ve already gathered.


The Shape Of Things 73

Section One: Diversity




Subject Area(s): Visual Arts, Language Arts, Math, Science Grade Level(s): Part A: Pre-K; Part B: K-3




MathematicsE. GeometryStudents will understand andapply concepts from geometry.

Elementary Grades Pre-K-21. Describe, model, and classify 2Dshapes and selected 3D figures.

Part A #1Ask if student can name something that has particularshape.Part A #3 and #4When students see object, hold up shape and say “Ispy something shaped....”Part A #6Students recall things with each shape.Part B #3Students draw picture of natural environment with aparticular shape.Part B #6Volunteer to discuss shape and show all the picturesthat he/she created during walk.

MathematicsI. Discrete MathematicsStudents will understand andapply concepts in discretemathematics.

Elementary Grades Pre-K-21. Classify sets of objects into two ormore groups using their attributes.

Part A #5Using color with shapes in the I Spy game.


Sounds Around 74

Activity Title: Sounds Around Activity Guide Page #: 9


Overview: Our ears are constantly being bombarded with sound - so much so that we automatically "tune out" a lot of it. Some sounds are "music to our ears", while others canannoy us and even damage the delicate structures in our ears. try this activity to help your students "tune in" to the sounds in their environment and to help them identify andlessen local noise problems.





MathematicsJ. Mathematical ReasoningStudents will understand and applyconcepts of mathematicalreasoning.

Middle Grades 5-81. Support reasoning by using models,known facts, properties, andrelationships.

Part B #5Students consider option of ways to buffer noise inlocations where high levels are recorded.Assessment OpportunityEvaluate students’ understanding of noise pollutionthrough their identification of noise problems intheir community and the feasibility of their plan formitigating one or more of these problems.

make this a community serviceproject

MathematicsA. Numbers and Number SenseStudents will understand anddemonstrate a sense of whatnumbers mean and how they areused.

Middle Grades 5-84. Represent numerical relationships ingraphs, tables, and charts.

Assessment OpportunityExamine the accuracy of converting the data to abar graph.

in a short response in a journal,students explain the data in relationto a bar graph


Picture This! 75

Activity Title: Picture This! Activity Guide Page #: 16

Objective(s): Students will: 1) identify similarities and differences between organisms by collecting pictures and categorizing them; 2) comprehend the connection betweendiverse organisms and the diverse environments in which they live.

Overview: In this activity, students can learn about the diversity of life on earth by looking at different plants and animals from around the world

Subject Area(s): Science, Visual Arts, Math Grade Level(s): PreK-3




MathematicsI. Discrete MathematicsStudents will understand and applyconcepts in discrete mathematics.

Elementary Grades Pre-K-21. Classify sets of objects into two ormore groups using their attributes.

Doing the Activity #6Students organize their animal and plant pictures bysome characteristic or feature in an exhibit.

Assessment Opportunity: studentscan place in portfolio and include anexplanation of why they chose thosegroups


Pass The Plants, Please 76

Activity Title: Pass The Plants, Please Activity Guide Page #: 50







MathematicsC. Data Analysis and StatisticsStudents will understand andapply concepts of data analysis.

Elementary Grades 3-42. Read and interpret displays of data.

Part B #1Students will fill in chard with informationabout the plant food they eat for lunch eachday.Part B #3Discuss the data. Did some plant parts showup in their lunches; more often than others? Ifso, which ones?

before the discussion, have studentsanswer this question in their math journal

Middle Grades 5-82. Assemble data and use matrices toformulate and solve problems.

Part B #1 and #3 same as above

MathematicsJ. Mathematical ReasoningStudents will understand andapply concepts of mathematicalreasoning.

Elementary Grades 3-41. Demonstrate an understanding thatsupport for a claim should be based onevidence of various types (e.g., fromlogical processes, from measurement, orfrom observation and experimentation).

Part B #4Students create bar graph showing theoccurrence of different plant parts in theirlunches during the week..

in math journal, students respond to thequestion “How might this (bar graph)change from season to season?”

Middle Grades 5-81. Support reasoning by using models,known facts, properties, and relationships.

Part B #4 same as above


Adopt A Tree 77









MathematicsF. MeasurementStudents will understand anddemonstrate measurement skills .

Elementary Grades 3-41. Solve and justify solutions to real-lifeproblems involving the measurement oftime, length, area, perimeter, weight,temperature, mass, capacity, and volume.

Enrichment #1Students work in pairs to measure the height,circumference and crown of their trees.

student’s respond in math journalsexplaining how to find themeasurement for height,circumference and crown of trees

Middle Grades 5-83. Demonstrate an understanding oflength, area, volume, and thecorresponding units, square units, andcubic units of measure.

Enrichment #1 same as above

Secondary Grades1. Use measurement tools and unitsappropriately and recognize limitations inthe precision of the measurement tools.

Enrichment #1 students respond in their journalsabout the limitations in the precisionof measuring the tree’s height,circumference and crown


Trees As Habitats 78

Activity Title: Trees As Habitats Activity Guide Page #: 70

Objective(s): Students will: 1) take inventory of the plants and animals that live on, in, and around trees; 2) identify ways those animals and plants depend on trees for survival,and in turn, influence the trees; 3) for Variation 2 - investigate how buildings provide a habitat for plants, animals, and people.

Overview: From their leafy branches to their tangled roots, trees provide a habitat for a host of plants and animals. In this activity, your students will discover how plants andanimals depend on trees in many ways.

Subject Area(s): Science, Math, Social Studies, Visual Arts Grade Level(s): PreK-8




MathematicsK. Mathematical CommunicationStudents will reflect upon andclarify their understanding ofmathematical ideas andrelationships.

Elementary Grades 3-41. Use simple tables and graphs tocommunicate ideas and information inpresentations in a concise and clearmanner.

Doing the Activity #4 and #5Students illustrate findings in a chart, table or graphand have students present their data to the rest of thegroup.

Using all the data, have the studentsrespond to the discussion questions:What did you find on tree’s trunk?What did you see in tree’s branches?

Middle Grades 5-82. Use statistics, tables, and graphs tocommunicate ideas and information inconvincing presentations and analyzepresentations of others for bias ordeceptive presentation.

Doing the Activity #4 and #5


Birds And Worms 79

Activity Title: Birds And Worms Activity Guide Page #: 77

Objective(s): Students will: 1) simulate how predators use their vision to find prey; 2) describe some different ways animals use camouflage for survival; 3) invent a fictionalanimal that is camouflaged for its particular environment.

Overview: Camouflage is an important survival strategy in the animal kingdom. In this activity, student swill discover the value of protective coloration as they pretend to bebirds in search of colored worms or bugs.

Subject Area(s): Science, Math, Physical Education Grade Level(s): K-6




MathematicsI. Discrete MathematicsStudents will understand and applyconcepts in discrete mathematics.

Elementary Grades Pre-K-22. Create and use an organized list todetermine possible outcomes or solveproblems.

Doing the Activity #4 and #5Students should place their worm or bugin the column that corresponds with theirposition in line. Students record whichcolor worms or bugs found? Does thispattern have any significance?Doing the Activity #6Students organize bugs or worms bycolor to see which one was easiest tofind or camouflage.

before discussion, older students couldrespond to questions in math journalshave students respond in journal to whichcolor was easiest to find and which isdifficult to find

Elementary Grades 3-41. Create and use organized lists, treediagrams, Venn diagrams, and networks.

Doing the Activity #4-#6 same as above

Middle Grades 5-81. Create and use networks to explainpractical situations or solve problems.

Doing the Activity #4-#6

Doing the Activity #9Students can create bar graphs torepresent information. Help studentsinterpret the graphs.

focus on the graphs in questions


Every Tree For Itself 80

Activity Title: Every Tree For Itself Activity Guide Page #: 83

Objective(s): Students will: 1) simulate how trees compete for their essential needs; 2) describe how varying amounts of light, water, and nutrients affect a tree's growth.

Overview: Try this activity to give your students an idea of the conditions that trees need to live and grow, and to help your students understand that trees must often competefor their needs.

Subject Area(s): Science, Math Grade Level(s): K-8




MathematicsD. ProbabilityStudents will understand and applyconcepts of probability.

Elementary Grades Pre-K-21. Use concepts of chance and recordoutcomes of simple events.

Doing the Activity #8Allow students to gather requirements for one 30second round. Have students record how many ofeach color.


Air Plants 81

Activity Title: Air Plants Activity Guide Page #: 36

Objective(s): Students will: 1) demonstrate and describe the general process of photosynthesis; 2) explore the relationship between the amount of oxygen produced by plantsand the amount of oxygen used by humans.

Overview: Plants play a part in every breath we take. Use this activity to help your students understand how photosynthesis works and how humans depend on this process.

Subject Area(s): Science, Math Grade Level(s): 3-6






Doing the Activity #6Students measure plots of grass that represent theiroxygen needs for a day. Students figure out on theirown how long their string must be to enclose a 25square feet.

square units would be moreconnected to older students


Doing the Activity #6 focus on square units


Rain Reasons 82

Activity Title: Rain Reasons Activity Guide Page #: 88

Objective(s): Students will: 1) explore how variations in water, light and temperature affect plant growth; 2) describe how precipitation and geography can affect the plant andanimal species that are found in a particular region.

Overview: Rainfall, sunlight, and temperature are important factors influencing where plants can grow and, in turn, where animals can live. In this activity, students willdesign experiments to see how these climatic factors influence the growth and lives of plants. They will use the learned principles to explore how varying climate conditionshave resulted in an astounding variety of forest types in Puerto Rico.

Subject Area(s): Science, Math Social Studies Grade Level(s): 6-8




MathematicsC. Data Analysis and StatisticsStudents will understand and applyconcepts of data analysis.

Middle Grades 5-83. Construct inferences and convincingarguments based on data.

Part A #6Have students present the results of their experiments.Did any team get results it didn’t expect? How didteam members interpret those results?

have students respond to 2discussion questions in math journalas a reflection of activity

PICTURE


Pollution Search 83

Activity Title: Pollution Search Activity Guide Page #: 114

Objective(s): Students will: 1) identify forms of pollution and describe the effects that various pollutants can have on people, wildlife, and plants; 2) describe relationshipsbetween various forms of pollution and human actions.

Overview: Here's a way for you to take a closer look at pollution; what it is, what its sources are, and what are some things people can do to reduce it.

Subject Area(s): Science, Social Studies, Math Grade Level(s): PreK-6




Elementary Grades Pre-K-22. Make tallies and graphs of informationgathered from immediate surroundings.

Part A #3Students can make bar graphs depicting the number ofpollutants they have recorded in each category.

Elementary Grades 3-42. Read and interpret displays of data.

Part A #6Which examples on chart might affect people’s health?Affect plants or animals? One at a time, point outseveral examples on the chart and ask student how eachform of pollution can be prevented. Can somethingpollute two different things? How?

students could respond toquestions in journal beforediscussion


Part A #6 same as above


Talking Trash, Not! 84

Activity Title: Talking Trash, Not! Activity Guide Page #: 119

Objective(s): Students will: 1) analyze the solid waste that they generate over a period of time; 2) describe what happens to various types of waste when it's discarded;3) develop and implement a plan for reducing the amount of waste they generate.

Overview: By taking a look at their own trash, your students can learn about how and why they throw things away. They can find ways to cut down on the waste they produceand to improve the way waste is managed in their community.

Subject Area(s): Science, Social Studies, Math Grade Level(s): 1-6




Elementary Grades Pre-K-21. Estimate and measure length, time,temperature, weight, and capacity.

Activity #4Have students look at their trash. Did more or lessaccumulate than they’d predicted?

This could be done daily.

MathematicsB. ComputationStudents will understand anddemonstrate computation skills.

Elementary Grades Pre-K-21. Use and apply estimation withquantities, measurements, computations,and problem-solving.

Activity #4


Elementary Grades 3-41. Solve and justify solutions to real-lifeproblems involving the measurement oftime, length, area, perimeter, weight,temperature, mass, capacity, andvolume.

Activity #1Read aloud “Voyage of the Mobro” on page 120. Havestudents trace the boat’s voyage. What warnings should wereceive from this bizarre story?…Activity #2Discuss whether it is really possible to throw somethingaway. Where is “away?Activity #3Tell students that for one week they will not throw anythingaway while in school. Explain that everything they want tothrow away during the week should go into a largecontainer.Activity #4Have students look at their trash. Did more/less accumulatethan they’d predicted?…Activity #5Older students can make tables, graphs or charts to showvolume, weight, number of pieces, and types of trashcollected…Activity #6Use the following questions: What usually happens toclassroom trash at the end of the day? What are the


Talking Trash, Not! 85

pros/cons of burning trash? When people use…Activity #8Develop an action plan to reduce the amount of trashstudents generate, then carry out the plan…


Activity #5, all


Middle Grades 5-81. Organize and analyze data usingmean, median, mode, and range.

Assessment OpportunityStudents collect and weigh trash at home and calculate theirfamily average for a year.


Every Drop Counts 86

Activity Title: Every Drop Counts Activity Guide Page #: 122

Objective(s): Students will: 1) monitor their daily actions and estimate the amount of water they use in a day; 2) describe how water is wasted and why it is important toconserve it; 3) design and implement a water conservation plan; 4) determine the amount of water and money saved through their plan.

Overview: It's easy to waste water and even easier to take water for granted. Water pours out of our faucets as though it were endlessly available. but the truth is that freshwater supplies are dwindling. Fortunately, it's just as easy to conserve water as it is to waste! Try this activity to help your class (and maybe the whole school) cut back onwater waste.






Middle Grades 5-83. Apply concepts of ratios, proportions,percents, and number theory (e.g.,primes, factors, and multiples) inpractical and other mathematicalsituations.

Part A #2Students work in pairs and figure the percentages ofstudents who fell within various “prediction ranges.”


Middle Grades 5-82. Develop and use concepts that can bemeasured directly, or indirectly (e.g., theconcept of rate).

Part A #4Have students calculate the rate at which watercomes out of the fountain.

MathematicsJ. Mathematical ReasoningStudents will understand and applyconcepts of mathematicalreasoning.


Part A #7Students monitor water use the next school day,while practicing methods of saving water.

Students should compare Day 2 oftrying to save water to Day 1 whenthere was no concern.

MathematicsK. Mathematical CommunicationStudents will reflect upon andclarify their understanding ofmathematical ideas andrelationships.


Part B #2Students create an action plan and inform othersabout it with posters.

Students use data from Part A tocarry out Part B in presentations.


How Plants Grow 87


Activity Title: How Plants Grow Activity Guide Page #: 135

Objective(s): Students will: 1) set up an experiment to determine what factors are necessary for plant growth; 2) measure and compare plant growth under differentenvironmental conditions.

Overview: A plant is a biological system with these basic requirements for functioning and growing: sunlight, water, air, soil and space. this activity allows students to explorewhat happens when a plant's basic needs are not met.






Elementary Grades 3-41. Make generalizations and drawconclusions using various types ofgraphs, charts, and tables.

Activity #2Create a bar graph with the data collected frommeasuring the plants heights.Activity #3Discuss these questions: Which plants grew themost/least? What other differences did you observeamong the plants? What does a plant need to…

Have students respond to discussionquestions in their Math Journal forassessment of understanding beforethe discussion.





Activity #3Let students measure the seedlings and this is donethroughout the time span of activity.

Each time a measurement is taken,have students estimate what theythink the height is. This could bekept on a chart in their individualMath Journals.


Enrichment #1Students measure their height as compared to theexperimental plants. The height is measured at thebeginning and the end of the experiment.

Students should compare theirgrowth to the experimental plantsand draw conclusions on the similarties and differences that they see.


Are Vacant Lots Vacant? 88

Activity Title: Are Vacant Lots Vacant? Activity Guide Page #: 153

Objective(s): Students will: 1) describe plants and animals that live at and around the study site; 2) give examples of and describe ecological relationships between biotic andabiotic elements at the study site.

Overview: Look closely and you will see that a vacant lot is not so vacant! Plants of all kinds thrive in vacant lots, along with a host of animals such as insects, birds andmammals. In this activity, a nearby vacant lot, overgrown strip, or a landscaped area will provide a rich laboratory for students to examine elements of an ecosystem.

Subject Area(s): Science, Math, Visual Arts Grade Level(s): K-8





Elementary Grades 3-44. Develop proficiency with the factsand algorithms of the four operationson whole numbers using mental mathand a variety of materials, strategies,and technologies.

Activity #4Ask students to inventory the kinds of plant life theyfind in the plot.Activity #5Lead a discussion with these questions: Have theplant/animal population changed from previous times?Is there evidence that the plot is used by animals?

In their journals, using populationof the plants and animals, have thestudents compare the differences,combine animals.

Middle Grades 5-82. Create, solve, and justify thesolution for multi-step, real-lifeproblems including those with ratioand proportion.

Activity #5Discussion question: Have their numbers and ratios toeach other changed?…

In their journals , students can usethe population of the plants andanimals to find and compare theratios.


Elementary Grades Pre-K-21. Formulate and solve problems bycollecting, arranging, and interpretingdata.

Activity #4Ask students to record their findings by sketching eachtype of organism and tallying the types.


Field, Forest And Stream 89

Activity Title: Field, Forest And Stream Activity Guide Page #: 156

Objective(s): Students will: 1) investigate and measure components in three different ecosystems; 2) describe similarities and differences they observe among threeecosystems; 3) identify ways that the abiotic components of an ecosystem affect the biotic components.

Overview: In this activity students will examine three different environments as they focus on sunlight, soil moisture, temperature, wind, plants, and animals, in eachenvironment. By comparing different environments, students will begin to consider how nonliving elements influence living elements in an ecosystem.







Activity #2Team #4 will measure each site’s temperature.


400-Acre Wood 90

Activity Title: 400-Acre Wood Activity Guide Page #: 169

Objective(s): Students will: 1) create a management plan for a hypothetical piece of public land, taking into account factors such as ecosystem stability, monetary income orcosts, wildlife, water, and visitors; 2) experience the analysis and decision making that goes into managing forest land.

Overview: In this activity, students will play the role of managers of a 400-acre (162-hectare) piece of public forest. Through these roles, students will begin to understand thecomplex considerations that influence management decisions about forest lands.

Subject Area(s): Science, Math, Social Studies Grade Level(s): 7-8




MathematicsA. Numbers and Number SenseStudents will understand anddemonstrate a sense of what numbersmean and how they are used.

Middle Grades 5-81. Use numbers in a variety of equivalentand interchangeable forms (e.g., integer,fraction, decimal, percent, exponential,and scientific notation) in problem-solving.

Activity #5Give each team a copy of “What’s the Score?”Have a discussion of various strategies formanaging the forest. Must have a cost/benefitanalysis of their plan.

Middle Grades 5-82. Demonstrate understanding of therelationships among the basic arithmeticoperations on different types of numbers.


Middle Grades 5-81. Compute and model all four operationswith whole numbers, fractions, decimals,sets of numbers, and percents, applyingthe proper order of operations.

Activity #5, all

MathematicsG. Patterns, Relations, FunctionsStudents will understand thatmathematics is the science of patterns,relationships, and functions.

Middle Grades 5-82. Analyze relationships to explain how achange in one quantity can result in achange in another.

Activity #8Use these questions for discussion: What willbe the long-term effects of each plan? Howwill costs or income change in the next year?…

Have students respond to thequestions in their journal before thediscussion.

MathematicsK. Mathematical CommunicationStudents will reflect upon and clarifytheir understanding of mathematicalideas and relationships.


Assessment OpportunityStudents should present their proposal to thecommunity council (made up of students).

Have the presenters use tables andother presentation aides.


On The Move 91

Activity Title: On The Move Activity Guide Page #: 185

Objective(s): Students will: 1) compare various transportation methods for getting to and from school; 2) describe the transportation systems their community uses; 3) design orpropose a practical and efficient transportation system for the future.

Overview: In this activity, student will examine transportation systems, which are vital to their community.

Subject Area(s): Science, Math, Social Studies, Visual Arts Grade Level(s): 4-8






Enrichment #3Hold a discussion using these questions: Howmany miles do the buses travel daily? What is theaverage MPG of the buses?…

Middle Grades 5-82. Develop and use concepts that can bemeasured directly, or indirectly (e.g., theconcept of rate).

Enrichment #3


Planning The Ideal Community 92










Part B #1Students will design an ideal community that meetsthe needs of its residents.

Weak math connection.


There Ought To Be A Law 93

Activity Title: There Ought To Be A Law Activity Guide Page #: 201








Elementary Grades 3-41. Demonstrate an understanding thatsupport for a claim should be based onevidence of various types (e.g., fromlogical processes, from measurement, orfrom observation and experimentation).

Activity is problem solving. Weak math connection.


Activity is problem solving. Weak math connection.


Germinating Giants 94


Activity Title: Germinating Giants Activity Guide Page #: 234

Objective(s): Students will: 1) measure certain physical characteristics of at least three different trees; 2) compare various measurements from these trees and draw conclusionsabout the nature of each tree.

Overview: In this activity, students can sharpen their math skills by comparing their local trees to the world's tallest tree, the coast redwood, and to the tree with the largestseeds, the coconut palm.






Elementary Grades 3-41. Solve multi-step, real-life problemsusing the four operations with wholenumbers.

Student Page 238Have students do the “Giant Comparisons”worksheet.

Includes a lot of division.

Middle Grades 5-81. Compute and model all four operationswith whole numbers, fractions, decimals,sets of numbers, and percents, applyingthe proper order of operations.

Student Page 238 Includes a lot of division.



Activity #3Students should collect data on the coconut palm andthe redwood seeds. Have them compare thedifferences between the two seeds.


Activity #3


How Big Is Your Tree? 95

Activity Title: How Big Is Your Tree? Activity Guide Page #: 239

Objective(s): Students will: 1) measure and compare trees and tree parts; 2) discuss how and why people measure things, including trees; 3) explain the need for consistency inmeasuring.

Overview: Trees come in various shapes and sizes. In this activity, students will measure trees in different ways and become familiar with the tree's structure. They will alsolearn the importance of standard units of measure and measuring techniques.

Subject Area(s): Science, Math, Social Studies Grade Level(s): PreK-8




Middle Grades 5-82. Create, solve, and justify the solutionfor multi-step, real-life problemsincluding those with ratio andproportion.

Activity #11Have students determine the height of the tree bymeasuring the length of its shadow. They must firstmeasure their own height and length of their shadow atthe same time of day…

Middle Grades 5-81. Compute and model all fouroperations with whole numbers,fractions, decimals, sets of numbers, andpercents, applying the proper order ofoperations.

Enrichment #1Find the Champions in their community. These aredetermined by using a tree’s dimensions to calculate atotal number of points…

Elementary Grades Pre-K-21. Use and apply estimation withquantities, measurements, computations,and problem-solving.

Activity #7Students estimate the circumference of the tree’s trunkand then measure it in arm/hand spans. Record andcompare the measurements.Activity #9Explain to students what the tree’s crown is. Estimatethe crown and help students measure and calculate theaverage crown spread…VariationHave students measure the height of the tree in handspans with rulers. Record and compare their findings.


Elementary Grades Pre-K-21. Formulate and solve problems bycollecting, arranging, and interpretingdata.

VariationHave students use yarn to measure the circumference oftrees and hang them up to compare the string to rulers orhand spans…


How Big Is Your Tree? 96




Elementary Grades 3-41. Solve and justify solutions to real-lifeproblems involving the measurement oftime, length, area, perimeter, weight,temperature, mass, capacity, andvolume.

Activity #3Talk about the accuracy of each type of measurement.Activity #4Have pairs of students practice using rulers.Activity #5Share and discuss how and why foresters measure trees.Activity #6Measure their adopted trees. Take large sheets of paperand record measurements.Activity #7Activity #10Ask each pair to measure the length and width of a treeleaf or needle using finger widths and then a ruler.Record data.Assessment OpportunityHave students write a paragraph or draw a diagramdescribing the steps that they would take to measure aparticular tree…Enrichment #3Have students collect samples of tree leaves, needles andflowers. Measure and compare the samples…

Here are some examples – thisactivity is a strong correlation.


Activity #3Activity #4Activity #5Activity #6Activity #7Activity #10Assessment OpportunityEnrichment #3Enrichment #4Determine the total leaf area of a deciduous tree bymeasuring width or diameter of the crown. Pace thedistance underneath the tree. Determine the squareinches of a tree’s leaf area,…Assessment OpportunityCreate a mathematics word problem that relates tomeasuring at tree…


Forest For The Trees 97

Activity Title: Forest For The Trees Activity Guide Page #: 247

Objective(s): Students will: 1) participate in a simulation designed to teach how forest resources are managed; 2) simulate managing a piece of land for various products.

Overview: In this activity, students will role-play managing a tree farm. by using a piece of land as a tree farm, they will begin to understand the economic factors thatinfluence management decisions for private forest lands.







Assessment OpportunityUse “Forest Stand Puzzle” on page 251. Have themidentify the logical sequence of events and state whatactions were taken in each box.

Secondary Grades1. Analyze situations where more thanone logical conclusion can be drawn fromdata presented.


Project Learning Tree Links/ Science

The Shape Of Things98

Activity Title: Soil Stories Activity Guide Page #: 252

Objective(s): Students will: 1) identify components of soil and how these components determine its function; 2) explain how different soil types determine the characteristics ofecosystems; 3) predict the influence of soils on water filtration and on human use of an area.

Overview: Students often wonder why certain plants grow in some places and not in others. Climatic factors such as temperature, moisture, and sunlight keep palm trees inFlorida and fir trees in Oregon, but subtle differences in soil allow an oak to compete more successfully in one area and a maple in another. In this activity, students willexplore differences in soil types and what they mean to us.






Middle Grades 5-83. Apply concepts of ratios, proportions,percents, and number theory (e.g., primes,factors, and multiples) in practical andother mathematical situations.

Part A #8Have students hypothesize about the ratio of sand or siltto clay in each sample.Enrichment for Part A #1Ask students to estimate the portion of each componentin their soil sample.


Secondary Grades2. Predict and draw conclusions fromcharts, tables, and graphs that summarizedata from practical situations.

Enrichment for Part A #1Students should graph the results of the shake test toshow their soil profile and compare it to the originalestimate.



Part A #6Students will measure the air space in their sample.Part A #7Ask students to measure the weight of the soil and waterthat is in their soil.

MathematicsG. Patterns, Relations, FunctionsStudents will understand thatmathematics is the science ofpatterns, relationships, andfunctions.

Middle Grades 5-81. Describe and represent relationshipswith tables, graphs, and equations.

Enrichment for Part A #1Compare the soil profiles of different samples andcompare each soil profile to the amount of theircalculations.



Activity Title: THE SHAPE OF THINGS Activity Guide Page #: 3


Overview: As humans we depend on all of our senses - touching, tasting, hearing, smelling, and seeing – to gather impressions of our environment. Our brain sorts out thediversity of sizes, colors, and shapes that we see. In this activity, students will focus their eyes on the many shapes that define both our natural and built environment.





Science and TechnologyE. Structure Of MatterStudents will understand thestructure of matter and the changesit can undergo.

Elementary Grades Pre-K-23. Group objects based on observablecharacteristics (e.g., color, size, texture).

Part A #5Encourage them to look for objects in the shape ofthe pieces of paper they’re wearing around theirnecks. When someone sees that shape, he shouldsay, “I spy!” Have the other students try to find theobject the “spy” is observing.Part B #3When the students see a natural object with thisshape, they should draw a picture of the object.

Each student should have a shape –necklace and the opportunity toparticipate in the activity anddiscussion.

Science and TechnologyK. Scientific ReasoningStudents will learn to formulate andjustify ideas and to make informeddecisions.

Elementary Grades Pre-K-23. Make observations.

Part A #4Give the students time to look for the object you’re“spying.” If they find other objects that also havethat shape, acknowledge their observations andencourage them to continue looking for the objectyou have in mind.Part A #5Encourage them to look for objects in the shape ofthe pieces of paper they’re wearing around theirnecks. Have the other students try to find the objectthe “spy” is observing.Part B #3When the students see a natural object with thisshape, they should draw a picture of this object.Part B #6Did any of the other students with that shape observeadditional objects?


100Get in Touch with Trees/ The Peppermint Beetle

Activity Title: GET IN TOUCH WITH TREES! Activity Guide Page #: 5

Objective(s): Students will: 1) become aware of how the bark of different trees varies in texture; 2) describe a variety of textures found in leaves and other tree parts.

Overview: In this activity students will explore their sense of touch and discover why touch is important to animals, including themselves.

Subject Area(s): Science, Language Arts, Visual Arts Grade Level(s): PreK-6






Part A #4The blindfolded student should examine the tree’s bark,and if possible, its leaves and other features. Tell themto pay close attention to the differences and similaritiesbetween the two trees.Part B #1Feel as many of the items as possible. Then havestudents search for “tree parts” that match those in themystery box.

Each student should participateas the guide and with theblindfold.

Activity Title: THE PEPPERMINT BEETLE Activity Guide Page #: 7

Objective(s): Students will: 1) describe various ways animals use their sense of smell; 2) explain why some animals use scent marking; 3) identify the importance of the senseof smell in our daily lives.

Overview: In this activity students will explore their sense of smell and discover why smell is important to animals, including themselves.

Subject Area(s): Science, Social Studies Grade Level(s): K-6





Elementary Grades 3-43. Draw conclusions about observations.

Doing the Activity #4Ask the students to consider why the peppermintbeetle marked those trees. Could it be to attract amate, or define a territory? Where might thepeppermint beetle’s trail lead? To a food source?Its home? Or nowhere in particular?

All time for all students toreflect on these questions.


101Sounds Around

Activity Title: SOUNDS AROUND Activity Guide Page #: 9


Overview: Our ears are constantly being bombarded with sound - so much so that we automatically "tune out" a lot of it. Some sounds are "music to our ears", while others canannoy us and even damage the delicate structures in our ears. try this activity to help your students "tune in" to the sounds in their environment and to help them identify andlessen local noise problems.





Science and TechnologyJ. Inquiry and Problem SolvingStudents will apply inquiry andproblem-solving approaches inscience and technology.

Elementary Grades 3-41. Make accurate observations usingappropriate tools and units of measure.

Part B #1Discuss the decibel level of various noises and thepossible damage they can cause.Part B #2Measure the noise level at two locations. Variablesneed to be controlled.

Teacher will need to obtain anoise meter in advance. Allstudents need opportunity to usenoise meter.

Science and TechnologyL. CommunicationStudents will communicateeffectively in the application ofscience and technology.

Elementary Grades Pre-K-25. Make and read simple graphs.

Part B #4Have the students create bar graphs comparing noiselevels at different sites and on different days.

Middle Grades 5-82. Defend problem-solving strategies andsolutions.

Assessment OpportunityEvaluate the students’ understanding of noise pollutionthrough their identification of noise problems in theircommunity and the feasibility of their plan formitigating one or more of these problems.

Students should devise theirown methods of presentinginformation.

Science and TechnologyM. Implications of Science andTechnologyStudents will understand thehistorical, social, economic,environmental, and ethicalimplications of science andtechnology.

Elementary Grades Pre-K-21. Describe how legends, stories, andscientific explanations are different waysin which people attempt to explain theworld.

Part CThe following is a Greek myth that tells the storybehind the soft murmur we hear in rushing water.“What sound in nature inspired the creation of thismyth?”


102Picture This!

Activity Title: PICTURE THIS! Activity Guide Page #: 16







Science and TechnologyA. Classifying Life FormsStudents will understand that there aresimilarities within the diversity of allliving things.

Elementary Grades Pre-K-24. Design and describe a classificationsystem for objects.

Doing the Activity #6They need to organize them into exhibits for anew nature museum or zoo. Tell the students tothink about ways they could group their animalsand plants.

Have each student design anddescribe their own system.Allow time for student sharing.

Elementary Grades 3-42. Design and describe a classificationsystem for organisms.

Doing the Activity #7Have students take turns explaining how theyorganized their museums or zoos and describingsome of the plants and animals they put into eachexhibit.


103Habitat Pen Pals

Activity Title: HABITAT PEN PALS Activity Guide Page #: 18








Elementary Grades 3-43. Describe the different livingthings within a given habitat.

Doing the Activity #3Hold up each of the habitat pictures you cut out earlier.Have the students try to identify where that habitatmight be found and what the climate is like there.Doing the Activity #12Figure out which animals and habitat their letter isreferring to.

Science and TechnologyB. EcologyStudents will understand how livingthings depend on one another and onnon-living aspects of the environment.

Elementary Grades Pre-K-25. Describe a familiar localenvironment.

Doing the Activity #2Ask the students to name the types of animals that theywould expect to live in the local habitats theymentioned.


Elementary Grades Pre-K-25. Use various forms of simplelogic.

Doing the Activity #4Choose an appropriate animal picture to tape under thehabitat picture of their choice. Offer direction, asnecessary, on which animals go with which habitats.Doing the Activity #12Read the letters they received and try to figure outwhich animal and habitat their letter is referring to.EnrichmentAct out his/her animal. Let each person in the audiencetry to guess which performer he/she is.

Elementary Grades 3-46. Practice and apply simple logic,intuitive thinking, andbrainstorming.

Doing the Activity - #4 & #12


104The Forest of S.T. Shrew

Activity Title: THE FOREST OF S.T. SHREW Activity Guide Page #: 20


Overview: By taking a "shrew's-eye-view" of life in the woods, your students will gain an appreciation for the variety of living things that make forests their homes, and for thevariety of habitats within forests.






Elementary Grades 3-43. Describe the different living thingswithin a given habitat.

Doing the Activity #6Draw pictures of the story. Create a forest scene withflip-up windows that reveal the hidden life in theforest.

Each student should completetheir own pictures/flip bookand share with others.


105Planet Of Plenty

Activity Title: PLANET OF PLENTY Activity Guide Page #: 24

Objective(s): Students will: 1) investigate the diversity of plants and animals on a small plot of land; 2) explain the value of a diversity of life forms in a particular ecosystem.






Science and TechnologyA. Classifying Life FormsStudents will understand that there aresimilarities within the diversity of all livingthings.


Part B #2 - 3Try to arrange teams so that they are spread out andcover a variety of microhabitats. They will record,describe, and try to classify all the life forms theyfind. They can also draw conclusions about thediversity of life on Earth.

Science and TechnologyJ. Inquiry and Problem SolvingStudents will apply inquiry and problem-solving approaches in science andtechnology.

Elementary Grades 3-42. Conduct scientific investigations:make observations, collect andanalyze data, and do experiments.

Part A #3Part A #4Have team members work together to devisemethods for sampling their data.

Middle Grades 5-82. Design and conduct scientificinvestigations which includecontrolled experiments andsystematic observations.

Part B #5Allow students ample time to examine their plotsand record their data.Part C #4Do they think the investigation and collectionmethods were thorough and accurate?

Science and TechnologyK. Scientific ReasoningStudents will learn to formulate and justifyideas and to make informed decisions.

Elementary Grades 3-43. Draw conclusions aboutobservations.

Part C #3Teams should try to draw conclusions about whatfactors influence the abundance or lack ofbiodiversity.

Elementary Grades 3-46. Practice and apply simple logic,intuitive thinking, and brainstorming.

Part C #5Have students brainstorm ways that biodiversity onplanet Earth benefits the lives of its people.Part C #6Ask the students to imagine a place on Earth that isteeming with plant and animal life, and have themshare their reflections.


106Planet Of Plenty

Science and TechnologyL. CommunicationStudents will communicate effectively inthe application of science and technology.

Elementary Grades 3-41. Record results of experiments oractivities (e.g., interviews,discussions, field work) andsummarize and communicate whatthey have learned.

Part B #5Allow students ample time to examine their plotsand record their data.Part A #5Present their findings at a scientific conference.Part C #2Ask students to take notes on all the presentationsand then compare and contrast other teams’ datawith their own.

Elementary Grades 3-43. Reflect on work in science andtechnology using such activities asdiscussions, journals, and self-assessment.

Part C #6Ask students to imagine a place on Earth that isteeming with plant and animal life, and have themshare their reflections.



Part A #4Have team members work together to devisemethods for sampling, recording, and organizingtheir data.

Science and TechnologyL. CommunicationStudents will communicate effectively inthe application of science and technology.

Elementary Grades 3-45. Gather and effectively presentinformation, using a variety of mediaincluding computers (e.g.,spreadsheets, word processing,programming, graphics, modeling).

Part A #3They will record, describe, and try to classify all thelife forms they find. Part A #5They will present their findings at a scientificconference.Part C #1Encourage the students to use posters, data charts,drawings, movements, sounds, or anything else todescribe the life forms they encountered.

could fully align if students usecomputers to analyze, graph orpresent data.Students should devise theirown methods of presentation ofthe information.

Elementary Grades 3-47. Function effectively in groupswithin various assigned roles (e.g.,reader, recorder).

Part A #4One or more team members should be officialrecorders, or everyone can take notes. Encouragethe students to make sketches as well.

Teacher can assign roles, i.e.,recorder, drawer, presenters,etc.

Middle Grades 5-86. Identify and perform rolesnecessary to accomplish group tasks.

.Part A #4Part C #1Give each team time to prepare its presentation.

Students can generate necessaryroles for this activity.

Science and TechnologyM. Implications of Science and TechnologyStudents will understand the historical,social, economic, environmental, andethical implications of science andtechnology.

Elementary Grades 3-41. Explore how cultures have founddifferent technological solutions todeal with similar needs or problems(e.g., construction, clothing,agricultural tools and methods).

Part C #5How might the people of Deevoid begin to improvetheir planet’s biodiversity for the future? Answerswill vary, but should include such ideas asdecreasing pollution, increasing the abundance andvariety of vegetation, and so on.


107Charting Diversity

Activity Title: CHARTING DIVERSITY Activity Guide Page #: 27

Objective(s): Students will: 1) organize different species of plants and animals according to various characteristics; 2) determine how certain characteristics help species adaptto environmental conditions.

Overview: By exploring the amazing diversity of life on Earth, your students will discover how plants and animals are adapted for survival. This activity provides a basis forunderstanding why there are so many different species and what is the value of biological diversity.

Subject Area(s): Science Grade Level(s): 4-8




Science and TechnologyA. Classifying Life FormsStudents will understand that thereare similarities within the diversityof all living things.

Middle Grades 5-83. Describe some structural andbehavioral adaptations that alloworganisms to survive in a changingenvironment.

Doing the Activity #1Ask students if the animals living in theseenvironments have special characteristics that enablethem to survive. They’ll look at animals anddetermine how each is different and how each has aspecial role in the environment.Activity #10Have students present their findings to the rest of thegroup. For each species they identify, studentsshould be prepared to say how that species isespecially suited for the environment it lives in.

Variation activity allows for studentsto explore plant adaptations.

Activity #8The students should do research to find one or moreexamples of an animal that has all three of thesecharacteristics.Activity #10Have students present their findings to the rest of thegroup. For each species, students should beprepared to say how that species is especially suitedfor the environment it lives in.


108Can it Be Real?

Activity Title: CAN IT BE REAL? Activity Guide Page #: 30





Evidence of alignment(text from activity description)



Middle Grades 5-83. Describe some structural andbehavioral adaptations that alloworganisms to survive in a changingenvironment.

Part A #6Ask the students to describe animals or plants they haveactually seen that have unusual characteristics.Part B #2After researching their plant or animal, they should createa poster describing it.Part B #4Display and explain their posters.


109Tree Treasures

Activity Title: TREE TREASURES Activity Guide Page #: 35

Objective(s): Students will: 1) identify and categorize products derived from trees; 2) find out which forest products are recyclable or reusable; 3) recommend actions forconserving forest resources.

Overview: Students are often surprised to learn how many different products we get from trees. Use this activity to help your students learn just how much we depend on treesin our daily lives.

Subject Area(s): Science, Social Studies, Visual Arts Grade Level(s): PreK-6




Elementary Grades Pre-K-24. Participate in brainstormingactivities.

Activity #1Ask students to name as many tree products as they canthink of, and list them on the chalkboard.

Elementary Grades Pre-K-25. Use various forms of simplelogic.

Activity #3Tell students they must figure out the identity of theproduct on their back by asking each other questions.They can ask each person only 2 questions, and thequestions must require a “yes” or “no” answer.

Elementary Grades 3-46. Practice and apply simplelogic, intuitive thinking, andbrainstorming.

Activity #1 & #3

Activity #4When they think they’ve identified their product, theyshould decide which category (wood, paper, food) itbelongs to, and go to the section of the room designatedfor that category.

Science and TechnologyL. CommunicationStudents will communicate effectively in theapplication of science and technology.

Elementary Grades Pre-K-23. Ask clarifying questions.

Activity #3

Elementary Grades 3-42. Ask clarifying and extendingquestions.

Activity #3

Science and TechnologyM. Implications of Science and TechnologyStudents will understand the historical,social, economic, environmental, and ethicalimplications of science and technology.

Elementary Grades Pre-K-23. Identify commonly usedresources, their sources, andwhere waste products go.

Activity #1Ask students to name as many tree products they canthink of.Activity #6Name other products that come from trees.


110We All Need Trees

Activity Title: WE ALL NEED TREES Activity Guide Page #: 39







Middle Grades 5-86. Support reasoning by using avariety of evidence.

Activity #7Reevaluate list of products they came up with. Are there anyproducts they want to add to or delete? (based on readings inStep #5)


Elementary Grades 3-47. Function effectively in groupswithin various assigned roles (e.g.,reader, recorder).

Activity #2Team members will work together to determine which of theproducts around the room are made from trees. All teammembers must agree with the team’s decision about eachproduct and must be able to explain why each product is ontheir team’s list.Activity #3Have the students in each team number themselves from 1 to4. Tell all the “1’s” that it’s their responsibility to record theinformation that everyone on their team agrees on and thatthey’ll have to report their group’s findings to the rest of theclass. The “2’s”must make sure that all group members havethe opportunity to speak as the team tries to reach decisions.The “3’s” must make sure the group stays on track and getsall accomplished in the time allowed. The “4’s” are the onlygroup who may leave the group to ask you questions.Activity #7

Middle Grades 5-86. Identify and perform rolesnecessary to accomplish group tasks.

Activity #2Activity #3Activity #7




Elementary Grades Pre-K-23. Identify commonly used resources,their sources, and where wasteproducts go.

Activity #8Discuss the diversity of products we get from trees.

Evaluation opportunity couldbe modified for youngerstudents.

Elementary Grades 3-44. Explain practices for conservationin daily life, based on a recognitionthat renewable and non-renewableresources have limits.

EnrichmentCompare the environmental and economic factors associatedwith these products and their possible substitutes. Is thissubstitute made from a renewable or nonrenewable resource?

Must do enrichment activityto obtain alignment.

PICTURE


112Renewable or Not?

Activity Title: RENEWABLE OR NOT? Activity Guide Page #: 43

Objective(s): Students will: 1) identify renewable, nonrenewable, perpetual, reusable, and recyclable resources and explain the differences among them; 2) play a game thatsimulates society's use of renewable and nonrenewable resources.

Overview: Students often do not know which resources are renewable and which are nonrenewable, or which are recyclable or reusable. In this activity, students will learnwhat these terms mean and discover why sustainable use of natural resources are so important.




Science and TechnologyH. EnergyStudents will understand conceptsof energy.

Middle Grades 5-85. Categorize energy sources asrenewable or non-renewable andcompare how these sources areused by humans.

Part A #4Each team should use these bits of information to synthesize adefinition for “renewable,” “nonrenewable,” and “perpetual”resources. Everyone on the team should understand each ofthe clues and agree with their team’s definitions.Student Page Question #1Categorize the following as renewable, nonrenewable, orperpetual resources: a field of corn, oil in the Arctic tundra,coal in the Appalachian Mountains, . . .Demonstration 1, #6What are the advantages and disadvantages of using a resourcein a sustainable way? . . .Demonstration 2, #6What parallels do the students see between what happened inthe demonstration and what happens in the real world?Demonstration 3, #3Cookies will represent GNP.Demonstration 3, #5Work out the inequalities of wealth.Assessment Question #1If a resource is renewable, does that mean it will continue toexist no matter what people do?

Each student should categorizeeach item on own and thendiscuss as a group.

Each demonstration shows thisconcept in a different way.Each one or all could be used.


Middle Grades 5-89. Apply analogous reasoning.

Demonstration 1, #6What are the advantages and disadvantages of using a resourcein a sustainable way? What are the advantages anddisadvantages of using a resource in a nonsustainable way?Demonstration 2, #6What parallels do the students see between what happened inthe demonstration and what happens in the real world?



Demonstration 3, #3Cookies represent GNP. Work out the inequalities of“wealth.”Demonstration 3, #6What choices are available to nations that do not have enoughmoney to buy food from other countries?Assessment #2They should be able to deduce that the number of people usinga resource and the amount each person uses are very importantin determining how fast resources get used.


Middle Grades 5-86. Identify and perform rolesnecessary to accomplish grouptasks.

Part A #2Explain that teams will be working together to come up with a1-2 sentence definition for each of the 3 terms.Part A #5Teams should then discuss the questions on student page 47,with one member designated to record their responses and onedesignated to report them.

Part A is the only section whichhas teams do specific tasks.


Elementary Grades 3-44. Explain practices forconservation in daily life, based ona recognition that renewable andnon-renewable resources havelimits.

Part A #5Review questions with the entire group, with each teamreporting its answers.Questions & Clues #4What advantages and disadvantages might there be for usingrenewable natural resources in place of nonrenewable ones?Questions &Clues #6Which resources, if any, would continue to be available nomatter how much people used them?Demonstration 1, #6What are the advantages and disadvantages of using a resourcein a sustainable way vs. a nonsustainable way? What wouldhave happened if 1-3 additional people would have been addedto your group?Demonstration 2, #6What parallels do the students see between what happened inthe demonstration and what happens in the real world?AssessmentWrite in his/her own words what renewable and nonrenewableresources are, and 1-if a resources is renewable, does thatmean it will continue to exist no matter what people do; 2 –what 2 factors would you say are most important indetermining how fast natural resources are used?

Students should each answerthese questions to evaluate eachof their understanding of theconcepts involved.


114A Few of My Favorite Things

Activity Title: A FEW OF MY FAVORITE THINGS Activity Guide Page #: 48

Objective(s): Students will: 1) explain how the different materials that go into making a product all come from natural resources; 2) identify natural resources as beingrenewable or nonrenewable; 3) identify the steps that go into making a product; 4) describe some of the impacts from obtaining and processing natural resources for makingproducts.

Overview: here's a way to give your students a better appreciation for how many natural resources they depend on in their day-to-day lives. By tracing the resources that gointo making one item, they will learn how the manufacturing of just one product can have an impact on the environment.

Subject Area(s): Science, Social Studies, Visual Arts Grade Level(s): 4-8


Evidence of alignment (text from activity description) Notes to ensure high alignmentfor every student


Middle Grades 5-85. Categorize energy sources asrenewable or non-renewable andcompare how these sources are usedby humans.

Activity #4Ask them which of the resources they’ve identified arerenewable and which are not.Activity #8Students should use poster paper and marker to create avisual representation of their favorite thing, showing thematerials, resources, and energy that go into making it.

Each student should have time tothink about this answer.


Elementary Grades 3-44. Design and build an invention.

Trashion Show #3Students could only come up with new inventions oralternate uses for the items.

Aligns to this enrichment sectiononly.



Activity Title: PASS THE PLANTS, PLEASE Activity Guide Page #: 50








Elementary Grades Pre-K-24. Participate in brainstorming activities.

Part A #1Have students brainstorm a list of foods that come fromplants.



Part B #1Have each student make a chart. They will fill in thechart with information about the plant foods they eat forlunch each day.Part B #4Have students create a bar graph showing theoccurrence of different plant parts in their lunches.

Each student should make theirown chart and graph.


116People of The Forest

Activity Title: PEOPLE OF THE FOREST Activity Guide Page #: 54








Middle Grades 5-86. Support reasoning by using a varietyof evidence.

Part B #3Develop a booklet comparing and contrasting eachgroup of forest dwellers. Compare and contrast theforest dwellers way of life with their own.

Each student should contribute tothe booklet.


Middle Grades 5-85. Access information at remote sitesusing telecommunications.

Part A #5Research and write their stories.Part B #1Research the lifestyle of a past or present forestpeople.

Aligns only if research is doneusing telecommunication.


117Tale of The Sun

Activity Title: TALE OF THE SUN Activity Guide Page #: 56


Overview: Every culture in the world has stories that are part of its history and tradition. these stories reveal the beliefs of the people who tell them. For example, many storiesteach lessons in proper attitude and behavior. In this activity, your students can analyze a story told by the Muskogee (Creek) Indians of present-day Oklahoma. Later,students can read and discuss stories told in other cultures from around the world.







Activity #2Tell the students you are going to read them a storytold by the Muskogee (Creek) Indians of present-dayOklahoma about how the sun got into the sky.Activity #3Discuss the story on 2 levels. On the 1st level, ask thestudents how the story, as a traditional creation story,explains why certain animals look the way they do. Onthe 2nd level, ask them how the story can teach people aless in how to work and live together.EnrichmentStudents write their own short folktale incorporatinginformation about plants and/or animals along withlessons that they think are important. Have thestudents illustrate their stories.

Each student should have theopportunity to reflect on thequestion and discussions.


118Values on The Line

Activity Title: VALUES ON THE LINE Activity Guide Page #: 58

Objective(s): Students will: 1) examine statements regarding environmental issues and determine the degree to which they agree with them; 2) share their views and opinionswith others and gain awareness on the range of values related to environmental issues; 3) identify the need for balanced information when forming opinions.

Overview: Many people never take the time to explore the underlying assumptions they have concerning the environment. They often form an opinion without understandingall the sides of an issue. This activity is designed to get students thinking about their feelings and expressing their views. You may also wish to use this activity on a regularbasis to give students a chance to evaluate their opinions as they learn more about environmental issues.

Subject Area(s): Social Studies, Science Grade Level(s): 6-8





Elementary Grades 3-42. Describe how feelings can distortreasoning.

Activity #7Did students feel they needed additional informationto judge an issue? If so, what did they need? Wheredo people’s values come from? What kind ofexperiences change or strengthen people’s values?

Middle Grades 5-86. Support reasoning by using a variety ofevidence.

Activity #5Explain to his/her partner the ranking he/she chose.Activity #7Did any of them support their rankings usingexamples or specific information from real-lifesituations?


Middle Grades 5-83. Discuss the ethical issues surroundinga specific scientific or technologicaldevelopment.

Activity #7Discuss each value statement with the students.Where do people’s values come from? What kinds ofexperience change or strengthen people’s values?

Assessment Opportunities –questions can help evaluatestudents understanding of theseissues.


119Environmental Exchange Box

Activity Title: ENVIRONMENTAL EXCHANGE BOX Activity Guide Page #: 61

Objective(s): Students will: 1) discover some of the resources, products, and other characteristics of their region and ways that people in their region are trying to improve theenvironment; 2) describe similarities and differences between their region with respect to these characteristics.

Overview: Preparing an environmental exchange box will give your students a chance to learn more about their own region and the things that are special about it. Then, whenthey receive an exchange box from another region, they can compare environments, people, and much more.







Activity #2Students make a collage of pictures oflocal ecosystem types. A field guide,prepared by the students, to all the treesin the neighborhood.

this activity could align in many moreways based on the type of research andinformation gathering conducted by thestudents.


Elementary Grades Pre-K-25. Describe a familiar local environment.

Activity #2



Activity #4Examine the box’s contents. Comparethat region in the box with their own.


120Adopt a Tree

Activity Title: ADOPT A TREE Activity Guide Page #: 65







Science and TechnologyClassifying Life FormsStudents will understand that thereare similarities within the diversityof all living things.

Elementary Grades Pre-K-2Identify the differences between livingand nonliving things.

Variation 1, #3Ask students whether they think the tree is alive ornot.

only aligns completely ifenrichment is done.


Elementary Grades Pre-K-2Make accurate observations usingappropriate tools and units of measure.

Activity #3Students should use their notebooks to recordobservations and answer questions about their trees.

Enrichment #1Have students measure height, circumference andcrown of their trees.


Enrichment #1

Middle Grades 5-81. Make accurate observations usingappropriate tools and units of measure.

Enrichment #1


121Trees as Habitats

Activity Title: TREES AS HABITATS Activity Guide Page #: 70







Science and TechnologyC. CellsStudents will understand that cellsare the basic units of life.

Elementary Grades Pre-K-23. Explore magnifying devices and howthey allow one to see in more detail.

Activity #3Use hand lenses, bug boxes, or binoculars.

have enough for all students touse. Use real tools, not pretendtelescopes.


Elementary Grades Pre-K-2Elementary Grades 3-4Middle Grades 5-81. Make accurate observations usingappropriate tools and units of measure.

Variation 1, #2Provide hand lenses.Variation 1, #3Lead students to a tree and have them describe whatthey see living on its trunk and branches with theirhand lenses or telescopes.Activity #2Tell the students they are going to study a tree to findout which plants and animals depend on it or use it insome way. Watch for clues and signs such as chewedleaves, holes in the bark, or carved initials.


122The Fallen Log

Activity Title: THE FALLEN LOG Activity Guide Page #: 72

Objective(s): Students will: 1) identify some of the organisms that live in, on and under fallen logs and explain how those organisms depend on the dead wood for survival; 2)describe the process of decomposition.

Overview: It's amazing how many things live in and on rotting logs. In this activity, your students will become familiar with some of those organisms. They'll gain anunderstanding of how decomposition takes place. And they'll gain a better appreciation for microhabitats and communities.

Subject Area(s): Science, Visual Arts Grade Level(s): 4-8




Science and TechnologyClassifying Life FormsStudents will understand that thereare similarities within the diversityof all living things.


Activity #2Members will need to keep track of each differentkinds of plants or animals found, where it wasfound, what it looked like, and what it was doing.


Elementary Grades 3-42. Conduct scientific investigations:make observations, collect and analyzedata, and do experiments.

Activity #2Members will need to keep track of each differentkinds of plants or animals found, where it wasfound, what it looked like, and what it was doing.Each team should develop a data sheet.

Science and TechnologyK. Scientific ReasoningStudents will learn to formulateand justify ideas and to makeinformed decisions.


Activity #6What similarities and differences were there betweeneach of the logs? How do the animals you found inthe log interact with it? How does the forestecosystem benefit from a fallen log?


Elementary Grades 3-41. Record results of experiments oractivities (e.g., interviews, discussions,field work) and summarize andcommunicate what they have learned.

Activity #2Members will need to keep track of each differentkinds of plants or animals found, where it wasfound, what it looked like, and what it was doing.Each team should develop a data sheet.Activity #5Present their findings to the rest of the group.


123Nature's Recyclers

Activity Title: NATURE’S RECYCLERS Activity Guide Page #: 75

Objective(s): Students will: 1) understand and describe the process of decomposition; 2) explain the function of scavengers and decomposers; 3) experiment with sowbugs todetermine what they eat and what their role is in the ecosystem.

Overview: It's amazing how many organisms live off dead organic material and recycle those materials back into life. In this activity, your students will investigate the habitsof one of those creatures. they will gain an understanding of how decomposition works and an appreciation for some of nature's less-heralded creatures.







Activity #5Observe the creatures inside and record how they lookand what they do. Teams should also record the type offood in the container, how much was put in, and what itlooks like.

each student should contributeto observations and datacollections.

Elementary Grades Pre-K-22. Ask questions and propose strategiesand materials to use in seeking answersto questions.

Activity #3Have each team pick one of the foods listed in step 2 touse in an investigation. Tell students that each teamshould set up a study container and record observations. Activity #4Have students collect the foods (leaves, dirt, vegetables,wood, grass, and so on) that they are going toinvestigate.





Activity #7Have teams organize and present their observations(data) to the rest of the group. Based on yourexperiments, what other foods do you think sowbugs eatin the “wild”? How might sowbugs be important to aforest ecosystem?


Activity #5Record how they look and what they do.Activity #7Organize and present their data.


124Birds and Worms

Activity Title: BIRDS AND WORMS Activity Guide Page #: 77






Science and TechnologyB. EcologyStudents will understand howliving things depend on oneanother and on non-living aspectsof the environment.

Elementary Grades 3-44. Investigate the connection betweenmajor living and nonliving components ofa local ecosystem.

Activity #2Predict what color worm or bug might have the bestcamouflage for this environment.Activity #6What type of worm or bug has the best camouflage forthis environment and why?

Science and TechnologyD. Continuity and ChangeStudents will understand the basisfor all life and that all livingthings change over time.

Elementary Grades Pre-K-22. Identify characteristics that helporganisms live in their environment.

Activity #6What type of worm or bug has the best camouflage forthis environment and why?

this activity focuses on onlycamouflage.


Elementary Grades Pre-K-26. Discover relationships and patterns.

Activity #5Is there any pattern to the order in which the worms orbugs were found? Does this pattern have anysignificance?Activity #6



Activity #4Make a chart with as many columns as there are studentson each time. The students should each place their wormor bug in the column that corresponds with their positionin line.Activity #6Have students take back their worm or bug. Turn thepaper over and make columns that correspond to thedifferent colors. Have students place their worms orbugs in the appropriate color column. Have each studentrecord the number of each color. What color waseasiest/hardest to find?


125Dynamic Duos

Activity Title: DYNAMIC DUOS Activity Guide Page #: 79

Objective(s): Students will: 1) examine close relationships that exist between different organisms; 2) explain how relationships help each other to survive.

Overview: Organisms in an ecosystem depend on each other for food. But they may also depend on each other for protection, transportation, or shelter. A close, long-termrelationship between two organisms is called symbiosis (sihm-bee-OH-sihs). In this activity, students will learn about several kinds of symbiosis.






Middle Grades 5-84. Generate examples of the variety of waysthat organisms interact (e.g., competition,predator/prey, parasitism/ mutualism).

Activity #3Describe what each partner gets from the relationship.Activity #4Ask students to describe other symbiotic relationshipsthey know of.

assessment opportunity allowstudents to research and developthis concept further.


Elementary Grades 3-46. Practice and apply simple logic, intuitivethinking, and brainstorming.

Activity #2Students should decide which animal which animal orplant described at the bottom of the page would belikely to respond to each ad.Activity #3Activity #4

PICTURE


126Every Tree For Itself

Activity Title: EVERY TREE FOR ITSELF Activity Guide Page #: 83

Objective(s): Students will: 1) simulate how trees compete for their essential needs; 2) describe how varying amounts of light, water, and nutrients affect a tree's growth.

Overview: Try this activity to give your students an idea of the conditions that trees need to live and grow, and to help your students understand that trees must often competefor their needs.





Science and TechnologyB. EcologyStudents will understand howliving things depend on one anotherand on non-living aspects of theenvironment.

Elementary Grades Pre-K-2Identify ways that organisms dependupon their environment.

Activity #8What might happen to a real tree that lacked one of itsrequirements?

Elementary Grades 3-44. Investigate the connection betweenmajor living and nonliving componentsof a local ecosystem.

Activity #8What might happen to a real tree that lacked one of itsrequirements? Is there such a thing as too much water,sunlight, or nutrients?

Middle Grades 5-82. Analyze how the finite resources inan ecosystem limit the types andpopulations of organisms within it.

Activity #12Older students can record those results and later graphor chart the results of each round and drawconclusions.

Assessment opportunity allows fora more organized way to analyzedata from this activity.



Activity #8What might happen to a real tree that lacked one of itsrequirements? Is there such a thing as too much water,sunlight, or nutrients?


127Air Plants

Activity Title: AIR PLANTS Activity Guide Page #: 85

Objective(s): Students will: 1) demonstrate and describe the general process of photosynthesis; 2) explore the relationship between the amount of oxygen produced by plantsand the amount of oxygen used by humans.

Overview: Plants play a part in every breath we take. Use this activity to help your students understand how photosynthesis works and how humans depend on this process.






Middle Grades 5-81. Describe in general terms thechemical processes of photosynthesisand respiration.

Activity #4Develop/discuss with students the basic steps ofphotosynthesis.

have students complete assessment.There is an opportunity to fully align.Students should do the describing, notjust discussing. Use variation activity totie in respiration so the activity alignsmore.


Elementary Grades Pre-K-21. Demonstrate that living things aremade up of different parts.

Activity #2Animals give off carbon dioxide, a gas thatplants need to make food (photosynthesize).

use variation activity to tie in respirationso the activity aligns more.

Activity #6Measure plots of grass that represent theiroxygen needs for a day.


Elementary Grades 3-44. Make and/or use sketches, tables,graphs, physical representations, andmanipulatives to explain procedures andideas.

VariationHave the students draw a diagram showing themutual relationship they have with a street tree.

this variation activity should be done byeach student to demonstrate theirunderstanding of this concept.


Activity #4Discuss with students the basic steps ofphotosynthesis.


128Rain Reasons

Activity Title: RAIN REASONS Activity Guide Page #: 88


Overview: Rainfall, sunlight, and temperature are important factors influencing where plants can grow and, in turn, where animals can live. In this activity, students willdesign experiments to see how these climatic factors influence the growth and lives of plants. They will use the learned principles to explore how varying climate conditionshave resulted in an astounding variety of forest types in Puerto Rico.





Elementary Grades 3-43. Compare and contrast physicaland living components of differentbiomes - i.e., regions characterizedby their climate and plant life - (e.g.,tundra, rain forest, ocean, desert).

Part B #1Consider how climatic factors have affected thedevelopment of those different forest types.Part B #2Students should hypothesize about what types of plantsand animals might be found in the different forest typesof Puerto Rico.

All students should reflect onthis information. Part B of thisactivity demonstrates alignment.

Science and TechnologyJ. Inquiry and Problem SolvingStudents will apply inquiry andproblem-solving approaches in scienceand technology.


Part A #2Design an experiment using live plants that willdemonstrate how climactic factors influence plantgrowth.Part A #5Observe their plants each day, and record any changes,especially size and appearance.

Part A demonstrates alignment.


Part A #2Part A #5Part A #1 - Guideline Steps



Part B #1Ask students to use experiments they did in Part A asthey consider how climactic factors have affected thedevelopment of those different forest types.

Both Part A & B must be donefor students to makecomparisons.


129Rain Reasons

Science and TechnologyL. CommunicationStudents will communicate effectivelyin the application of science andtechnology.

Elementary Grades 3-41. Record results of experiments oractivities (e.g., interviews,discussions, field work) andsummarize and communicate whatthey have learned.

Part A #5Have students observe their plants each day, and recordany changes, especially size and appearance.Part A #6Have students present the results of their experiments tothe rest of the group.

Part A must be completed toalign with this standard.

PICTURE/CASESTUDY


130Plant a Tree

Activity Title: PLANT A TREE Activity Guide Page #: 95

Objective(s): Students will: 1) identify ways that urban trees enrich our lives; 2) determine how people care for urban trees; 3) identify areas in the community that wouldbenefit from having more trees; 4) organize and execute a class tree-planting project in a local area.

Overview: Never underestimate the power of a tree! Besides giving us an amazing array of paper and wood products, trees provide a host of other benefits - from shading ourbackyards to assisting in the maintenance of the global climate. Students can express their appreciation of trees by planning and carrying out their own tree-planting program.






Elementary Grades 3-45. Gather and effectively presentinformation, using a variety of mediaincluding computers (e.g., spreadsheets,word processing, programming, graphics,modeling).

Assessment OpportunityPut together an information booklet that other groupscould use to plan, execute, and publicize a communitytree-planting project.

Students must producebrochures using computers,etc. for this activity to align.

Science and TechnologyM. Implications of Science andTechnologyStudents will understand the historical,social, economic, environmental, andethical implications of science andtechnology.

Elementary Grades 3-44. Explain practices for conservation indaily life, based on a recognition thatrenewable and non-renewable resourceshave limits.

Activity #1List the benefits trees provide to people and wildlifein those areas.Activity #3Identify areas in the community that would beimproved by the presence of one or more trees.

Each student should thinkabout these benefits.


131A Forest of Many Uses

Activity Title: A FOREST OF MANY USES Activity Guide Page #: 98

Objective(s): Students will: 1) identify ways that people use forest resources; 2) explain that forests are managed to satisfy a variety of human needs; 3) explore how differentforest uses can be balanced with each other.

Overview: Privately and publicly owned forests are often managed to some degree to provide several different resources. In this activity, students will learn how forests aremanaged to meet a variety of human and environmental needs.







Activity #2Ask students to name animals.Activity #3List recreational activities.Activity #4List products.Activity #6What strategies would they use to promote wildlife?Activity #9Which activities listed can go on at the same time inthe same forest?

Students will brainstorm forestuses for people, wildlife,recreation and products. Theywill then manage their forest tomeet the needs of each user.


Elementary Grades Pre-K-26. Use objects and pictures to representscientific and technological ideas.

Assessment OpportunityHave students create a birds-eye view of a forest that’sbeing managed for multiple uses. They may showdifferent activities going on in different areas of theforest or multiple activities taking place in the samearea. Students should be able to explain why certainactivities can or cannot co-exist in the same year.





Activity Title: FOREST CONSEQUENCES Activity Guide Page #: 101


Overview: Few issues, if any, have simple solutions- and resolving them usually involves compromise. In this activity, your students will learn about some of the effects thathuman activities can have on a forest. They will explore some of the trade-offs involved in working out a land-use issue.





Elementary Grades 3-46. Explain how different conclusions canbe derived from the same data.

Activity #6What differences might exist between the way you madeyour decision and the way a real city council would havemade a decision like this?EnrichmentPut together a special class newspaper, or a radio/TVbroadcast, that features the Morris Woods controversy.Students can write a news story, or opinion piece for theproject.


Middle Grades 5-88. Construct logical arguments.

Variation #1Work in pairs to present each land-use proposal. Havestudents present proposals to the City Council.Variation #2Each team should come up with it’s own proposal.

Variation 1 or 2 must be donefor this activity to align.


133Who Works In This Forest?

Activity Title: WHO WORKS IN THIS FOREST Activity Guide Page #: 105

Objective(s): Students will: 1) explore a variety of jobs that are directly related to forest resources; 2) describe how various professionals work together to care for forests.

Overview: All kinds of people work in the forest - from foresters to loggers, from scientists to naturalists. Everyone depends on properly managed forests for recreation,essential products, and a healthy environment. this activity provides students with an overview of forest-related careers.






Student WorksheetIs this job necessary? Explain.

Each student should completehis/her own worksheet.



EnrichmentHave students prepare questions to ask each person aboutthe work he/she does. Have students draw pictures orwrite stories about the people and their jobs.

Enrichment has excellentalignment.


Assessment OpportunityCreate a collage. Have students explain their collages toyou verbally or in writing.


Elementary Grades 3-42. Investigate and describe the role ofscientists and inventors.

Activity #6Ask students how each of those workers could benefitfrom having forests managed by the people they’velearned about. Which workers depend on forests in someway to do their jobs? Be sure students explain how eachperson depends on forests.



Activity Title: LOVING IT TOO MUCH Activity Guide Page #: 108


Overview: National parks are the treasures of any nation. Yet national parks today struggle with serious dilemmas. By looking at problems in America's national parks,students can begin grappling with some tough environmental issues that affect parks locally and globally.






Activity #5Have students work in their groups to discuss the readingand answer these questions: What problems have beencaused by an increase of visitors to national parks?, Whatother problems do national parks face?…

Students need to use graphs andinformation sheets forsupporting facts.



Activity #3Use the statistics to draw a bar or line graph of U.S.population growth since 1800 and a graph of parkvisitation from 1950 to 1990.Answer questions on student question sheet.

Each student should make agraph and participate in thediscussion.

Middle Grades 5-82. Defend problem-solving strategiesand solutions.

Activity #5Have students work in their groups to discuss the readingand answer these questions: Would yourrecommendations work for all parks or for only some?,What problems might your recommendations create?…Assessment OpportunityPrepare written arguments stating what should be doneabout problems facing national or local parks.


Activity #5Work in their groups to discuss the reading and answerthese questions: What solutions would you recommend tocombat those problems?…Activity #6Discuss some options presented in the backgroundsection.


135Pollution Search

Activity Title: POLLUTION SEARCH Activity Guide Page #:114









Part A #5Have students take turns placing the pictures theydrew into the pollution categories.Part A #6Review and discuss the finished chart.

Each student should completepicture and portion of graph.


Part A #6As a group, review and discuss the finished chart.Part B #4After analyzing the story, discuss with students howThe Cat in the Hat Comes Back demonstrates acommon attitude people have toward pollution.


136Talking Trash, Not

Activity Title: TALKING TRASH, NOT Activity Guide Page #: 119

Objective(s): Students will: 1) analyze the solid waste that they generate over a period of time; 2) describe what happens to various types of waste when it's discarded;3) develop and implement a plan for reducing the amount of waste they generate.






Science and TechnologyJ. Inquiry and Problem SolvingStudents will apply inquiry andproblem-solving approaches in scienceand technology.

Elementary Grades Pre-K-23. Use results in a purposeful way,which includes making predictionsbased on patterns they have observed.

Activity #8Have students develop an action plan to reduce theamount of trash they generate, then carry out the plan.Activity #7Think of ways they could either reduce, reuse, orrecycle each item on the list.Activity #4Did more or less accumulate than they’d predicted?

All students should contributeand participate in the action plan.



Activity #7Have students look at the list on the chalkboard and tryto think of what actions they could take to keep someitems out of the trash and, out of the landfill orincinerator.


Elementary Grades Pre-K-23. Identify commonly used resources,their sources, and where wasteproducts go.

Activity #6What usually happens to classroom trash at the end ofeach day? Where do the materials come from to makethe items in their trash?

Elementary Grades Pre-K-24. Demonstrate some practices forrecycling and care of resources.

Activity #8Have students develop an action plan to reduce theamount of trash they generate, then carry out the plan.



Activity #6Discuss what usually happens to trash.

Each student should participatein the discussion.


137Every Drop Counts

Activity Title: EVERY DROP COUNTS Activity Guide Page #: 122









Part A #3Record the ways they use water and the number oftimes they used water in that way. In some cases,such as when they wash their hands, they’ll need torecord the length of time the water was running.

Each student should record theirown information and perform theirown calculations.

Elementary Grades 3-43. Use results in a purposeful way: designfair tests, make predictions based onobserved patterns, and interpret data tomake further predictions.

Part A #6Have students brainstorm a list of ways that they canconsistently cut down on water waste at school andhome.


Part B #2Have students work in small groups to create anaction plan to encourage water conservation in theschool.

Middle Grades 5-82. Design and conduct scientificinvestigations which include controlledexperiments and systematic observations.

Part B #2Part A #3Monitor their water use.Part A #5Have students compare their calculations to thepredictions they made earlier. Discuss the differencesbetween the two.Part A #7Have students monitor their water use during theschool day, this time practicing methods of savingwater.

Each student should record theirown information and perform theirown calculations.





Part A #5Compare calculations to the predictions they madeearlier. Discuss the differences between the two.

Must make poster/brochure orshare information with others insome way.



Part B #1Have students create posters to help others learnabout conservation.

Middle Grades 5-86. Give examples of actions which mayhave expected or unexpectedconsequences that may be positive,negative, or both.

Part B #2Create an action plan to encourage water conservationin the school.Part B #3Have students estimate the savings, of both water andmoney, that their water conservation action plan willproduce.


139Energy Sleuths

Activity Title: ENERGY SLEUTHS Activity Guide Page #: 126

Objective(s): Students will: 1) identify different energy sources; 2) discuss the pros and cons of various energy sources from economic, social, and environmental perspectives;3) describe some of the ways people use energy in their daily lives.

Overview: Important issues revolve around our use of energy. One issue is the growing scarcity of some energy resources. Another is the threat to our environment caused byour current energy systems. In this activity, your students will learn about different sources of energy, as well as how energy is used in their daily lives.






Middle Grades 5-85. Categorize energy sources as renewableor non-renewable and compare how thesesources are used by humans.

Part A #3Research their energy source and develop a report.

Each student should contribute totheir report and energy policy.


Middle Grades 5-81. Research and evaluate the social andenvironmental impacts of scientific andtechnological developments.

Part A #3Research their energy source and develop a report.Part A #6Have students share their energy policies. Discussthe pros and cons of each. You may give the groupstime to revise their policies after they hear allreports.


140Then and Now

Activity Title: THEN AND NOW Activity Guide Page #: 131









Part B #3Encourage them to ask other questions that they maythink of during the interview.

Part B must be done by eachstudent.


Elementary Grades 3-43. Explore how technology (e.g.,transportation, irrigation) has alteredhuman settlement.

Part A #2Discuss the pros and cons of how those developmentsaffect people and communities.



Part A #2Discuss the pros and cons of how those developmentsaffect people and communities. Talk about how suchchanges affect wild animals and plants in the area.


141How Plants Grow

Activity Title: HOW PLANTS GROW Activity Guide Page #: 135

Objective(s): Students will: 1) set up an experiment to determine what factors are necessary for plant growth; 2) measure and compare plant growth under differentenvironmental conditions.

Overview: A plant is a biological system with these basic requirements for functioning and growing: sunlight, water, air, soil and space. This activity allows students toexplore what happens when a plant's basic needs are not met.






Elementary Grades 3-42. Conduct scientific investigations: makeobservations, collect and analyze data, anddo experiments.

Activity #1Devise experiments to test whether or not plants reallyneed those element to grow. Conduct theirexperiment.

Each student should keep trackof data.


Activity #1Devise experiments to test whether or not plants reallyneed those element to grow. Conduct theirexperiment.



Activity #3What does a plant need to grow? If you were to plant atree on the school grounds, where might you plant it?Why?

Each student should have theopportunity to reflect andrespond.



Activity #3Discuss these questions: What plants grew themost/least?, What does a plant need to grow? How doplants get those needs? What happens if a plantdoesn’t get enough sunlight? Water? Soil?


142Sunlight and Shades of Green

Activity Title: SUNLIGHT AND SHADES OF GREEN Activity Guide Page #: 137

Objective(s): Students will: 1) test the effects of lack of sunlight on plant leaves; 2) describe the process of photosynthesis and how it enables a plant to survive.

Overview: This activity introduces students to photosynthesis, the process that enable trees and other green plants to use sunlight to manufacture their own food.






Activity #3Have the class observe the lighter-colored spot on eachleaf where the cardboard deprived the leaf of sunlight.


Activity #4Ask students for their ideas about how important leavesare to plants and how sunlight might affect plant leaves.

PICTURE


143Have Seeds Will Travel

Activity Title: HAVE SEEDS WILL TRAVEL Activity Guide Page #: 139

Objective(s): Students will: 1) sort or classify plant seeds they have collected; 2) identify varying methods of seed dispersal; 3) model or design seeds that use varying methodsof dispersal.

Overview: A plant is a biological system. Its processes and components enable it to grow and reproduce. This activity will introduce your students to one aspect of a plant'sreproductive system: its seeds.

Subject Area(s): Science, Visual Arts Grade Level(s): K-8





Elementary Grades 3-42. Design and describe aclassification system fororganisms.

Activity #3Ask groups to examine their seeds and invent a systemfor sorting or classifying. Invite students to share theirmethods of sorting.

Each student should be able toexplain their “system.”

Science and TechnologyB. EcologyStudents will understand how living thingsdepend on one another and on non-livingaspects of the environment.

Middle Grades 5-85. Describe various mechanismsfound in the natural world fortransporting living and non-livingmatter and the results of suchmovements.

Activity #5Invite students to share different ways they havenoticed that plants disperse their seeds.



Activity #3Younger students may simply sort seeds into 2 groupsso that those in each group are alike in some way.


144Water Wonders

Activity Title: WATER WONDERS Activity Guide Page #: 142







Science and TechnologyF. The EarthStudents will gain knowledge aboutthe earth and the processes thatchange it.

Elementary Grades Pre-K-23. Observe changes that are caused bywater, snow, wind, and ice.

Part B #3Have students look for the following: the plants’effect on the water’s speed, the amount of run-off oneach slope, the appearance of the run-off water, thewater’s effect on the contour of each slope.

Part B must be done to meet thisstandard.

Elementary Grades 3-44. Use various types of evidence (e.g.,logical, quantitative) to support a claim.

Part A #7Write a brief story from a water molecule’s point ofview that describes the journey they just took throughthe water cycle.

Part A must be done. Eachstudent should write about their“own” journey.



Part A #7Write a brief story from a water molecule’s point ofview that describes the journey they just took throughthe water cycle.


Part A #9Discuss the following questions: Even thoughindividual molecules took different paths, wasanything similar about the journeys they took?…Part B #1Discuss these questions: Is there anything people cando to control or alter the water cycle? Do you thinkplants have any effect on the water cycle?Part B #4As you lead class members in a discussion about whatthey observed, as questions like : What happened tothe water on the bare slope? What happened to thewater on the planted slope?…


145Web of Life

Activity Title: WEB OF LIFE Activity Guide Page #: 148








Middle Grades 5-81. Describe in general terms the chemicalprocesses of photosynthesis andrespiration.

Activity #10Use yarn to connect each animal to other animalsand plants with which it directly or indirectlyinteracts.EnrichmentMake food web mobiles.



Activity #8The student should explain the team’s reasons forplacing each organism in a particular spot.



Activity #8When all organisms are in place discuss thefollowing questions: What did you discover aboutyour plant or animal that surprised you the most?Why did you select the species you did?…Activity #12Discuss these questions: What would happen if oneelement of the ecosystem were missing? Whatimportant elements are not included in our Web?…



Activity Title: SCHOOL YARD SAFARI Activity Guide Page #: 151

Objective(s): Students will: 1) find signs of animals living in the school yard; 2) describe ways the school environment provides those animals with what they need to live.

Overview: Every organism requires a place to live that satisfies its basic needs for food, water, shelter, and space. Such a place is called a habitat. In this activity, students willgo on a safari to explore a nearby habitat, the school yard, while looking for signs of animals living there.

Subject Area(s): Science, Language Arts Grade Level(s): PreK-5





Elementary Grades Pre-K-21. Identify ways that organisms dependupon their environment.

Activity #5What do these animals need to live? What kinds offood might animals find on the school grounds?



Activity #5What animals did you observe living in our schoolyard?Activity #4Sketch the animals or signs they find.

Science and TechnologyL. CommunicationStudents will communicate effectively inthe application of science andtechnology.


Activity #4Record the number of each animal they find. Laterthey can make a graph using these numbers.


147Are Vacant Lots Vacant?

Activity Title : ARE VACANT LOTS VACANT? Activity Guide Page #: 153









Activity #6Prepare a visual presentation of what wasobserved during the investigation.

Each student should contributeto the presentation andparticipate in the field study.

Science and Technology - B. EcologyStudents will understand how living thingsdepend on one another and on non-livingaspects of the environment.

Elementary Grades Pre-K-25. Describe a familiar localenvironment.

Activity #6

Science and TechnologyJ. Inquiry and Problem SolvingStudents will apply inquiry and problem-solving approaches in science and technology.

Elementary Grades Pre-K-2 , 3-4Middle Grades 5-81. Make accurate observations usingappropriate tools and units of measure.

Activity #4Examine it’s plot for signs of animal life suchas burrows, anthills, etc. Ask students toinventory the kinds of plant life they find.



Activity #3List the plants and animals they expect to findin their study plots.

Science and TechnologyL. CommunicationStudents will communicate effectively in theapplication of science and technology.


Activity #3List the plants and animals they expect to findin their study plots.Activity #6


Activity #7Discuss their findings with the entire group.Were there plants or animals that you expectedto find but didn’t? Did another group findthem? What could be the reasons thoseorganisms weren’t found?…


148Field, Forest and Stream

Activity Title: FIELD, FOREST AND STREAM Activity Guide Page #: 156

Objective(s): Students will: 1) investigate and measure components in three different ecosystems; 2) describe similarities and differences they observe among three ecosystems;3) identify ways that the abiotic components of an ecosystem affect the biotic components.


Subject Area(s): Science, Math Grade Level(s):





Elementary Grades 3-44. Investigate the connection between majorliving and nonliving components of a localecosystem.

Activity #1Students will investigate ecosystems at three differentstudy sites.



VariationExplore the study area and determine which locationhas the most and the least of each factor.

Variation 1 is for youngerstudents.


Activity #2Investigate and record observations of a differentcomponent of 3 different study sites.Activity #5Use this chart as a basis for discussing differencesbetween the locations and any interactions studentsobserved among the elements.



Activity #5Do plants seem to affect the light intensity, airtemperature, and soil temperature in an area? Whatrelationship does light seem to have with airtemperature? With plants?…




Middle Grades 5-86. Give examples of actions which may haveexpected or unexpected consequences thatmay be positive, negative, or both.

Enrichment #2Which human actions have harmful effects on theseecosystems? Which are beneficial? Which humanactions have a positive effect on the ecosystem?


Elementary Grades 3-43. Reflect on work in science and technologyusing such activities as discussions, journals,and self-assessment.

Activity #5Use this chart as a basis for discussingDifferences between the locations and interactionsstudents observed among the elements.

PICTURE


150Tropical Treehouse

Activity Title: TROPICAL TREEHOUSE Activity Guide Page #: 160









Part A #4Make a large mural depicting a cross-section of arainforest and then draw or tape pictures of animalsat appropriate levels.


Elementary Grades 3-43. Compare and contrast physical andliving components of different biomes -i.e., regions characterized by their climateand plant life - (e.g., tundra, rain forest,ocean, desert).

Part A #5Develop a cross-section of a forest typical to theirown region and compare it with a rainforest.

Students must study both biomes.


151400-Acre Wood

Activity Title: 400-ACRE WOOD Activity Guide Page #: 169









Activity #7Ask teams to present their plans to the entire group,making clear how they decided on their plans. Havethem report the findings of their cost analysisworksheets.Activity #8Have group discussion of different plans.


Assessment OpportunityPrepare a 5 minute argument explaining why theirplan should be accepted.

Must complete assessment foractivity to align.

Secondary Grades6. Analyze situations where more thanone logical conclusion can be drawn.

Activity #8Which plan enables the most people to enjoy theforest? Which plan seems to provide the best balanceof money, trees, wildlife, and visitors?



Activity #7Present their plans to the entire group, making clearhow they decided on their plans.

Secondary Grades3. Make and use appropriate symbols,pictures, diagrams, scale drawings, andmodels to represent and simplify real-life situations and to solve problems.

Activity #7

Activity #5Use “What’s the score?” for a cost and benefitanalysis of their plan.

Secondary Grades8. Engage in a debate, on a scientificissue, where both points of view arebased on the same set of information.

Assessment OpportunityPrepare a 5-minute argument explaining why theirplan should be accepted.

Must do assessment activity toalign.


152400-Acre Wood


Secondary Grades2. Demonstrate the importance ofresource management, controllingenvironmental impacts, and maintainingnatural ecosystems.

Activity #5Discuss what impact their plan would have in termsof cost, income, timber, wildlife, visitors, andecological balance.

PICTURE/CASESTUDY



Activity Title: MAKE YOUR OWN PAPER Activity Guide Page #: 176








Elementary Grades Pre-K-22. Read and write instructions to befollowed or instructions which explainprocedures.

Assessment Opportunity #1Write the directions for making paper on the piece ofrecycled paper that they made.

Must do the assessment.



Activity #9What materials did we use in making paper? Whattypes of wastes resulted from making paper (dirtywater)



Activity #9Discuss these questions: What materials did we usein making paper? What would it be like in a papermill, where tons of paper are being made everyday?…


154A Look At Aluminum

Activity Title: A LOOK AT ALUMINUM Activity Guide Page #: 180

Objective(s): Students will: 1) understand how the unique properties of aluminum make it invaluable for many products and technologies on which we depend; 2) describe thesteps involved in extracting bauxite and processing aluminum from bauxite; 3) explain the environmental impacts of producing new aluminum and recycling aluminumproducts.

Overview: This activity will give your students a better appreciation for aluminum, a nonrenewable but recyclable natural resource they use every day. They will learn thesteps that go into making aluminum products and will get a better idea of the environmental impact that using this resource has.







Part A #6Have teams create their own visual representationof how an aluminum beverage can is made, frombauxite in the ground to a finished can of soda.



Part B #1Create posters that teach people about the need torecycle aluminum cans.


155On The Move

Activity Title: ON THE MOVE Activity Guide Page #: 185









Part B #2Design a transportation system of the future thatovercomes a problem in today’s transportation andimproves it in some way.Part B #3Design a physical model.

Part B must be done. Inventionmust be built, not just designed.

Middle Grades 5-86. Design, construct, and test a device(invention) that solves a special problem.

Part B #2Part B #3



Part B #2Part B #3


Part A #5Lead a discussion about students’ findings. Youmight ask these: Which systems carry people? Whatadvantages/disadvantages does each system have?…Part B #4Discuss these questions: What problems did youencounter in your design?…


156I'd Like To Visit A Place Where . . .

Activity Title: I’D LIKE TO VISIT A PLACE WHERE… Activity Guide Page #: 188









Part A #3Why do you like to visit your place? What is unusualor special about your place? Write their finaldescriptions on the cards.

Part A aligns to this standard.



Part B #4Ask students to reflect on their designs: What thingsdo you think people need to consider when designinga transportation system in a community?…


157Planning the Ideal Community

Activity Title: PLANNING THE IDEAL COMMUNITY Activity Guide Page #: 191









Part B #1Design an ideal community that meets all the needsof its residents. Ask students to brainstorm a list ofthe facilities, resources, and services that theircommunity will include.Part B #4How are your ideal communities the same as actualcommunities? How are they different?

Part B must be completed.


Part B #4How are your ideal communities the same as actualcommunities? How are they different?

Part B must be completed.



Part A #5Lead a discussion about student’s findings by askingthese types of questions: What did you learn fromyour survey? Did anything surprise you?…Part B #4


158We Can Work It Out

Activity Title: WE CAN WORK IT OUT Activity Guide Page #: 193








Elementary Grades 3-45. Demonstrate an understanding thatideas are more believable whensupported by good reasons.

Activity #6Develop a plan. Make a 2-minute presentationto the City Council, and that more than oneperson must help to present the plan.






By using computers and othermedia, this activity would moreadequately align with the standard.


Activity #12Discuss these questions: Do you agree withthe City Council? What criteria did the CityCouncil use to decide? What changes wouldyou have made to the decision process?…


159Democracy In Action

Activity Title: DEMOCRACY IN ACTION Activity Guide Page #: 197

Objective(s): Students will: 1) compare two citizen groups, special-interest groups, or government agencies involved in the same issues; 2) create visual representations of thetwo groups; 3) explain ways students can become involved in the civic action process through participation in such groups.

Overview: Democratic systems depend on the involvement of citizens in policy making and decision making. This activity will help students learn about the roles andresponsibilities of citizens' groups in environmental policies and decision making, and about how young people can become involved in the process.

Subject Area(s): Social Studies, Visual Arts Grade Level(s): 5-8






Activity #6Allow time for students to contact and questionmembers of their 2 groups, and to receivenecessary printed materials.

Students must gather data usingtelecommunication resources.


160There Ought To Be A Law

Activity Title: THERE OUGHT TO BE A LAW Activity Guide Page #: 201








Part A #2Brainstorm groups to which different class membersbelong.Part B #1Brainstorm a list of possible laws.

Each student should participatein brainstorming activity.



Part B #4Make posters summarizing the process for making theiridea into law.


Enrichment #1Gather evidence to support the proposed law. Invite thatperson to your class to see a presentation.



Part B #4Each poster should include a picture of the community“before” the proposed law, a picture showing how thecommunity would be different “after” the proposalbecame law, and the people and steps that would beinvolved with making it a law.

Only aligns if Enrichment #1 isdone and media is used.


161Power Of Print

Activity Title: POWER OF PRINT Activity Guide Page #: 205

Objective(s): Students will: 1) compare different sections of a daily newspaper; 2) analyze some of the ways that ideas and opinions are expressed through word choice; 3) research opposing sides of a local environmental issue; 4) write articles on environmental issues using both objective and subjective points of view.






Elementary Grades 3-42. Describe how feelings can distortreasoning.

Part B #4In which type of article are there more emotional words?Were you tempted to change the truth to persuade yourreaders?


Middle Grades 5-86. Identify and perform roles necessaryto accomplish group tasks.

Part A #4What is the purpose of this newspaper piece? Is itsupposed to inform people about the whole issue or topersuade people to take one side?Part B #4If the purpose of an article is to persuade the reader, doesit matter if it is accurate? Why or why not? Why do youthink it is important for newspapers to include….


162The Closer You Look

Activity Title: THE CLOSER YOU LOOK Activity Guide Page #: 217

Objective(s): Students will: 1) describe the overall structure of a tree; 2) describe the structure and function of a tree's principle parts.

Overview: All students, no matter how young, have an idea of what a tree looks like. But many are unfamiliar with either the actual of a tree or the function of its principleparts. In activity, your students will take a closer look at trees and their parts.

Subject Area(s): Science, Visual Arts, Language Arts Grade Level(s): PreK-6




Science and TechnologyE. Structure Of MatterStudents will understand thestructure of matter and the changesit can undergo.

Elementary Grades Pre-K-21. Show that large things are made up ofsmaller pieces.

Activity #2Draw a new picture of a tree. Ask them to listdifferent features they might look for when theymake their observations.

Make sure students draw their treeand include major parts.



Activity #2Students can take notes or make sketches as theymake their observations.



Activity #5Compare and contrast each pair of drawings. Whatnew details appeared in the second drawing? Whatcharacteristics were similar?


163To Be A Tree

Activity Title: TO BE A TREE Activity Guide Page #: 219

Objective(s): Students will: create a tree costume and learn the structure and function of tree parts.

Overview: By making a tree costume, your students will gain awareness of a tree's structure and functions.

Subject Area(s): Science, Visual Arts, Performing Arts Grade Level(s): K-4






Activity #2Discuss with students how the leaves in the tree’scrown soak up sunshine and make food (sugar) for thetree.Activity #3Discuss how the trunk supports the tree and holds thecrown up where the sun can reach it.Activity #4Discuss how bark protects the tree from rain, cold,insects, disease, and sometimes even fire.

Have students explain the varioustree parts when the activity isdone.


Activity #7Have students look at a cross section of a tree withmagnifying glasses. Have them look for tiny holes inthe sapwood.

Must do Step #7.



ObjectiveStudents will create a tree costume and learn thestructure and function of tree parts.

Activity helps students learn partsand functions of a tree.


164Tree Factory

Activity Title: TRE E FACTORY Activity Guide Page #: 223

Objective(s): Students will: 1) describe the general structure of a tree; 2) explain how different parts of a tree help the tree function.

Overview: By acting out the parts of a tree, your students will see how a tree works like a factory. Afterward, they can create their own "tree factories".

Subject Area(s): Science, Physical Education, Performing Arts Grade Level(s): PreK-6





Elementary Grades Pre-K-22. Describe characteristics of differentliving things.

Assessment #2Each time a student presses a button, the partner mustpoint to the corresponding part of the tree and explainhow it helps the tree survive.

Must do variation and thencomplete evaluation #2.


Elementary Grades Pre-K-21. Identify ways that organisms dependupon their environment.

Variation #1Ask students to name things that living things need tosurvive.



VariationName things that living things need to survive.Where does water come from? How does it get into atree? Where do trees get their food that they need tosurvive?…

Elementary Grades Pre-K-22. Demonstrate an understanding thatplants and animals need food, water, andgases to survive.



Assessment #1Create a model of a tree. Explain that they shouldinclude and label all tree parts they’ve learned aboutand be able to explain what each part does.

Must do evaluation to showconcept of understanding.


165Looking At Leaves

Activity Title: LOOKING AT LEAVES Activity Guide Page #: 228

Objective(s): Students will: 1) describe how leave shapes, sizes, and other characteristics vary from tree to tree; 2) explain how particular types of trees can be identified bytheir leaves.

Overview: Are leaves hairy? Do they have teeth? In this activity, your students will take a closer look at leaves to find out more about leaf characteristics and how leaves canbe used to identify trees.

Subject Area(s): Science, Visual Arts Grade Level(s): PreK- 8






Activity #4Have students compare their leaves on the tree.

May be too simplistic for 5-8students.


166Bursting Buds

Activity Title: BURSTING BUDS Activity Guide Page #: 232

Objective(s): Students will: 1) explain the purpose of a tree's buds and their relationship to the leaves; 2) describe the stages that buds go through as the leaves developthroughout the year.

Overview: In early spring, the tiny bright green leaves of many trees burst forth. Where do the leaves come from? How do they form? In this activity, your students will findanswers to these questions on their own by observing tree buds throughout the year.

Subject Area(s): Science, Visual Arts Grade Level(s): K-6






Activity #4Observe buds over a long period of time.Activity #5Have students visit the tree and observe the twig andbuds at least once in the winter.Activity #6Have students visit their trees several times in thespring and record their observations during each visit.



Enrichment #3Buds can be arranged chronologically and mountedon poster board as an exhibit.

Must do Enrichment #3.


Activity #4All students should draw a picture of the twig and aclose-up of one or more of its buds.


167The Germinating Giants

Activity Title: GERMINATING GIANTS Activity Guide Page #: 234









Student PageHow many coast redwood seeds would it take toequal the weight of one of your tree’s seeds?Which is longer, your tree’s leaf or the leaf of acoconut palm?…

Students need to complete the studentpage questions in order to makecomparisons.


168How Big Is Your Tree?

Activity Title : HOW BIG IS YOUR TREE? Activity Guide Page #: 239








Elementary Grades Pre-K-2, 3-4Middle Grades 5-8 , Secondary Grades1. Make accurate observations usingappropriate tools and units of measure.

VariationHave students measure various trees.Activity #6Take students outside to measure their adopted tree.

This activity will take severalclass periods. It could bedeveloped into a unit on treemeasurement.



VariationHave students compare the strings and measure themusing a ruler or different body parts: foot, hand span,arm span, length of finger, or paces.

Use variation.



VariationRecord findings on the chart, and ask the students tocompare their measurements to their estimate.

Use variation.

Elementary Grades 3-41. Record results of experiments oractivities (e.g., interviews, discussions, fieldwork) and summarize and communicatewhat they have learned.

Activity #6Take sheets of paper and pens for recording the class’smeasurements.Activity #9Record findings on class chart, compare measurements.

Elementary Grades 3-44. Make and/or use sketches, tables, graphs,physical representations, and manipulativesto explain procedures and ideas.

Activity #13Older students might work in pairs or groups to makegraphs or diagrams that will create a visual summary ofthe results.

Change “might” to “will.”

Middle Grades 5-84. Make and use scale drawings, maps, andthree-dimensional models to represent realobjects, find locations, and describerelationships.

Activity #13 Change “might” to “will.”


169Name That Tree

Activity Title: NAME THAT TREE Activity Guide Page #: 244

Objective(s): Students will: identify several trees using various structural characteristics.

Overview: Tree species can be identified by looking at several different features; Leaves, bark, twigs, flowers, fruits, and seeds. Even the overall shape of a tree can give cluesto the tree's identity. In this activity, your students will learn more about trees by identifying features. Afterward, they can play an active game that tests their knowledge ofdifferent types of trees.

Subject Area(s): Science, Physical Education Grade Level(s): 2-8




Science and TechnologyE. Structure Of MatterStudents will understand thestructure of matter and thechanges it can undergo.

Elementary Grades Pre-K-23. Group objects based on observablecharacteristics (e.g., color, size, texture).

Part A #1Ask how they could use these characteristics to identifytrees.Part A #4As they match tree characteristics with tree leaves andnames, they should write the tree’s name on the linebelow the clues.

Part A.



Part A #4As they match tree characteristics with tree leaves andnames, they should write the tree’s name on the linebelow the clues.


Elementary Grades Pre-K-25. Use various forms of simple logic.

Part A #4By examining the tree closely and comparing theirobservations with the clues on Sheet 2, they should beable to find a match. As they match tree characteristicswith tree leaves and names, they should write the tree’sname on the line below the clues.


Part A #4


Part A #4


170Forest For The Trees

Activity Title: FOREST FOR THE TREES Activity Guide Page #: 247


Overview: In this activity, students will role-play managing a tree farm. By using a piece of land as a tree farm, they will begin to understand the economic factors thatinfluence management decisions for private forest lands.

Subject Area(s): Science, Math, Social Studies Grade Level(s): 4-8Standard Performance Indicators

(by grade clusters)Evidence of alignment (text from activitydescription)



Middle Grades 5-82. Analyze how the finite resources in anecosystem limit the types and populationsof organisms within it.

Activity #3If they are not thinned, they will become crowdedand compete for food, water, and sunlight. Suchcompetition will stunt their growth and make themmore susceptible to insects and disease.

Doing the Enrichment activity willallow students to demonstrate theirknowledge of forest managementpractices. The activity by itselfonly develops knowledge.


Middle Grades 5-81. Discuss scientific and technologicalideas and make conjectures andconvincing arguments.

Activity #9Discuss how the landowner could have developedthis housing community with the assistance offoresters so that many of these benefits could haveremained.

Secondary Grades3. Make and use appropriate symbols,pictures, diagrams, scale drawings, andmodels to represent and simplify real-lifesituations and to solve problems.

Enrichment #3Tell each team they will lead the group through thesame type of simulation they did in the activity, onlythey will make all management decisions.Enrichment #4Whatever they choose to do, they must explain eachaction they take.


171Soil Stories

Activity Title: SOIL STORIES Activity Guide Page #: 252






Science and TechnologyF. The EarthStudents will gain knowledgeabout the earth and the processesthat change it.

Middle Grades 5-82. Describe how soils are formed andwhy soils differ from one place toanother.

Student Page Part A #4What are the components of your soil sample after they havesettled in the jar? How do they compare to the othersamples?


Elementary Grades 3-4Middle Grades 5-8Secondary Grades1. Make accurate observations usingappropriate tools and units of measure.

Part A #7By weighing the container again, they can determine theweight of the water that filled up the air spaces in the soil.Part A #9Observe the layers in each jar.Part B #2Each team will perform a percolation test on soil fromdifferent areas.

There are 4 different sectionsto this activity. There aremany alignments.


Each team will analyze a different soil sample.Enrichment for Part A #1Set up an experiment to determine the “best” soil for youngplants.Part B #2Each team will perform a percolation test on soil fromdifferent areas.

Middle Grades 5-82. Design and conduct scientificinvestigations which include controlledexperiments and systematicobservations.

Part A #2Enrichment for Part A #1Part B #2

Middle Grades 5-83. Verify and evaluate scientificinvestigations and use the results in apurposeful way.

Enrichment Part B #1By matching their knowledge of local areas with the soilsurvey, students can see how land-use patterns correlate tosoil classifications.


172Soil Stories



Part A #10Each group should prepare a verbal summary of its findingsor create a poster that explains the components of the soil.Why did some have more organic matter?…



Student Page Part B #4Present the data chart from your group. You may havestudents graph the results and present that data.Part A #10Each group should prepare a verbal summary of its findingsor create a poster that explains the components of the soil.

Groups should present data toother groups.


Part A #10After examining variations in these soils, discuss whyvegetation might grow differently on those sites. Lead adiscussion comparing the soil samples each team studied…Part B #4When the groups finish summarizing their data, lead a classdiscussion about their results.

Elementary Grades 3-47. Function effectively in groups withinvarious assigned roles (e.g., reader,recorder).

Student Page Part B #1Choose a person for each role. . .

Middle Grades 5-81. Discuss scientific and technologicalideas and make conjectures andconvincing arguments.

Part A #10After examining variations in these soils, discuss whyvegetation might grow differently on those sites…Student Page Part B #5What does the data tell you about the soil’s ability to filterwater, or to percolate? What assumptions can you makeabout the differences in soil you tested?


173Watch On Wetlands

Activity Title: WATCH ON WETLANDS Activity Guide Page #: 258







PART AScience and TechnologyA. Classifying Life FormsStudents will understand that thereare similarities within the diversityof all living things.

Elementary Grades 3-43. Describe the different living things withina given habitat.

Part APlant Survey Team – set up columns fordescribing each plant.Animal Survey Team – students should describeor sketch these creatures as best they can andshould use field guides to identify them.

4 different activities in this one.


Elementary Grades 3-44. Investigate the connection between majorliving and nonliving components of a localecosystem.

Part A #6Each team should take 20 minutes to brief thegrup on their team’s findings, lead a classdiscussion on the general features of each wetland,and given an impression of the area’s ecologicalhealth.



Part A #5Divide class members into study teams.


Part A #5Divide class members into study teams.

Elementary Grades 3-43. Use results in a purposeful way: designfair tests, make predictions based onobserved patterns, and interpret data to makefurther predictions.

Part A #7Ask students to use the data presented so they candiscuss whether some environmental warningsigns in this wetland need further attention. Theyshould document why there might be problems…




Part A #5Divide the class into several study teams.Part A #6Prepare data charts, reports, or maps. Each steamshould take 20 minutes to brief the group on theirfindings, lead a discussion on the general featuresof the wetland, and give an impression…


Part A #7Document why there might be problems and thencontact the owners or managers of the area todiscuss ideas on how they might help improve thesituation.

Secondary Grades2. Verify, evaluate, and use results in apurposeful way. This includes analyzing andinterpreting data, making predictions basedon observed patterns, testing solutionsagainst the original problem conditions, andformulating additional questions.

Part A #7Document.

This would need further testing anddevelopment to truly verify andevaluate the data.



Part A #7Ask students to use the data presented so they candiscuss whether some environmental warningsigns in this wetland need further attention.


Part A #7Document why there might be problems and thencontact owners/managers of the area to discussideas on how they might help improve thesituation.

Elementary Grades 3-45. Demonstrate an understanding that ideasare more believable when supported by goodreasons.

Part A #7Document.


Part A #7Document.


Elementary Grades 3-41. Record results of experiments or activities(e.g., interviews, discussions, field work)and summarize and communicate what theyhave learned.

Part A #6Prepare data charts, reports, or maps. Each teamshould take 20 minutes to brief the group on theirfindings, lead a class discussion…



Elementary Grades 3-42. Ask clarifying and extending questions.


Elementary Grades 3-43. Reflect on work in science and technologyusing such activities as discussions, journals,and self-assessment.



Part A #6Prepare data charts, reports, or maps. Each teamshould take 20 minutes to brief the group on theirfindings…

Computers and other media mustbe used.


Part A #5Divide class members into several study teams.

Middle Grades 5-81. Discuss scientific and technological ideasand make conjectures and convincingarguments.

Part A #7Discuss whether some environmental warningsigns in this wetland need further attention. Theyshould document why there might be problemsand then contact the owners of the area to discuss..

Middle Grades 5-86. Identify and perform roles necessary toaccomplish group tasks.

Part A #5Divide the class into study teams.

Secondary Grades4. Employ graphs, tables, and maps inmaking arguments and drawing conclusions.

Part A #6Prepare data charts, reports, or maps. Each teamshould take 20 minutes to brief the group on theirfindings…Part A #7They should document why there might beproblems and then contact the owners of the areato discuss ideas on how they might help improvethe situation.


Secondary Grades2. Demonstrate the importance of resourcemanagement, controlling environmentalimpacts, and maintaining naturalecosystems.

Part A #7Discuss whether some environmental warningsigns in this wetland need further attention. Theyshould document why there might be problemsand then contact the owners of the area to discuss..



PART BScience and TechnologyK. Scientific ReasoningStudents will learn to formulateand justify ideas and to makeinformed decisions.


Part B #4Teams should read their letters to the rest of theclass and present findings that support theiradvice.


Elementary Grades 3-42. Ask clarifying and extending questions.

Part B #2They should make a list of questions they wantanswered.Part B #4Other teams can ask questions.

Elementary Grades 3-44. Make and/or use sketches, tables, graphs,physical representations, and manipulativesto explain procedures and ideas.

Part B #5Create a flow chart that advises Dr. Garcia of theprocess she should follow to build her office.

Middle Grades 5-85. Access information at remote sites usingtelecommunications.

Part B #3Ask students to contact agencies or organizationsto get additional information and answers to theirquestions.

Must use telecommunications.

PART CScience and TechnologyK. Scientific ReasoningStudents will learn to formulateand justify ideas and to makeinformed decisions.


Part C #3Research and write a short description of thepositions of key players.Part C #4Set up a class debate between 2 teams withdifferent interests.


Part C #3Part C #4


Middle Grades 5-82. Defend problem-solving strategies andsolutions.

Part C #6Have each team write a letter to the propertyowner stating the result of the debate and theirreaction to it.

Secondary Grades8. Engage in a debate, on a scientific issue,where both points of view are based on thesame set of information.

Part C #4Set up a class debate between 2 teams withdifferent interests.




Elementary Grades 3-43. Explore how technology (e.g.,transportation, irrigation) has altered humansettlement.

Part C #5After the debate, discuss and summarize the issuespresented. Try to reach a consensus about how toaddress the property owner’s concerns.


Part C #3Research and write a short description of thepositions of key players.Part C #6Have each team write a letter to the propertyowner stating the result of the debate and theirreaction to it.

PART DScience and TechnologyK. Scientific ReasoningStudents will learn to formulateand justify ideas and to makeinformed decisions.


Part D #4Have students meet at a public hearing to decide ifthe building can be built and if so, how.


Part D #4Have students meet at a public hearing to decide ifthe building can be built and if so, how.



Part D #3Each team taking the role of family, villagers,environmental group members, governmentofficials, and others who are involved in the issue.


Part D #3Each team taking the role of family, villagers,environmental group members, governmentofficials, and others who are involved in the issue.


Part D #4Have students meet at a public hearing to decide ifthe building can be built and if so, how. Aftereach group has presented its argument, have thepanel of judges make a final decision.

Each child should have a role inthis activity.


178Air We Breathe

Activity Title: AIR WE BREATHE Activity Guide Page #: 264






PART AScience and TechnologyC. CellsStudents will understand that cellsare the basic units of life.


Part A #9Students should use a magnifying glass and a microscopeto examine their slides.


Elementary Grades 3-4Middle Grades 5-81. Make accurate observations usingappropriate tools and units of measure.

Part A #7Have each team describe the particles they see and therelative abundance of different types of particles.Part A #12Make notes on different shapes, colors, and smells thatthey notice.


Part A #11Tell students to put their slice in the same place they puttheir slides. The potato slice will collect particles thesame way the slide did.Part A #12Students should examine the slices every day with amagnifying glass, then make notes on different shapes,colors, and smells that they notice.



Part A #14Students should draw conclusions as to what particles arepresent in the indoor air.



Part A #13Have each team report on what they saw on their slice.


179Air We Breathe

PART CScience and TechnologyJ. Inquiry and Problem SolvingStudents will apply inquiry andproblem-solving approaches inscience and technology.


Part C #2Have students design a checklist to look for indoor airquality hazards in their own homes.Part C #3Have students take their checklist home to inspect forpotential air quality hazards.



Part C #3They should put a checkmark next to the ones they findand a star next to the ones they feel might be severeenough to warrant action.Part C #6Have each student give a progress report to discuss anychanges or difficulties in making improvements.


180Waste Watchers

Activity Title: WASTE WATCHERS Activity Guide Page #: 274

Objective(s): Students will: 1) identify ways to save energy in their daily lives; 2) explain how saving energy can reduce air pollution.

Overview: Every year some 41 percent of all the energy we use in the United States is wasted needlessly. By cutting the energy waste, we can reduce our demand for sources ofnew energy and reduce the amount of pollution we create. In this activity, your students can take a look at how they use energy in their own homes and how they can reduce theamount of energy they waste.






Activity #5Do an energy audit on their homes or apartments.Activity #6Exactly one week after their first reading, students will read themeter again to determine the number of kilowatt hours ofelectricity their family used during the week. . .Activity #7Share the information they collected.


Activity #7Share the information they collected.





Elementary Grades 3-44. Explain practices for conservation indaily life, based on a recognition thatrenewable and non-renewableresources have limits.

Activity #9Can they think of anything else they could do to reduce energyuse?Activity #11Have students take the pages home to go over with their families.They should identify things they will do to reduce the amount ofCO2 they produce…Assessment OpportunityHave students write a brochure that outlines energy-saving actionspeople can take and explain why saving energy is important…


181People, Places, Things

Activity Title: PEOPLE, PLACES, THINGS Activity Guide Page #: 280

Objective(s): Students will: 1) Explain how human communities are made up of different types of people, places, and things, and how they all fit together; 2) investigate some ofthe people, places, and things that make up their own community.

Overview: By taking a closer look at their community, students can gain an appreciation for its structure and complexity. In this activity, students will develop a deeperunderstanding of the many people, places, and things on which they depend every day.

Subject Area(s): Social Studies Grade Level(s): K-3






Part A #4Have students look on their way home and in theirown neighborhoods for more examples of working,living and playing places.Part C #2Brainstorm a list of things in the community on whicheveryone depends.


182Tepee Talk

Activity Title: TEPEE TALK Activity Guide Page #: 282

Objective(s): Students will: describe several different types of Native American shelters and the materials that were used to make them.

Overview: Whether it' a 100-room palace or a small hut made out of branches, all human shelters serve the same basic purposes: they provide privacy, shelter for inclementweather, and protection from danger. In this activity, your students will take a close-up look at one kind of dwelling - the tepee used by Native Americans on the Plains - andwill discover how homes can give clues about the lives of people who live in them.






Activity #4Have them share their answers and the evidence they used.


Activity #4Have them share their answers and the evidence they used.


Elementary Grades 3-41. Explore how cultures have founddifferent technological solutions to dealwith similar needs or problems (e.g.,construction, clothing, agricultural toolsand methods).

Activity #3Tell students they’re going to learn more about a particularcultural group by studying their dwellings.


183Tree Cookies

Activity Title: TREE COOKIES Activity Guide Page #: 289









Part A #1Try to find indications of past disturbance or events inthe life of the tree, such as fire, insect damage,drought, or loss of a branch.



Variation #3Using white paper plates with ridges, demonstrate forstudents how to create a “tree cookie” using thebumpy perimeter as the bark, the smooth insideedge…


Part B #1Have students draw a life-size cross-section of aredwood tree.Part B #2Have teams research different information that relatesto the redwood tree cookie.


184Trees In Trouble

Activity Title: TREES IN TROUBLE Activity Guide Page #: 293







Elementary Grades Pre-K-2Elementary Grades 3-41. Make accurate observations usingappropriate tools and units of measure.

Part A #4They should take additional notes and make sketches oftheir findings such as broken branches; unusual leafcolors/shapes…

Allow each student to takeobservations.


Part B - CrowdingDiscover what happens when plants are grown too closetogether. Form a hypothesis. Measure the height of theplants above the soil level and record at daily intervalsfor several weeks…Part B – Acidic PrecipitationSet up a series of plants to test if acid rain causesnegative health effects on vegetation.Part B – FertilizerSet up a series of plants to test how nutrients, vitaminsand minerals affect the health of a plant.

Allow each student to conductexperiments.


Part B - CrowdingPart B – Acidic PrecipitationPart B – Fertilizer

Allow each student to conductexperiments.



Part A #4They should take additional notes and make sketches oftheir findings.


185Trees In Trouble


Part B – Crowding #6Discuss the findings. Which radishes appear to behealthier?Part B – Acidic Precipitation #5Keep a daily log of observations and discuss changes inthe health of the plants.Part B – Fertilizer #4Show observations and results by plotting the data on agraph.

Allow each student to drawconclusions.


186Signs of Fall

Activity Title: SIGNS OF FALL Activity Guide Page #: 299


Overview: In temperate regions, people can observe the annual change of seasons. In autumn, leaves of many trees turn color and fall to the ground, many animals migrate orgo into hibernation, the days get shorter, and the air gets colder. This pattern repeats itself every year.






Elementary Grades Pre-K-22. Distinguish between important andunimportant information in simplearguments.

Part A #1Ask them to find as many signs as possible thatindicate winter is approaching and to describe theirobservations.

Allow each student to take anddiscuss their observations.



Enrichment #2Tell your students the following is a Native AmericanLegend about why leaves change color in thefall…discuss how this explanation differs from thescientific one they just learned…

Allow each student to discuss andwrite their legend.


187Tree Lifestyle

Activity Title: TREE LIFESTYLE Activity Guide Page #: 302

Objective(s): Students will: 1) diagram the lifestyle of a tree; 2)compare a tree lifecycle to a human lifecycle; 3) explain the role each stage of a tree's life plays in the forest (orother) ecosystem.

Overview: In this activity, students will discover that trees have a lifestyle that is similar to that of other living things. They will investigate a tree's role in the ecosystem ateach stage of its life.

Subject Area(s): Science, Language Arts, Visual Arts, Performing Arts Grade Level(s): PreK-6





Elementary Grades Pre-K-23. Explain, draw, or otherwisedemonstrate the life cycle of an organism.

Activity #2Distribute art materials and ask students to create thelifecycle of a tree, from birth through death anddecomposition. They should make at least 3stages/events in their lifecycles…VariationAsk students if trees are alive. How do they know?Ask students to imitate your movements as youenact the life of a tree…

Allow each student to follow thelifecycle of a tree.

Allow all students to participate inthis activity.



Activity Title: NOTHING SUCCEEDS LIKE SUCCESSION Activity Guide Page #: 306






Science and TechnologyE. Structure Of MatterStudents will understand thestructure of matter and thechanges it can undergo.

Middle Grades 5-83. Use the Periodic Table togroup elements based on theircharacteristics.

Part A #3Divide the groups into teams. Using transparent overlays and coloredmarkers, each team will create a sequence of pictures to showsuccession.Part A #4When finished, the teams can demonstrate their work to the group anddescribe what is happening in each scene.Part B #1Have them try to find plant communities in different stages ofsuccession.Part B #2Define the stages of succession evident at your site. Discuss whatfactors might alter succession, including disease…Part C #2Ask students to make written journal observations, drawing, orphotographs of three areas on a regular basis (once a week). Photos canshow: types of plants, plant growth, new plant species…Part C #3After each observation period, ask the students to make a generalstatement about apparent succession and differences in species diversityin all 3 sites.

Allow all students toparticipate in this activity.

Science and TechnologyC. CellsStudents will understand thatcells are the basic units oflife.

Elementary Grades 3-44. Describe the functions of themajor human organ systems.

Part A #3Divide the groups into teams. Using transparent overlays and coloredmarkers, each team will create a sequence of pictures to showsuccession.EnrichmentAssign teams for each of the stages of succession that were studied in theactivity. Have teams use different colors of felt to cut out the shapes…

Allow all students toparticipate in these activities.


189Living With Fire

Activity Title: LIVING WITH FIRE Activity Guide Page #: 311

Objective(s): Students will: 1) describe a forest fire; how it starts, spreads, and burns out; 2) explain several approaches to forest fire management.

Overview: The term "forest fire" may conjure up images of fear and devastation. Preventing fires is still important, but times have changed. In this activity, students will learnhow fire is a natural event in forests and other ecosystems and how it helps keep plants and other parts of the ecosystems healthy.

Subject Area(s): Science, Social Studies Grade Level(s): PreK-8




Middle Grades 5-82. Design and conduct scientificinvestigations which includecontrolled experiments and systematicobservations.

Part A #2Demonstrate how a candle burns in a glass when each of the 3different elements are limited. For grades 6-8 thedemonstration can be close by the group of students.Part B #2Have the students develop tables and pie charts showing theactual numbers and percentages of fires from different causesfor the years studied.Part B #3Have students compare the data for at least 3 different yearsand determine: which cause was responsible for the most largefires in each year; and the fewest… .EnrichmentDivide the students into 5 numbered teams. Give each a metalbucket to fill with the following fuels… Explain that they willtry to start small fires and must use a strategy to do so…

Allow all students to participatein the demonstration. Have allstudents record the results andobservations of the activities.


190Reduce, Reuse, Recycle

Activity Title: REDUCE, REUSE, RECYCLE Activity Guide Page #: 320

Objective(s): Students will: 1) learn about ways to reduce solid waste in their community by reducing consumption, reusing products, recycling materials, and composting;2) communicate to others the importance of recycling in their community.

Overview: Patterns for reducing solid waste can be seen in community efforts to reduce consumption and recycle resources. In this activity, students will set up a program forreusing, recycling, and reducing consumption of resources at school.

Subject Area(s): Science, Math, Social Studies, Language Arts Grade Level(s): 1-8






Project #1Set up a classroom program for separating itemsthat can be reused from those that can berecycled…Project #2Set up recycling bins for glass, paper, andaluminum in the cafeteria and faculty room.Students should create large posters with glued-on samples/pictures of the items that can bediscarded in the bins…

Allow all students to participate in therecycling program.


Project #3Investigate the cost/benefits of various optionsto reduce waste. Then students can begin byconducting a survey to see what disposable/non-recyclable products used in the school cafeteriacould be…

Allow all students to participate in theproject.


191A Peek At Packaging

Activity Title: A PEEK AT PACKAGING Activity Guide Page #: 322

Objective(s): Students will: 1) describe the different purposes for packaging; 2) identify the pros and cons of different types of packaging; 3) explore how packaging affects ourdecisions as consumers.

Overview: Nearly everything we buy comes in some sort of package. Packaging, made from a variety of renewable and nonrenewable resources, is necessary to protect anitem, keep it fresh, make it tamper-proof, and make the item east to transport and store. In this activity, students will examine the pros and cons of different packagingstrategies.

Subject Area(s): Science, Social Studies, Visual Arts Grade Level(s): 5-8Standard Performance Indicators





Assessment OpportunityHave students create an ideal package for one ofthe products they evaluated. Have them draw orcreate packaging out of art materials or recycledhome and school items…

Allow each student to create their owndesign.



Part A #2Ask students why they think each product ispackaged the way it is. What are the pros/consof each package in terms of protection, bulkiness,tamper resistance…

Allow each student to participate in thediscussion.


192Air To Drive

Activity Title: AIR TO DRIVE Activity Guide Page #: 325

Objective(s): Students will: 1) gain knowledge about possible global changes resulting from the emission of greenhouse gases and other pollutants; 2) explain strategies forremoving carbon dioxide from the air.

Overview: In this activity, students will calculate the amount of automobile travel their family does and explore some of the potential environmental consequences ofincreasing automobile emissions and energy use, as well as ways and benefits of reducing those level.






Demonstration 1 #4Take the sock off and compare it with the other sock.Students should see large pollutant particles from theexhaust trapped in the sock fabric turning it black…Part B #1Students will track all family car mileage for one week,using the car’s odometer. They should note the mileagefrom beginning to end and figure the difference.Part B #2Students will compute the amount of CO2 produced inpounds using the following calculations.1 mile=1.609km, 1 gallon=3.785 1, and 1 pound=.453 kg

allow all students to participatein the data gathering and analyzethe data.



Activity Title: OUR CHANGING WORLD Activity Guide Page #: 328








Elementary Grades 3-44. Investigate the connection betweenmajor living and nonlivingcomponents of a local ecosystem.

Activity #5With everyone holding the string, discuss how humanactions that directly affect part of the Earth system alsoindirectly affect many other parts…Activity #6As you rewind the yarn, ask each person, upon lettinggo, to name something a person could do to make theEarth a healthier place.

Repeat this activity for a localecosystem.



EnrichmentHave teams of students pick a “global change” issue toinvestigate. You can assign issues to make sure themajor ones are covered. A short presentation must beprepared.

Encourage students to use availabletechnological resources to presenttheir information. Allow studentsaccess to this technology whengathering their information.


EnrichmentDiscuss each team’s map. How much of the Earthcould be affected by these potential changes? Are thereany areas that may not be affected?…

Same as above


Elementary Grades 3-44. Explain practices for conservation indaily life, based on a recognition thatrenewable and non-renewableresources have limits.

Activity #6As you rewind the yarn, ask each person, upon lettinggo, to name something a person could do to make theEarth a healthier place.EnrichmentReports, presentation, maps, and discussion can beevaluated. Ask students to use information from theirinvestigations as they write down some actions that canbe taken to make positive changes with regard to theseglobal issues.

Allow each student to give at leastone answer to the question “Howcan we make the Earth a healthierplace?”



Middle Grades 5-87. Explain the connections betweenindustry, natural resources, population,and economic development.

Activity #6 & 7As you rewind the yarn, ask each person, upon lettinggo, to name something a person could do to make theEarth a healthier place.

EnrichmentDiscuss each team’s map. How much of the Earthcould be affected by these potential changes? Are thereany areas that may not be affected?…

Allow each student to participate inthe activity, and the presentation ofinformation about the groups topic.

PICTURE


195Earth Manners

Activity Title: EARTH MANNERS Activity Guide Page #: 331









Activity #4List short statements that express the students’ideas about environmental manners/guidelines.Ask students to offer ideas in the form ofbehaviors they would recommend…Assessment Opportunity #2Have students create similar “guidelines” for theirenvironmental behavior at school. Encouragethem to word some of them positively as well asnegatively.

Allow all students to participate in thebrainstorming activity.



Activity #4List short statements that express the students’ideas about environmental manners/guidelines.Ask students to offer ideas in the form ofbehaviors they would recommend…Activity #6For PreK, K and 1st graders, lead an exercise inwhich students act out the rules they listed earlier.


196Life On The Edge

Activity Title: LIFE ON THE EDGE Activity Guide Page #: 335

Objective(s): Students will: 1) identify environmental factors that can cause species to become endangered; 2) research the current status of several endangered plants or animals;3) present persuasive arguments for the protection of a particular plant or animal species.

Overview: Patterns of change can be observed in the diversity of species on Earth. In this activity, students will become advocates for endangered species of plants or animals,and create "public relations campaigns" on behalf of these species.





Science and TechnologyB. EcologyStudents will understand how livingthings depend on one another andon non-living aspects of theenvironment.

Elementary Grades 3-44. Investigate the connection betweenmajor living and nonliving componentsof a local ecosystem.

Part A VariationHabitat Scramble - Every species for itself.Students will simulate how animals and often entirespecies compete for their essential needs…

Allow all students to participate inthe activity.

Middle Grades 5-82. Analyze how the finite resources inan ecosystem limit the types andpopulations of organisms within it.

Part A VariationStudents will simulate how animals and often entirespecies compete for their essential needs…

Allow all students to participate inthe activity.


Middle Grades 5-87. Show that proving a hypothesis falseis easier than proving it true, and explainwhy.

Part BAsk students to select a species from the list. Instructthem to gather information to put together a profile forthat species. Then take on the role of an advocate forthe species they selected. Teams should present theircampaign to the group.Assessment OpportunityStudents/teams will give a media presentation thatmakes a case for protecting the endangered species theyresearched. Explain why certain actions should betaken…

Allow all students to do researchand present their information.


Elementary Grades 3-45. Gather and effectively presentinformation, using a variety of mediaincluding computers (e.g., spreadsheets,word processing, programming,graphics, modeling).

Part B #2Students should take the role of advocate for theirparticular species. They should create a campaign thatmight include slogans, posters, TV commercials…Part B #3Teams should present their campaign to the entiregroup.

Allow all students access toavailable technology.


197Life On The Edge


Part BAsk students to select a species from the list. Instructthem to gather information to put together a profile forthat species.Then take on the role of an advocate for the species theyselected. Teams should present their campaign to thegroup.



Activity Title: TREES FOR MANY REASONS Activity Guide Page #: 340




StandardPerformance Indicators(by grade clusters) Evidence of alignment (text from activity

description)



Elementary Grades Pre-K-24. Describe different ecological systemson earth.

Part A #3What pattern of change in the environment didwe observe?

Allow all students to answer thequestion.



Part A #2Divide the class into 6 groups. Give each groupa card with a question written on it. Each groupshould discuss the questions, write down theanswers, and be prepared to read them to theentire group.Part A #4After groups have had time for discussion, haveeach group read their questions and answers tothe class. Students can agree, disagree, or addto the answers given by their classmates.

Allow all students to answer anddiscuss questions. Allow students tosupport claims.



Part A #3Why do you think the Oncer-ler did what hedid? What patterns of change in theenvironment did we observe?…Part B #1Read The Lorax aloud or watch the video.Part B #2Ask students to list what they think the majorideas of the story are.

Allow all students to discuss answers toquestions.




Part A Variation #2Divide the class into 6 groups. Give each a cardwith one question on it to discuss. Compare theOnce-ler’s attitude toward the environment atthe beginning of the story with his attitude at theend…Part B #2Divide the class into 6 groups and give them 6statements on index cards. They must decidedif they agree/disagree with the statements. Theymust give 3 reason why they agree and anexample of a real life situation…

Allow all students to answer anddiscuss the questions.

PICTURE



Activity Title: IN THE GOOD OLD DAYS Activity Guide Page #: 349








Part A #2Divide the students into teams and have each team select ahistorical figure from the list you prepared. Include whatlife was like in the person’s time, how people of the dayfelt about the environment…Part A #3Have team members prepare creative presentations thatshow the impact their figure had on the conservation orenvironmental movement…

Allow all students access toavailable technologicalresources and to research andpresent their information.


Part B #2Have students think about how they feel about forests.Each student can write an essay or poem, sketch adrawing, or find another way to express his/her feelingstoward forests.Part B #3Discuss what students came up with, and have then sharetheir feelings. Can they identify any specific events intheir lives that have influenced their attitude?



Activity Title: A LOOK AT LIFESTYLES Activity Guide Page #: 353








Part C #2Explain that students are going to divide into groups toexplore some of the attitudes toward natural resourcesthat the pioneer settlers had…Part C #4Each group should discuss the following questions:What are the criteria for evaluating an item’s necessity?On what basis do you judge an item a luxury?…Assessment Opportunity #3Hold a class debate among 3 groups, with each groupdefending their lifestyle. Ask group questions like: Inwhat ways did you lifestyle exploit natural resources? Inwhat ways did your lifestyle show concern for resourceconservation?…

Allow all students to answer thequestions and participate in thedebate.


Middle Grades 5-84. Describe an individual's biologicaland other impacts on an environmentalsystem.

Part B #2How can we affect plants, animals, people, and the restof the Earth by the things we do? What can we do totake care of the Earth and keep the Earth strong andhealthy in the future?Part C #4What impact do you think you would have made on theenvironment?Assessment Opportunity #3Hold a class debate among 3 groups, with each groupdefending their lifestyle. Ask group questions like: Doyou believe the practices and traditions of the past arerepresentative in present behavior of society andindustry? Why/why not?

Allow all students to answer thequestions and participate in thedebate.


202Paper Civilizations

Activity Title: PAPER CIVILIZATIONS Activity Guide Page #: 359








Middle Grades 5-82. Describe the historical and culturalconditions at the time of an invention ordiscovery, and analyze the societalimpacts of that invention.

Activity #1Divide students into 10 teams. Assign eachteam a numbered period in the history ofpapermaking.

Allow students to research their timeperiod and discover how theimprovements of paper affected society.


203Where Are The Cedars of Lebanon?

Activity Title: WHERE ARE THE CEDARS OF LEBANON? Activity Guide Page #: 362

Objective(s): Students will: 1) investigate how ancient civilizations used natural resources and affected the environment; 2) apply environmental lessons learned in the pasttoward solving current environmental problems.

Overview: Throughout history, people have depended on natural resources for survival. The availability of food, water, and resources to build shelters has generallydetermined where humans have settled and how cultures evolved over time. In this activity, students will explore how ancient civilizations developed systems for using theirnatural resources.






Secondary Grades4. Analyze the impact of human and otheractivities on the type and pace of change inecosystems.

Activity #1Divide the group into 2 teams and prepare for adebate on the land-use practices of the ancientBabylonian culture. Choose a particular debatestatement.Activity #2Have students read the article, “By the Rivers ofBabylon,” and fill in the “Role of Land Use” sectionfor the Babylonian Culture…Activity #3One team is to argue that land use or abuse had amajor influence on the downfall of Babyloniansociety, while the other should take the position…Enrichment #1Have students research the land use practices of otherancient cultures.Enrichment #2Students should research and discuss present-dayproblems related to land use. Should considerpolitical, economic, social, and security factorsinvolved in each situation.

Allow all students to participate inthe debate and answer thequestions.





Activity #3In preparing arguments, both teams should considerthe costs/benefits of the land use practices.Variation #2Divide your group into teams of 3-5 students. Eachgroup should draw 2 murals. One should depict ascene of Babylon before its decline and the other afterits decline.Variation #3Each team should present its view of decline byshowing the before and then after pictures as well asexplain what caused the change.

Allow all students to answerquestions and support their pointof view.


Activity #3Variation #2Variation #3

Secondary Grades6. Analyze situations where more than onelogical conclusion can be drawn.

Activity #3In preparing arguments, both teams should considerthe costs/benefits of the land use practices.


Secondary Grades4. Employ graphs, tables, and maps inmaking arguments and drawingconclusions.

Variation #2Divide your group into teams of 3-5 students. Eachgroup should draw 2 murals. One should depict ascene of Babylon before its decline and the other afterits decline.Variation #3Each team should present its view of decline byshowing the before and then after pictures as well asexplain what caused the change.

Allow all students to create tablesand maps.

Secondary Grades8. Engage in a debate, on a scientific issue,where both points of view are based on thesame set of information.

Activity #3In preparing arguments, both teams should considerthe costs/benefits of the land use practices.

Allow all students to debate.


Middle Grades 5-87. Explain the connections betweenindustry, natural resources, population, andeconomic development.

Enrichment #2Students should research and discuss present-dayproblems related to land use. Should considerpolitical, economic, social, and security factorsinvolved in each situation.

Allow all students to answer thequestions.



Secondary Grades2. Demonstrate the importance of resourcemanagement, controlling environmentalimpacts, and maintaining naturalecosystems.

Enrichment #1Have students research the land use practices of otherancient cultures.Enrichment #2

PICTURE


206Did You Notice?

Activity Title: DID YOU NOTICE? Activity Guide Page #: 362









Part A #1Ask students what major changes happened in theirlives between their birth and age 4. Encouragebrainstorming of ideas. Ask how they can rememberthese things, i.e., from pictures?…Part A #2Ask students to think about how they have changedjust since they woke up this morning.

Allow all students to participate inbrainstorming.

Project Learning Tree Links/Social Studies

The Peppermint Beetle207

Activity Title: IMPROVE YOUR PLACE Activity Guide Page #: 369

Objective(s): Students will: 1) identify ways they can improve their local area; 2) carry out plans to improve the area.

Overview: Each living thing has a habitat - a place to live that suits its needs. For human beings, the community they live in is their habitat. In this activity, students areencouraged to take action to improve their community by making some positive environmental changes.




Science and TechnologyK. Scientific ReasoningStudents will learn toformulate and justify ideasand to make informeddecisions.

Middle Grades 5-86. Support reasoning by using avariety of evidence.

Activity #5An “Action Plan” should be developed by each group. Included inthe plan should be a realization that they will have to persuade thePTA, school board, etc., to approve their plan…Activity #6Evaluation of the Plan should be done by answering the following:Is there sufficient evidence to warrant action on this issue? Arethere alternative actions available for use?…

Allow the students to createand defend their points ofview, and arguments.



Science and TechnologyL. CommunicationStudents will communicateeffectively in the applicationof science and technology.

Elementary Grades 3-44. Make and/or use sketches, tables,graphs, physical representations, andmanipulatives to explain proceduresand ideas.

Activity #2Students should sketch a simple map of the area.Activity #3Help students create a single, large map of the site as it currentlyexists.

Allow all students toparticipate in the making ofthe map.


Activity #5An “Action Plan” should be developed by each group. Included inthe plan should be a realization that they will have to persuade thePTA, school board, etc., to approve their plan…Activity #6Evaluation of the Plan should be done by answering the following:Is there sufficient evidence to warrant action on this issue? Arethere alternative actions available for use?…Enrichment #1Can hold a simulated PTA/council meeting and have studentspresent their plan.Assessment OpportunityHave students present their maps, overlays, and action plans to adecision-making individual/group. Provide feedback to the students.

Allow all students to defendtheir strategies for solving thisproblem.


The Peppermint Beetle208

Activity Title: THE PEPPERMINT BEETLE Activity Guide Page #: 7

Objective(s): Students will: 1) describe various ways animals use their sense of smell; 2) explain why some animals use scent marking; 3) identify the importance of the senseof smell in our daily lives.

Overview: In this activity students will explore their sense of smell and discover why smell is important to animals, including themselves.





Social StudiesGeographyA. Skills And ToolsStudents will know how toconstruct and interpret maps anduse globes and other geographictools to locate and deriveinformation about people, places,regions, and environments.

Middle Grades 5-82. Develop maps, globes, charts, models,and databases to analyze geographicalpatterns on the earth.

Getting ReadyIn preparation, flag or mark boundaries in a woodedarea and “scent-mark” trees that lie roughly on the sameline.Doing the Activity #5When all the scent-marked trees have been found, havethe students walk the scent trail left by the peppermintbeetle. Ask the students to consider why the peppermintbeetle marked those trees. Could it be to defineterritory?Assessment OpportunityDo people mark their territory? How? (Fences, hedges,signs.) Why? (To protect themselves and theirproperty?)

teacher prepared area

all students walk, all studentsdraw a map of trail

each student responds


209Sounds Around

Activity Title: SOUNDS AROUND Activity Guide Page #: 9


Overview: Our ears are constantly being bombarded with sound - so much so that we automatically "tune out" a lot of it. Some sounds are "music to our ears", while others canannoy us and even damage the delicate structures in our ears. Try this activity to help your students "tune in" to the sounds in their environment and to help them identify andlessen local noise problems.





Elementary Grades Pre-K-21. Use and construct maps and othervisuals to describe geographic location,direction, size, and shape.

Part A #3Have students make a “sound map.” They should put anX in the middle of the page to represent themselves, andthen use pictures or words to show the location of thesounds around them.Part A #4Call on students to demonstrate and explain their soundmaps.

each student

Social StudiesGeographyB. Human Interaction withEnvironmentsStudents will understand andanalyze the relationships amongpeople and their physicalenvironment.

Elementary Grades Pre-K-21. Describe the human and physicalcharacteristics of the immediateenvironment.

Part A #4Lead the student in a discussion of their experiences.What were the sources of the sounds they heard? . . . Callon students to demonstrate and explain their sound maps.Variation Part AAsk them what they are hearing and what is making eachsound. You can have them point in the direction eachsound is coming from. . .

each student

Secondary Grades1. Explain factors which shape places andregions over time (e.g., physical andcultural factors).

Part B #2When visiting you selected site, ask teams of student tomeasure the noise level at two locations: one that issheltered and one that is out in the open. Measure thenoise in both locations.Part B #3Discuss the results with the students. If visits were madeon different days and there are noticeable variations inthe noise level at a particular location, discuss possiblereasons for this.

teams – each student a role onthe team to answer for

each student respond


210Sounds Around

Social StudiesCivics and GovernmentB. Purpose and Types ofGovernmentStudents will understand the typesand purposes of governments,their evolution, and theirrelationships with the governed.

Middle Grades 5-83. Contrast the roles of local, state, andnational governments by investigating,evaluating, and debating a current civicissue.

Part B #5The could contact appropriate city officials to find out ifsuch a project is possible and then contact foresters intheir municipal, county, or state offices to work withlocal authorities.

each student contacts

Social StudiesCivics and GovernmentA. Rights, Responsibilities, andParticipationStudents will understand the rightsand responsibilities of civic lifeand will employ the skills ofeffective civic participation.

Middle Grades 5-85. Explain the functions of andrelationships among local, state, andnational governments.

Part B #5Students contact appropriate city officials to find out ifsuch a project is possible.

each student contacts

Social StudiesHistoryB. Historical Knowledge,Concepts, and PatternsStudents will develop historicalknowledge of major events,people, and enduring themes inthe United States, in Maine, andthroughout world history.

Elementary Grades Pre-K-22. Demonstrate an understanding ofcultural origins of customs and beliefs inseveral places around the world.

Part CIn many cultures throughout human history, legends andmyths have arisen that explain the story behind manysounds in nature. The following is a Greek myth.Part C #1Read the story to the students.

all students


211Poet Tree

Activity Title: POET-TREE Activity Guide Page #: 13

Objective(s): Students will: 1) express their feelings and attitudes about the environment using various forms of poetry; 2) analyze their own and other people's poetry todiscover its full meaning.

Overview: Writing and sharing poems will give your students an opportunity to express their feelings, values, and beliefs about the environment and related issues in creativeand artistic ways.

Subject Area(s): Language Arts, Science, Social Studies Grade Level(s): 3-8






Doing the Activity #1Ask the students to name some of the benefits theyderive from trees and forests. What experiences havethey and with trees and forests? How do trees andforests make them feel? Do they have any favoriteneighborhood trees? Any forest issues that concernthem? . . .Doing the Activity #4Take the students to visit nearby trees in theschoolyard, park, or forest to gather “treeimpressions.” . . .Doing the activity #5While you’re outside or once you’re back inside, havethe students write their own poems about trees andforests.

Each student shares their poems

Elementary Grades 3-42. Explain ways in which communitiesreflect the backgrounds of theirinhabitants.

Doing the Activity #6Discuss how people see trees and forests differently.Does your poem mention the influence people haveon trees or forests? Does it mention the value of treesor forest products to people? Does your poem speakof people’s place in nature? How?

give each student time to respond


EnrichmentThrough class discussion, identify severalenvironmental problems or issues (local, national orglobal).

each student


212Picture This!

Activity Title: PICTURE THIS! Activity Guide Page #: 16









Getting Ready #2Gather a large supply of magazines.Doing the Activity #3Ask students to think about the kinds of plant andanimals they’re familiar with – ones they’ve seen inbooks, in zoos, in gardens, on television, in theirbackyard, and so on. Tell students that their areamany ways these can be grouped or classified. Forinstance, where do they live?Doing the Activity #9Look at one plant or animal in you exhibit. Wheredoes it live?

teacher

use a map of the regions of theworldeach student locates where animalslive

PICTURE


213Habitat Pen Pals

Activity Title: HABITAT PEN PALS Activity Guide Page #: 18






Social Studies - GeographyA. Skills And ToolsStudents will know how to constructand interpret maps and use globesand other geographic tools to locateand derive information about people,places, regions, and environments.

Elementary Grades Pre-K-21. Use and construct maps andother visuals to describegeographic location, direction,size, and shape.

Getting Ready #2Cut out a picture of each of the habitats listed under “WhoseHabitat Is That?”

Middle Grades 5-81. Visualize the globe andconstruct maps of the world andits sub-regions to identifypatterns of human settlement,major physical features, andpolitical divisions.

Doing the Activity #3Tell the students that there are many different kinds of habitats.Describe the habitats listed in “Whose Habitat Is That?” Havestudents identify where the habitat might be found.Doing the Activity #5You explain that there are similar kinds of habitats around theworld. For example, tropical rain forests are found in SouthAmerica, Africa, Australia and elsewhere. . . Ask the students toexplain the relationship between climate and habitat. . . .

locate on a globe or map

Elementary Grades Pre-K-21. Use and construct maps andother visuals to describegeographic location, direction,size, and shape.

Doing the Activity #7Habitat posters.Doing the Activity #9Write the following questions: What’s the climate like in yourhabitat? Name some other animals that live in your habitat.Describe some of the plants that grow in your habitat. Describeany special features of your habitat. What do you eat?Doing the Activity #10Address each of these questions and statements in their letters.

Each student will write a letter


214Planet of Plenty

Activity Title: PLANET OF PLENTY Activity Guide Page #: 24


Overview: In this activity, students will pretend they are visitors from outer space, viewing life on Earth for the first time. By describing in minute detail, all the life they find ina small plot of land, they will become more aware of diversity of life on Earth and will better understand its importance.





Social Studies - GeographyA. Skills And ToolsStudents will know how toconstruct and interpret maps anduse globes and other geographictools to locate and deriveinformation about people, places,regions, and environments.


Part B #1Give each team a tape measuring stick. Also givethem string, ribbon, or other materials for markingthe boundaries of their plots.Part B #2Assign each team an area in which to set up a 20-foot square study plot. Try to arrange teams so thatthey are spread out and cover a variety ofmicrohabitats.Part A #3Each team will set up a plot and study it for avariety of life forms.

each team member is responsible fora specific task

Social Studies - GeographyB. Human Interaction withEnvironmentsStudents will understand andanalyze the relationships amongpeople and their physicalenvironment.

Elementary Grades 3-41. Demonstrate an understanding of whycertain areas of the world are moredensely populated than others.

Part C #3Teams should try to draw conclusions about whatfactors influence the abundance or lack ofbiodiversity.Part C #5 - 6Brainstorm ways that biodiversity on planet Earthbenefits the lives of its people. How might thepeople of Deevoid begin to improve their planet’sbiodiversity for the future. . .Ask the students to imagine a place on Earth that isteeming with plant and animal life, and have themshare their reflections. . .


215Charting Diversity

Activity Title: CHARTING DIVERSITY Activity Guide Page #: 27

Objective(s): Students will: 1) organize different species of plants and animals according to various characteristics; 2) determine how certain characteristics help species adaptto environmental conditions.

Overview: By exploring the amazing diversity of life on Earth, your students will discover how plants and animals are adapted for survival. This activity provides a basis forunderstanding why there are so many different species and what is the value of biological diversity.

Subject Area(s): Science Grade Level(s): 4-8






Doing the Activity #1Name different types of environments in whichanimals live, and write these on the chalkboard(forest, ocean, desert, arctic, others).Variation #1Refer to the different environments listed in Step 1above.

each student locates geographicregions on map


216Tree Treasures

Activity Title: TREE TREASURES Activity Guide Page #: 35

Objective(s): Students will: 1) identify and categorize products derived from trees; 2) find out which forest products are recyclable or reusable; 3) recommend actions forconserving forest resources.

Overview: Students are often surprised to learn how many different products we get from trees. Use this activity to help your students learn just how much we depend on treesin our daily lives.

Subject Area(s): Science, Social Studies, Visual Arts Grade Level(s): PreK-6




Social StudiesEconomicsD. International Trade and GlobalInterdependenceStudents will understand the patternsand results of international trade.

Elementary Grades Pre-K-21. Explain where products come fromand how we use them.

Doing the Activity #1-5Ask students to name as many tree products as they canthink of, and list then on the chalkboard. . . Each studentwill gather clues about a “mystery tree product” and tryto figure out what it is. Give students time to mingle andask questions. When they think they’ve identified theirproduct, they should decide which category it belongsto, and go to the section of the room designated for thatcategory. Allow additional time for the students in eachcategory to discuss with the others why they think theybelong in that group. . . Allow students to changegroups if they see fit.Variation #2Hold up a small branch and a wooden object such asblock, pencil, or toy. Ask where each of these comesfrom. If possible, acquire a “tree cookie,” a cross-section slice of a tree trunk or branch. Have students seeand feel the texture of the wood. . . . Ask students ifthey can think of other things that come from trees. . .

each student should participateand respond

Social StudiesGeographyA. Skills And ToolsStudents will know how to constructand interpret maps and use globes andother geographic tools to locate andderive information about people,places, regions, and environments.

Elementary Grades Pre-K-21. Use and construct maps and othervisuals to describe geographiclocation, direction, size, and shape.

Doing the Activity #6Talk about unusual tree products.

Research country of origin andlocate on map (each student)



Activity Title: WE ALL NEED TREES Activity Guide Page #: 39






Social StudiesEconomicsD. International Trade and GlobalInterdependenceStudents will understand the patterns andresults of international trade.

Elementary Grades Pre-K-21. Explain where products comefrom and how we use them.

Doing the Activity #2 - 8Divide the group into teams of four, and tell them that teammembers will work together to determine which of theproducts are made from trees. Have the teams movearound the room and examine the products. Teams shouldthen re-evaluate the list of products. Teams share their listswith the rest of the group. Discuss the diversity of products.

all team members must agreewith the team decision

Elementary Grades 3-41. Describe, with examples, howthe exchange of goods andservices helps to create economicinterdependence between people indifferent places and countries.

Doing the Activity #9How will this new awareness of forest products affectstudent’s lifestyles?

ask each student to respond

Middle Grades 5-82. Evaluate how world trade issuescan affect a nation's economy andhow trade can influence andtransform societies.

EnrichmentCompare the environmental and economic factorsassociated with these products and there possiblesubstitutes by answering the following question. Wouldthe substitute serve the same purpose as efficiently andcheaply as the tree product?

Social StudiesHistoryB. Historical Knowledge, Concepts, andPatternsStudents will develop historicalknowledge of major events, people, andenduring themes in the United States, inMaine, and throughout world history.

Middle Grades 5-83. Demonstrate an understandingof selected turning points inancient and medieval worldhistory and the continuinginfluence of major civilizations ofthe past.

Tree Readings story #2Doing the Activity #6After reading, students should explain the contents to theirteam members. Each person is responsible for making sureeveryone else in the group understands what his or herarticle says.

Social Studies Elementary Grades Pre-K-2 Tree Readings story #2 and story #4 locate places mention on map



GeographyA. Skills And ToolsStudents will know how to construct andinterpret maps and use globes and othergeographic tools to locate and deriveinformation about people, places,regions, and environments.

1. Use and construct maps andother visuals to describegeographic location, direction,size, and shape.

or globe

PICTURE



Activity Title: RENEWABLE OR NOT? Activity Guide Page #: 43

Objective(s): Students will: 1) identify renewable, nonrenewable, perpetual, reusable, and recyclable resources and explain the differences among them; 2) play a game thatsimulates society's use of renewable and nonrenewable resources.

Overview: Students often do not know which resources are renewable and which are nonrenewable, or which are recyclable or reusable. In this activity, students will learnwhat these terms mean and discover why sustainable use of natural resources are so important.





Social StudiesEconomicsA. Personal and ConsumerEconomicsStudents will understand thateconomic decisions are based onthe availability of resources and thecosts and benefits of choices.

Elementary Grades Pre-K-21. Identify goods and services, givingexamples.

Part A/Question #1 (pg. 47)Categorize the following as renewable, nonrenewable or perpetual resource: a field of corn; oilin the Arctic tundra; coal in the AppalachianMountains; sunshine everywhere; tides in the Bay ofFundy; trees in a forest; tuna in the ocean; goldmines in western United States; hot springs inAlaska; sand on a beach; a breeze over the Texasplains; salmon in streams; water in a river.

each student answers the questions

Elementary Grades 3-42. Identify a situation in which apersonal decision is made about the useof scarce resources (e.g., deciding touse allowance to go the movies insteadof buying a gift for a family member).

Demonstration #1: Greed vs. NeedThe students will play a game in which the popcornrepresents the team’s supply of a renewable resourcethat is replenished after each round of play. . . .Foreach round, the team resource will be replenished byhalf of the team’s collective pile. Play four or fiverounds noting if any players did not survive. Discussthe advantages and disadvantages of using a resourcein a sustainable way? Non-sustainable way?

each student answers the questionsand plays the game

Middle Grades 5-81. Analyze how scarcity affectsindividuals' decisions about productionand consumption of goods andservices.

Demonstration #2- Popcorn Generation #5Discuss with the students what is happening to theworld’s popcorn supply. What happened to the totalamount of the resource? How much was left foreach successive generation? Was anything left for a4th generation? . . .Assessment Opportunity #2What two factors would you say are most importantin determining how fast natural resources are used?

all play and discuss



Social StudiesEconomicsD. International Trade and GlobalInterdependenceStudents will understand thepatterns and results of internationaltrade.

Elementary Grades 3-41. Describe, with examples, how theexchange of goods and services helpsto create economic interdependencebetween people in different places andcountries.

Demonstration #3 – Global Cookie JarLabel different parts of the room with signs sayingAfrica, South America, North America, Europe andthe Middle East, Russia and Asia. When the studentsarrive, have each pick a slip and go to the section ofthe room assigned to that region. Tell them that theyrepresent the relative population of the regions andeach group should appoint an “ambassador” torepresent their region. Each region will receive acertain number of cookies to represent their GrossNational Product . . .

each student involved in discussionand game

Middle Grades 5-82. Evaluate how world trade issues canaffect a nation's economy and howtrade can influence and transformsocieties.

Demonstration #3 – Global Cookie Jar #6What choices are available to nations that do nothave enough money to buy food from othercountries?




Demonstration #3 – Global Cookie Jar #2Display a large map of the world so students can seethe regions they belong to.

each student locate on map theirregion they represent


221A Few of My Favorite Things

Activity Title: A FEW OF MY FAVORITE THINGS Activity Guide Page #: 48







Social StudiesEconomicsB. Economic Systems of the United StatesStudents will understand the economicsystem of the United States, including itsprinciples, development, and institutions.

Elementary Grades Pre-K-21. Explain the terms consumer andproduct.

Doing the Activity #3Explain to the students that all the products we useand the material in them are derived from naturalresources, resources that occur naturally on Earth.

also that students are theconsumers


Middle Grades 5-81. Describe how changes intransportation and communicationtechnologies have affected trade overtime.

Doing the Activity #6Ask the students which type of fuel used to maketheir favorite item and to transport the item to them.Doing the Activity #7In addition, nonrenewable fossil fuels (oil, gas, coal)were used to process raw materials for manufacture,and transport the skateboard.

Elementary Grades 3-41. Describe, with examples, how theexchange of goods and serviceshelps to create economicinterdependence between people indifferent places and countries.

Doing the Activity #8Students should use poster paper and markers tocreate a visual representation of their favorite thing,showing the materials, resources, and energy that gointo making it.Assessment OpportunityExamine each student’s poster from Step 8 to assesshow well each understands the type of resources,materials, and energy that go into making thefavorite thing.

each student do a posterpresentation; all postersdisplayed


222Pass the Plants, Please

Activity Title: PASS THE PLANTS, PLEASE Activity Guide Page #: 50


Overview: Chocolate candy. Apple pie. French fries with catsup. Tortilla chips with guacamole. Thanks to plants, these and many other favorite foods are ours to enjoy. Try thefollowing activities to get your students thinking about just how big a part plants play in our daily lives.




Social StudiesEconomicsD. International Trade and GlobalInterdependenceStudents will understand thepatterns and results ofinternational trade.


Assessment OpportunityGet your students to think about where the ingredients ofthe food come from. . .Enrichment #1Take the students on a field trip to the supermarket.Enrichment #2Take students on a trip to a farm to see where their foodcomes from.Enrichment #3Students research some familiar spices used in differenttype of ethnic cooking.

Elementary Grades 3-41. Describe, with examples, how theexchange of goods and services helps tocreate economic interdependencebetween people in different places andcountries.

Part B #3On Friday, discuss the data with the students. Did someplant parts show up in their lunches more often than others ?If so, which ones?

each student talks



Part B #4Create a bar graph showing the occurrence of different platparts in their lunches.Enrichment #3Ethnic cooking such as Mexican, Indian, Italian, MiddleEastern, etc. Individuals or small groups could discoverwhere and what plants these ingredients come from andother information.

each make own bar graph

research where food is fromand locate on a map


223People of the Forest

Activity Title: PEOPLE OF THE FOREST Activity Guide Page #: 54







Social StudiesEconomicsC. Comparative SystemsStudents will analyze howdifferent economic systemsfunction and change over time.

Elementary Grades 3-41. Describe barter and money and howeach is used in the exchange or resources,goods, and services.

From The Forest PeopleIt is from the plantation that food comes. Pygmies havebeen in the forest for thousands of years. It is theirworld, and in return for their affection and trust, itsupplies them will all their needs.Part A #3Each person will write a story that depicts a day in thelife of a forest-dwelling people.Part A #4Story can focus on a day in the life, or trace theactivities of the people through the seasons.Part B #1Each team research the lifestyle of a past or presentforest people.

read story to the students or haveall students read

each student be assigned a role tobe responsible for


224Tale of the Sun

Activity Title: TALE OF THE SUN Activity Guide Page #: 56


Overview: Every culture in the world has stories that are part of its history and tradition. these stories reveal the beliefs of the people who tell them. For example, many storiesteach lessons in proper attitude and behavior. In this activity, your students can analyze a story told by the Muskogee (Creek) Indians of present-day Oklahoma. Later, studentscan read and discuss stories told in other cultures from around the world.





Social StudiesHistoryB. Historical Knowledge, Concepts, andPatternsStudents will develop historicalknowledge of major events, people, andenduring themes in the United States, inMaine, and throughout world history.


Doing the Activity #1Ask the students for a few examples ofstories that reflect various cultures.Doing the Activity #2Read them a story told by the Muskogee(Creek) Indians of present-day Oklahomaabout how the sun got into the sky.Doing the Activity #5Have the students read another tale thatrelates to wildlife or the environment.What lesson for living can people learnfrom the tale.Assessment OpportunityCheck for comprehension by discussingthese questions with the group: Whathappens to Fox and Possum when theytry to carry the Sun? How doesGrandmother Spider succeed in bringingthe Sun to the dark side of the Earth?What does the story explain about Fox’smouth, Possum’s tail, and Buzzard’shead? Buzzard makes a great sacrifice toplace the Sun high in the sky. . .

each student chance to respond

to all students

each student

each student chance to respond


225Values on the Line

Activity Title: VALUES ON THE LINE Activity Guide Page #: 58

Objective(s): Students will: 1) examine statements regarding environmental issues and determine the degree to which they agree with them; 2) share their views and opinionswith others and gain awareness on the range of values related to environmental issues; 3) identify the need for balanced information when forming opinions.

Overview: Many people never take the time to explore the underlying assumptions they have concerning the environment. They often form an opinion without understandingall the sides of an issue. This activity is designed to get students thinking about their feelings and expressing their views. You may also wish to use this activity on a regularbasis to give students a chance to evaluate their opinions as they learn more about environmental issues.






Middle Grades 5-84. Identify ways in which citizens in apluralistic society manage differences ofopinion on public policy issues.

Doing the Activity #1Pass out copies of “Value Statements” and ask thestudents to rank how much they agree or disagreeof each statement.(Follow examples #2-#7 for sharing and follow-up)Assessment OpportunityWhat problems, if any, might there be in formingan opinion? How can people become betterinformed? When people with different values endup on different sides of an issue, conflicts can arise.How can people on different sides of an issue reacha settlement?

each student participates in theactivity

each student responds to questions


226Environmental Exchange Box

Activity Title: ENVIRONMENTAL EXCHANGE BOX Activity Guide Page #: 61

Objective(s): Students will: 1) discover some of the resources, products, and other characteristics of their region and ways that people in their region are trying to improve theenvironment; 2) describe similarities and differences between their region with respect to these characteristics.

Overview: Preparing an environmental exchange box will give your students a chance to learn more about their own region and the things that are special about it. Then, whenthey receive an exchange box from another region, they can compare environments, people, and much more.





Social StudiesGeographyA. Skills And ToolsStudents will know how to constructand interpret maps and use globesand other geographic tools to locateand derive information about people,places, regions, and environments.


Doing the Activity #3Ask the students what they know or have heardabout the region they’re exchanging with. Can theyname major cities, landmarks or other features of theregion? What is the climate like there?

have each student locate theiranswers on a map



Doing the Activity #2Brainstorm with the students a list of items toinclude in the box. Then have the students divide upthe responsibilities of researching, collecting, andpreparing materials for the box. The students mightwant to consider some of the following items fortheir box: brief descriptions of your region writtenby the students; a collage of pictures of localecosystem types; a book with drawings of someinteresting plants and animals found in the region. . .Doing the Activity #4When the box arrives from your exchange group,open it with the students and examine its contents.Then have the students compare that region to theirown. Are there differences in the ways people live?

each student


227Adopt A Tree

Activity Title: ADOPT A TREE Activity Guide Page #: 65









Student Page “Adopt a Tree” Questions #1Where is your tree? Draw a map to show its location.

Each student draw own map



Doing the Activity #2Each person will choose his or her very own specialtree. With younger students, you can have the wholegroup adopt a particular tree. Where there’s a shortageof trees, you might have teams adopt trees. Studentswill observe their trees throughout the school year.Doing the Activity #5Write the answers to questions on Student page.

Social StudiesHistoryC. Historical Inquiry, Analysis,and InterpretationStudents will learn to evaluateresource material such asdocuments, artifacts, maps,artworks, and literature, and tomake judgments about theperspectives of the authors andtheir credibility when interpretingcurrent historical events.

Elementary Grades 3-41. Identify changes currently occurring intheir daily lives and compare these tochanges in daily life during a specifichistoric era.

Doing the Activity #2Students will observe their trees throughout the schoolyear or for however long you decide to conduct theactivity. . . No matter which tree they pick, studentsshould be able to say why they chose it.Doing the activity #7Have the students visit their trees on a regular basis.Each time they visit, have them write a few sentencesor make sketches in their notebooks describing anychanges they notice; animal or human activity takingplace on or near the tree; or any other observations.Assessment Opportunity #2


228Adopt A Tree

Students write an essay about life from a tree’sperspective. For example, a student who adopts a veryold tree might write a story in which the tree “talks”about the days when small farms dotted the landscapeor when horses and buggies crowded city streets.

PICTUREORCASE



Activity Title: TREES AS HABITATS Activity Guide Page #: 70








Elementary Grades Pre-K-21. Describe the human and physicalcharacteristics of the immediate environment.

Variation 1 - #3 - 4Lead students to a tree and have them describe whatthey see living on its trunk and branches with theirhand lenses and telescopes. Have students look onthe ground around the tree for fallen leaves, twigs,bark, seeds, fruits, or nuts that might also show signsof animals or plant life. Did students find any of theexamples that you showed them earlier?Variation 2 - #1Have student consider buildings they are familiarwith. Ask them to think of all the plants that grow onthe inside or outside of such buildings. Ask them toname all the animals that make their homes on theinside or outside of those buildings. Have themconsider how all those living things depend on thebuilding and how those things, in turn, affect both thebuildings and the people living in them.

Each student

Elementary Grades 3-43. Use a variety of materials and geographictools to explain how the physical environmentsupports and constrains human activities.

Variation 2 - #2They should consider what environmental conditionsin the building attract and support those organisms.

Variation 2 - #1Consider how all those living things depend on thebuilding and how those things, in turn, affect both thebuildings and the people living in them.




Social StudiesHistoryC. Historical Inquiry, Analysis,and InterpretationStudents will learn to evaluateresource material such asdocuments, artifacts, maps,artworks, and literature, and tomake judgments about theperspectives of the authors andtheir credibility when interpretingcurrent historical events.

Elementary Grades 3-41. Identify changes currently occurring intheir daily lives and compare these to changesin daily life during a specific historic era.

Enrichment #1Have students examine their tree or buildings at othertimes during the year. Then ask them to compare theirfindings from season to season.

PICTURE


231Rain Reasons

Activity Title: RAIN REASONS Activity Guide Page #: 88


Overview: Rainfall, sunlight, and temperature are important factors influencing where plants can grow and, in turn, where animals can live. In this activity, students will designexperiments to see how these climatic factors influence the growth and lives of plants. They will use the learned principles to explore how varying climate conditions haveresulted in an astounding variety of forest types in Puerto Rico.







Part B # 1Point out the Commonwealth of Puerto Rico on aworld map.

Elementary Grades 3-41. Construct and compare maps of Maine,the United States, and regions of the worldto interpret geographical features and drawconclusions about physical patterns.

(Refer to pages: 90-92)Student Page #6/bHow does the amount of rainfall in this region compareto the rest of Puerto Rico?Student Page #1/aLook at Maps A and B. What is the relationshipbetween elevation and temperature in Puerto Rico?Student Page #3/aStudy Maps A and C. What is the relationship betweentemperature and rainfall in Puerto Rico?


Part B #1Tell students they will study the relationship betweenclimate and forest types in Puerto Rico.


232Three Cheers for Trees

Activity Title: THREE CHEERS FOR TREES Activity Guide Page #: 93

Objective(s): Students will: 1) describe the ways in which trees benefit people; 2) make pictures or models depicting how trees may be used to improve the human-madeenvironment.

Overview: It's easy to take for granted both trees and the many benefits they provide. Here's a way to start your students thinking about how much trees add to people's lives.






Doing the Activity #1Write the following list where everyone can see it :playground; school grounds; city street; neighborhood; park;zoo; highway; picnic area; backyard; farm.Doing the Activity #2 - 3Have each person or team choose and draw one of the areas onthe list. They must leave trees out of the picture. Whenstudents have finished their drawings, have them draw thesame scene again, but this time use as many trees as they wish.

Elementary Grades 3-43. Use a variety of materials andgeographic tools to explain how thephysical environment supports andconstrains human activities.

Doing the Activity #4 - 5Display the drawings where everyone can see them. Askstudents in which environment they would rather spend theirtime, and if trees have anything to do with their preferences.Discuss the benefits of trees in public places.Assessment OpportunityCreate a “three cheers for trees” bulletin board showing thebenefits of trees in public places. Have the students brainstorma list of tree benefits.


Variation #2 -3On the piece of paper have students draw a familiar scenewithout its trees, bushes, grass, flowers, or plants of any kind.Then have them place the transparency over the picture andtape it to one edge.


Variation #5When they’ve finished, they can flip up the transparency andcompare the picture with and without trees and plants.


233Plant a Tree

Activity Title: PLANT A TREE Activity Guide Page #: 95

Objective(s): Students will: 1) identify ways that urban trees enrich our lives; 2) determine how people care for urban trees; 3) identify areas in the community that wouldbenefit from having more trees; 4) organize and execute a class tree-planting project in a local area.

Overview: Never underestimate the power of a tree! Besides giving us an amazing array of paper and wood products, trees provide a host of other benefits - from shading ourbackyards to assisting in the maintenance of the global climate. Students can express their appreciation of trees by planning and carrying out their own tree-planting program.




Social Studies - GeographyB. Human Interaction withEnvironmentsStudents will understand and analyzethe relationships among people andtheir physical environment.


Doing the Activity #1Ask student to name some areas in the community wheretrees have been planted.

each student


Doing the Activity #1 & 3Ask student to name some areas in the community wheretrees have been planted. Have them work in small groupsto list the benefits trees provide to people and wildlife inthose areas. Have them work in small groups over the nextweek or so to identify areas in the community that wouldbe improved by the presence of one or more trees.

each student accountable

Social StudiesCivics and GovernmentA. Rights, Responsibilities, andParticipationStudents will understand the rightsand responsibilities of civic life andwill employ the skills of effectivecivic participation.

Middle Grades 5-81. Identify the characteristics of aneffective citizen.

Doing the Activity #4Have students decide which site (or sites) should be thefocus for their tree-planting campaign.Doing the Activity #7Have students take care of them.Enrichment #1Students could arrange for a special tree-plantingceremony.

Elementary Grades 3-43. Identify the functions of governmentat school, locally, and at the state level.

Doing the Activity #5Working with older students, ask them whom they thinkthey should contact to get permission to plant in thearea(s) they’ve chosen.


Assessment OpportunityYour group could put together an information booklet.



Activity Title: A FOREST OF MANY USES Activity Guide Page #: 98

Objective(s): Students will: 1) identify ways that people use forest resources; 2) explain that forests are managed to satisfy a variety of human needs; 3) explore how differentforest uses can be balanced with each other.

Overview: Privately and publicly owned forests are often managed to some degree to provide several different resources. In this activity, students will learn how forests aremanaged to meet a variety of human and environmental needs.







Doing the Activity #1Ask students to think of what they use, or how theybenefit, from forests.Doing the Activity #2Ask students to name animals that live in forests, andrecord their answers on a chalkboard under theheading “Wildlife.”Doing the Activity #3Ask students in which kinds of recreational activitiesthey or their families have participated in forest.Record their answers on the chalkboard under theheading “Recreation.”Doing the Activity #4Have students list products that people get fromforests, and record their answers on the chalkboardunder the heading “Products.”

Middle Grades 5-83. Explain how cultures differ in their useof similar environments and resources.

Doing the Activity #5Explain that forest may be managed with an emphasison different needs. . .Doing the Activity #6Divide the students into teams of four. Tell teammembers to pretend they are forest managers andneed to manage a forest for wildlife.Doing the Activity #7Next, have students pretend they must manage aforest for recreational use.Doing the Activity #8Finally, have students pretend that, as forest

each student participates

aligns also with GeographyStandard A



managers, they must manage a forest to provideproducts for people.Doing the Activity #9Have your students look at the lists they created andask them these questions: Which activities listed cango on at the same time in the same forest? Whichactivities on the list might conflict with one another ifsomeone tried to manage both at the same time? . . .EnrichmentStudents put on mystery drama to show multiple useof the forest.Assessment OpportunityHave students create a bird’s eye view of a forest thatis being managed for multiple uses.


Variation #1Show students the collected picture of forest animalsand have them identify each one. Ask if they’ve everseen this animal in real life.Variation #2Show students the collected pictures of people doingrecreational activities. What are people doing in eachpicture? Have any students done those activities?Variation #3Show students pictures of products from forests, andhave them identify what’s in each picture. Ask whichitems they use.Variation #4Have students look at all the pictures you’ve placedon the bulletin board, and explain that there arepeople who manage forests so that the forests canprovide home for wildlife and people, recreationplaces for people, and products people need and want.



Activity Title: FOREST CONSEQUENCES Activity Guide Page #: 101


Overview: Few issues, if any, have simple solutions- and resolving them usually involves compromise. In this activity, your students will learn about some of the effects thathuman activities can have on a forest. They will explore some of the trade-offs involved in working out a land-use issue.







Doing the Activity #1Have students imagine that they have been a given alarge piece of land. The can do anything they wantwith it. What would they do? Give students, or teamsof students, time to think. Then have them share theirideas.Doing the Activity #2Ask students what consequences their plan might haveon the neighboring community and environment. Didthey consider those consequences when they decidedon a plan. . .

each student


Middle Grades 5-82. Evaluate and defend positions oncurrent issues regarding individualrights and judicial protection.

Doing the Activity #3Read aloud the scenario written in italics on studentpage 104.Doing the Activity #4Students work together to decide what the MorristownCity Council should do. Each team member shouldagree with the team’s decision and be able to explain itto the rest of the group.Doing the Activity #5As the team reads through each proposal, they shouldask themselves the questions: What facts presented inthe proposal support that land use? What opinions arepresented in the proposal? What will it cost the townto adopt the proposal? . . .Doing the Activity #6Give students plenty of time to work out a solution.Afterward, have each team present its decision tot heentire group. After all teams have presented theirdecisions, discuss the following questions: . . .

teacher read to students



Secondary Grades1. Develop and defend a position on apublic policy issue within ourdemocracy.

Variation #1Four students within each group will become the CityCouncil that has to decide what to do with MorristownWoods. The six other students will work in pairs topresent each land use proposal. . . call all teamstogether and have the various City Councils presenttheir decisions.Variation #2You can set up a public hearing.EnrichmentStudents can put together a special class newspaper ora radio or TV broadcast, that feature the Morris Woodscontroversy. . .Assessment Opportunity #2Discuss with your students the old-growth controversyin the pacific northwest using background informationon page 101. . .


238Loving it too Much

Activity Title: LOVING IT TOO MUCH Activity Guide Page #: 108


Overview: National parks are the treasures of any nation. Yet national parks today struggle with serious dilemmas. By looking at problems in America's national parks, studentscan begin grappling with some tough environmental issues that affect parks locally and globally.





Social StudiesHistoryB. Historical Knowledge,Concepts, and PatternsStudents will develop historicalknowledge of major events, people,and enduring themes in the UnitedStates, in Maine, and throughoutworld history.

Middle Grades 5-84. Demonstrate an understanding ofselected twentieth century issues andevents in United States and in Mainehistory including "modern" Mainehistory (1945 to present).

Doing the Activity #3Divide your group into teams, pass out copies of pages110 and 111, graph paper, and a pencil to each student.Have teams use the statistics to draw a bar on linegraph on US Population growth since 1800 and a graphof park visitation from 1950 to 1990. . .Doing the Activity #4Have students work in their groups to answer thequestions.Doing the Activity #5Pass out copies of “Problems in Paradise” on page 112.Students work in groups to discuss the reading andanswer these questions: . . .Assessment OpportunityHave students prepare written arguments stating whatshould be done about problems facing national or localparks. Tell students that each person’s argumentshould explain the problems, as well as what causesthe problems. Students should clearly state one or morerecommendations for solving the problems and explainwhy their suggestions would be effective.


239Pollution Search

Activity Title: POLLUTION SEARCH Activity Guide Page #:114









Part A #3Take students on a walk (outdoors or indoors) to lookfor pollution or pollutants. During your walk, havestudent identify pollution they can see, hear or smell.Part A #4Have students draw pictures of pollution they spottedon the walk or things that might cause pollution.


Part A #6Which examples on the chart might affect people’shealth?

Middle Grades 5-81. Analyze how technology shapes thephysical and human characteristics ofplaces and regions, including Maine.

Part A #6Explain that we have developed technologies toreduce the amount of pollution we generated, andpeople are constantly working to develop newertechnologies.

have students find examples anddiscuss



Enrichment #2Now that your students are more aware of pollution,have them take action to help clean up theirenvironment. Join forces with local clean-upoperations. Adopt an area – a nearby roadway, localpart, or school – and keep it litter free. Sponsor apollution awareness week in your school. Organize astream, beach, or neighborhood cleanup.

each student chose a project


240Talking Trash, Not!

Activity Title: TALKING TRASH, NOT! Activity Guide Page #: 119

Objective(s): Students will: 1) analyze the solid waste that they generate over a period of time; 2) describe what happens to various types of waste when it's discarded; 3)develop and implement a plan for reducing the amount of waste they generate.






Social StudiesGeographyA. Skills And ToolsStudents will know how to construct andinterpret maps and use globes and othergeographic tools to locate and deriveinformation about people, places, regions, andenvironments.


Doing the Activity #1Read aloud “Voyage of the Mobro” on pg. 120.On a map of North and Central America, havestudents trace the boats voyage.

Social StudiesEconomicsA. Personal and Consumer EconomicsStudents will understand that economicdecisions are based on the availability ofresources and the costs and benefits of choices.

Elementary Grades 3-42. Identify a situation in which apersonal decision is made about the useof scarce resources (e.g., deciding to useallowance to go the movies instead ofbuying a gift for a family member).

Doing the Activity #5When people use maps only once and thenthrow them away, what are the effects on oursupply of natural resources?

Social StudiesCivics and GovernmentA. Rights, Responsibilities, and ParticipationStudents will understand the rights andresponsibilities of civic life and will employthe skills of effective civic participation.

Elementary Grades Pre-K-21. Identify and practice classroom rightsand responsibilities.

Doing the Activity #7Have the students look at the list on thechalkboard and try to think of what actions theycould take to keep some items out of the trashand, therefore, out of the landfill or incinerator.Doing the Activity #8Have the students develop an action plan.

Social Studies - EconomicsA. Personal and Consumer EconomicsStudents will understand that economicdecisions are based on the availability ofresources and the costs and benefits of choices.

Elementary Grades 3-42. Identify a situation in which apersonal decision is made about the useof scarce resources (e.g., deciding to useallowance to go the movies instead ofbuying a gift for a family member).

Variation – Don’t Blow Your AllowanceLet the class determine the amount of paper theythink they will use in one week. Have classmembers manage their “allowance” in order tomake the supplies last for the entire week. . .



Activity Title: EVERY DROP COUNTS Activity Guide Page #: 122







Social StudiesEconomicsA. Personal and Consumer EconomicsStudents will understand thateconomic decisions are based on theavailability of resources and the costsand benefits of choices.

Elementary Grades 3-42. Identify a situation in which apersonal decision is made about theuse of scarce resources (e.g., decidingto use allowance to go the moviesinstead of buying a gift for a familymember).

Part A #1Have each student predict how much water he or shewill use at school that day.Part A #2Make a chart like the one below for recording thestudents’ predictions.Part A #3Students will monitor their water use.Part A #6Have students brainstorm a list of ways that they canconsistently cut down on water waste at school andat home.Part A #7Once again, have students monitor their water useduring the school day, this time practicing methodsof saving water. The next day, have them calculatehow much water they used. Have them determinetheir “water savings” and discuss it with the rest ofthe group

Social StudiesCivics and GovernmentA. Rights, Responsibilities, andParticipationStudents will understand the rights andresponsibilities of civic life and willemploy the skills of effective civicparticipation.


Part B #1Students create posters to help others learn aboutwater conservation. Present a program on waterconservation to the rest of the school.Part B #2Students work in small groups to create an actionplan to encourage water conservation in the school.



Social StudiesEconomicsA. Personal and Consumer EconomicsStudents will understand thateconomic decisions are based on theavailability of resources and the costsand benefits of choices.

Middle Grades 5-82. Identify and analyze the factors thatcontribute to personal spending andsavings decisions.

Part B #3Have students estimate the savings of both water andmoney.

Social StudiesCivics and GovernmentA. Rights, Responsibilities, andParticipationStudents will understand the rights andresponsibilities of civic life and willemploy the skills of effective civicparticipation.


Assessment OpportunityHave teams of students design a brochure for thegeneral public, urging hem to say water in their dailylives.

CASE/RUBIC


243Energy Sleuths

Activity Title: ENERGY SLEUTHS Activity Guide Page #: 126

Objective(s): Students will: 1) identify different energy sources; 2) discuss the pros and cons of various energy sources from economic, social, and environmental perspectives;3) describe some of the ways people use energy in their daily lives.

Overview: Important issues revolve around our use of energy. One issue is the growing scarcity of some energy resources. Another is the threat to our environment caused byour current energy systems. In this activity, your students will learn about different sources of energy, as well as how energy is used in their daily lives.





Social StudiesEconomicsA. Personal and ConsumerEconomicsStudents will understand thateconomic decisions are based onthe availability of resources andthe costs and benefits of choices.


Part A #1 - 3Make a list of energy sources. Assign one energysource to each group. Give the groups time toresearch their energy source and to develop a reportcontaining information on the following: itsavailability, the technologies for extracting orprocessing it, its economic potential and thefeasibility of its small- and large-scale use . . .


Middle Grades 5-85. Explain the functions of andrelationships among local, state, andnational governments.

Part A #5After all groups have reported, each group shouldbriefly outline a national energy policy that they’dlike to see enacted.

Social Studies -EconomicsA. Personal and ConsumerEconomicsStudents will understand thateconomic decisions are based onthe availability of resources andthe costs and benefits of choices.

Secondary Grades1. Conduct a cost benefit analysis of apersonal or business decision.

Part A #6Have the students share their energy policies.Discuss the pros and cons of each. You may give thegroups time to revise their policies after they hear allreports.


Part B (All)For one day, have students keep track of all theactivities they do that directly or indirectly requireenergy. . .


244Energy Sleuths

Social StudiesEconomicsC. Comparative SystemsStudents will analyze howdifferent economic systemsfunction and change over time.

Elementary Grades 3-41. Explain how selected cultures orcountries meet basic human needs.

EnrichmentAssign each student group to examine particularprovinces, states, regions, or foreign countries.Students can then research what main energy sourcesthose areas produce and what types of energy thepeople consume. As an alternative, have studentsfind out which areas produce and consume theenergy source assigned to their student group in PartA. Students can begin by researching the state orcountry, or by researching the energy sourcesthemselves.

Social Studies -EconomicsA. Personal and ConsumerEconomicsStudents will understand thateconomic decisions are based onthe availability of resources andthe costs and benefits of choices.


Assessment OpportunityHave the groups design posters or other visualdisplays portraying the information they found inStep 4.

PICTURE


245Then and Now

Activity Title: THEN AND NOW Activity Guide Page #: 131








Elementary Grades 3-41. Make connections between andamong events in their personal lives andthose occurring in the community.

Getting ReadyObtain pictures or drawings of your community,township, or city from various stages in its past.Part A #1 - 3Ask students if they’ve noticed any changes in theircommunity recently. Ask students how those changesmade them feel. Show students the old pictures of yourcommunity. If possible, identify each photo’s locationand have students describe what the site looks like now.Variation for Part ATake your students back in time through an imaginarytime machine.

Social StudiesHistoryC. Historical Inquiry, Analysis, andInterpretationStudents will learn to evaluateresource material such asdocuments, artifacts, maps,artworks, and literature, and tomake judgments about theperspectives of the authors andtheir credibility when interpretingcurrent historical events.

Middle Grades 5-85. Formulate historical questions basedon examination of primary andsecondary sources including documents,eyewitness accounts, letters and diaries,artifacts, real or simulated historicalsites, charts, graphs, diagrams, andwritten texts.

Part B #1Tell students that they’ll interview an older person whohas lived in the community for many years. This personcould be a parent, grandparent, neighbor, or anyone whoahs lived in the area long enough to see many changes.Part B #2Have each person develop a list of interview questions.Part B #3Give students time to conduct their interviews.Assessment OpportunityHave them write stories about their community’s pastby using the information they gained from Parts A andB, the variation, and any additional research. They cantell the story from the perspective of having theirpresent-day selves go back in time.


246Water Wonders

Activity Title: WATER WONDERS Activity Guide Page #: 142









Part A #3Explain that the water cycle is really a simplifiedmodel for looking at the “journey” of a watermolecule. . .Part A #4Divide students into seven approximately equalgroups, and have each group begin at one of thestations.Part A #5 - 6Have students each remove a strip from the envelope attheir station. They should read the strip and write ontheir water cycle scorecard, their current station stop,what happens to them, and their destination.Repeat Step 5 about ten times or until most studentshave cycled through the Cloud station a couple of time.Part A #7Ask students to write a brief story that describes thejourney through the water cycle.

each student makes a chartshowing their journey



Part B #1Ask students, “Have you ever wished water didn’t actthe way it does? For example, you might have wishedthat it didn’t rain on a day when your family was goingto the zoo, or that snow didn’t melt because youwanted to ski.” Is there anything people can do tocontrol or alter the water cycle? (build dams, coverreservoirs, seed clouds, make snow)




Activity Title: ARE VACANT LOTS VACANT? Activity Guide Page #: 153









Getting ReadyLocate a study site for conducting the activity, such asa vacant lot, a landscaped area of the school, or anearby park.Enrichment #1Ask each group to use the collected data to draw a mapthat indicates the location of plants and animals on itsplot. These group maps could be combined to create amap of the entire vacant lot or site.Doing the Activity #5 - 7In what ways have people used this site before? Whatare the positive and negative aspects of this site forpeople?Doing the Activity #7What do you think would happen if people decided toerect a building on this site?Variation #4Consider what might be done to the site to make it abetter place for plants, animals, and people to live.Have students draw pictures of what the site mightlook like if all of their suggested improvements werecarried out.



Activity Title: FIELD, FOREST AND STREAM Activity Guide Page #: 156

Objective(s): Students will: 1) investigate and measure components in three different ecosystems; 2) describe similarities and differences they observe among three ecosystems;3) identify ways that the abiotic components of an ecosystem affect the biotic components.








Doing the Activity #1Ask students to think of a place they enjoy visiting.What did you particularly enjoy about the place?Was it the people? The physical space? What didyou do? Name any nonliving things that made yourplace enjoyable. (water, mountains, climate)Enrichment #2Revisit each location to look for ways humans haveaffected it. Which human actions have harmfuleffects on these ecosystems? Are these short-termor long-term effects? Which human actions have apositive effect on the ecosystems? What might wedo to encourage more of these kinds of actions?


Tropical Treehouse 249

Activity Title: TROPICAL TREEHOUSE Activity Guide Page #: 160









Part A #2Explain that the inhabitants on the sheet comeform different rainforests around the world andwould not be found all together in the same forest.Part A #3Have students research and prepare a report about aparticular person, animal, or plant of the rainforest.Describe the particular type of rainforest where theperson, animal, or plant lives.

find rainforests of the world on amap; identify them

locate on a map



Enrichment #4Research the historic and economic importance of atropical forest product. Compare it with a majorNorth American crop, such as corn. Compareagricultural practices, derivatives and efforts athybridization to develop more desirable qualities.Investigate the extent to which these practicesaffect the local environment.

Social StudiesCivics and GovernmentD. International RelationsStudents will understand thepolitical relationships among theUnited States and other nations.

Elementary Grades Pre-K-21. Recognize that there are other nationswith different traditions and practices.

Case StudyTuma’a and his extended family have farmed andfished for many years in a rainforest that has nowbeen designated part of the a U.S. National Park.His family comprises people from many villages inthe different islands that make up American Samoa.

Elementary Grades 3-41. Identify examples of how the UnitedStates interacts with other countries (e.g.,trade, treaties).

Part B #1Read the following excerpt about Public Law 100-571 to your students. You may need to explaindifficult terms that appear. The students can alsoread the actual bill on page 167.


Tropical Treehouse 250

Social StudiesCivics and GovernmentC. Fundamental Principles ofGovernment and ConstitutionsStudents will understand theconstitutional principles and thedemocratic foundations of thepolitical institutions of the UnitedStates.

Middle Grades 5-82. Examine civil rights, liberties, andresponsibilities established in the UnitedStates Constitution and Bill of Rights.

Part B #2Each team should discuss the following questionsand write down student’s responses.

PICTURE


251400-Acre Wood

Activity Title: 400-ACRE WOOD Activity Guide Page #: 169


Overview: In this activity, students will play the role of managers of a 400-acre (162-hectare) piece of public forest. Through these roles, students will begin to understand thecomplex considerations that influence management decisions about forestlands.




Social Studies -GeographyA. Skills And ToolsStudents will know how to constructand interpret maps and use globes andother geographic tools to locate andderive information about people,places, regions, and environments.

Middle Grades 5-82. Develop maps, globes, charts,models, and databases to analyzegeographical patterns on the earth.

Getting ReadyThen using a light-colored marker, draw a 20” x 20” gridmap of 400-Acre wood.

Social Studies -GeographyB. Human Interaction withEnvironmentsStudents will understand and analyzethe relationships among people andtheir physical environment.


Doing the Activity #1Students should brainstorm a list of activities that takeplace on forest land.Doing the Activity #2Discuss these questions: Which activities would cost themost to provide on the forest land? Which would bringthe most visitors? Which would have the greatest impacton the forest ecosystem? . . .

Social Studies - GeographyA. Skills And ToolsStudents will know how to constructand interpret maps and use globes andother geographic tools to locate andderive information about people,places, regions, and environments.

Secondary Grades1. Use mapping to answer complexgeographic and environmentalproblems.

Doing the Activity #3Divide the group into teams of four or five, and explainthat each team will decide the best use (or uses) of 400-Acre Wood, which has been donated to the community.Doing the Activity #4Ask these questions: Which forest uses in “If You Werethe Boss” are compatible with other uses? Which mightbe incompatible with each other? . . .Doing the Activity #5Give each team a map (grid) of 400-Acre Wood. Alsogive each team a copy of “What’s The Score?”

Doing the Activity #6When the teams have completed their management plan,


252400-Acre Wood

they should use crayons or colored markers to illustratetheir plans on the grids. Remind them to include a keyshowing what different colors and symbols mean.Doing the Activity #7Ask the teams to present their plans to the entire group,making clear how they decided on their plans. . . .Doing the Activity #8Use the large grid map to lead a group discussion. Askthese questions: Which plan enables the most people toenjoy the forest? What is the monetary cost in attractingthe most visitors? . . .

Social Studies - GeographyB. Human Interaction withEnvironmentsStudents will understand and analyzethe relationships among people andtheir physical environment.

Secondary Grades1. Explain factors which shape placesand regions over time (e.g., physical andcultural factors).

Enrichment #2Contact the local Forest Service office or forestryagency, and invite a forest manager to talk to your classabout how his or her organization makes land-usedecisions. Encourage students to ask questions based onwhat they learned in the activity.

Social Studies -Civics and GovernmentA. Rights, Responsibilities, andParticipationStudents will understand the rightsand responsibilities of civic life andwill employ the skills of effectivecivic participation.


Assessment OpportunityImagine that 400 acres of forest land has been given tothe community to use however people please. Severaldifferent groups are competing to have their proposalsaccepted. Each team should prepare a five-minuteargument explaining why their plan should be accepted.



Activity Title: MAKE YOUR OWN PAPER Activity Guide Page #: 176







Social StudiesEconomicsD. International Trade and GlobalInterdependenceStudents will understand thepatterns and results of internationaltrade.


Doing the Activity #1Introduce the activity by ask students what theythink paper is made of and how it is made.Doing the Activity #9Discuss these questions: What materials did we usein making paper? What forms of energy did youneed to make the paper? What types of wastesresulted from making paper?Doing the Activity #10Help students investigate the process used inmodern paper factories.


254A Look at Aluminum

Activity Title: A LOOK AT ALUMINUM Activity Guide Page #: 180


Overview: This activity will give your students a better appreciation for aluminum, a nonrenewable but recyclable natural resource they use every day. they will learn the stepsthat go into making aluminum products and will get a better idea of the environmental impact that using this resource has.




Social StudiesEconomicsD. International Trade andGlobal InterdependenceStudents will understand thepatterns and results ofinternational trade.

Elementary Grades Pre-K-21. Explain where products come from andhow we use them.

Part A #1Divide the group into teams of four and give each team analuminum can. Students should examine the can for a fewminutes. Which parts of the can are more rigid and whichare more flexible? What material is it made of? Is itmade of more than one material? How is the canmanufactured?Part A #2Student page (How aluminum cans are made.)

Middle Grades 5-82. Evaluate how world trade issues canaffect a nation's economy and how tradecan influence and transform societies.

Part A #4Ask students if they know where aluminum comes from.Do they know how it is made? Review the information inthe background section.



Part B – Doing the ActivityOne of the most important things students can do toreduce the negative environmental effects is to cut downon the amount of energy need to process aluminum andmanufacture products. One way is to have students createa plan that makes sure aluminum cans get recycled in yourarea. Ask students what action they should take.Part B #1Create posters that teach people about the need to recyclealuminum cans. . .Part B #6Have a group meeting to talk about multiple benefits ofaluminum recycling such as fund-raising, solid wastereduction, or energy savings. . .


255On the Move

Activity Title: ON THE MOVE Activity Guide Page #: 185









Getting ReadyFind a map of your community that shows as manydifferent transporting systems as possible: streets,toll roads or freeways, railways, subways bus routes,bicycle paths, hiking trails, ferry routes, and airports.Each group should have a map.

Middle Grades 5-83. Understand United States social,political, and economic divisions andthe more significant social and politicaldivisions in world geography.

Part A #2Brainstorm a class list of things, living or nonliving,that are found in or around school. Select a fewitems and ask pairs of students to write on scratchpaper how each item got to where it is. Discusstransportation systems used in getting the items toschool and the kinds of energy used.


Part A #4Give each group a map and a copy of student page187. Challenge groups to find their maps severaltypes of transportation systems. Look at a map ofyour community and find all the differenttransportation systems you can. What kinds oftransportation systems does your community have?


256On the Move



Part A #5Lead a discussion about students’ findings. Whichsystem carries people? (Automobiles, subways,buses.) Which carry products? Which carry both?What advantages does each system have? Whatdisadvantages does each have? How would your lifebe different if there were no cars in yourcommunity?Part B #1Ask the class to name one problem they observed intheir community’s transportation system.


Part B #2Challenge the student’s to design a transportationsystem of the future that overcomes a problem intoday’s transportation or improves it in some way.Part B #4Have groups present their designs to the class.Discuss these questions: What problems did youencounter? To solve the transportation problem, didyou have to sacrifice efficiency, convenience, orappearance in your design?. . .

Social Studies- HistoryA. ChronologyStudents will use the chronology ofhistory and major eras todemonstrate the relationships ofevents and people.

Middle Grades 5-81. Describe the effects of historicalchanges on daily life.

Enrichment #1Have students write a story comparing taking a 50-mile trip in your area 100 years ago with the sametrip today. Discuss the two trips. What were themajor modes of transportation 100 years ago?



Assessment OpportunityPart A: Students’ ability to identify and comparetransportation systems in their community.

Middle Grades 5-83. Understand United States social,political, and economic divisions andthe more significant social and politicaldivisions in world geography.



257On the Move



Assessment OpportunityUse student designs to evaluate understanding oftransportation systems. How well did studentsidentify a transportation problem and work to designa solution?


Assessment OpportunityUse student designs to evaluate understanding oftransportation systems. How well did studentsidentify a transportation problem and work to designa solution.


258I'd Like a Place to Visit Where . . .

Activity Title: I'D LIKE A PLACE TO VISIT WHERE . . . Activity Guide Page #: 188

Objective(s): Students will: 1) describe the characteristics of their favorite recreational area, explain the importance of recreational areas to people and other living things; 3)conduct a project at a local park to improve a habitat or enhance its suitability to people.








Part A #2Have each student choose a place, write adescription, and draw a map.Part A #3Write the following questions: Where is it located?They should include a drawing or map of the area.Enrichment #3Have students design their own ideal parks. . . .

Social StudiesHistoryB. Historical Knowledge, Concepts,and PatternsStudents will develop historicalknowledge of major events, people,and enduring themes in the UnitedStates, in Maine, and throughoutworld history.

Elementary Grades 3-41. Make connections between andamong events in their personal lives andthose occurring in the community.

Part B #2Help students develop a list of question in advanceabout the project and the park. . ..Part B #4After the project is completed, ask students to reflecton their experience. Discuss these questions: Howdid it feel to work in the park? How might our workimprove the park for people or the organisms? Whatwould happen if people didn’t do this work?


Enrichment #2Help students list recreational activities that useforest products. Ask students to imagine what wouldhappen if forest products were removed from theirfavorite recreation or sport. . .



Activity Title: PLANNING THE IDEAL COMMUNITY Activity Guide Page #: 191







Social Studies -GeographyA. Skills And ToolsStudents will know how to constructand interpret maps and use globesand other geographic tools to locateand derive information about people,places, regions, and environments.

Middle Grades 5-81. Visualize the globe and constructmaps of the world and its sub-regionsto identify patterns of humansettlement, major physical features,and political divisions.

Getting ReadyFor Part A, decide on the size of the area that studentswill survey. Obtain or draw a simple map of the surveyarea. Make a copy for each student.

Social Studies -GeographyB. Human Interaction withEnvironmentsStudents will understand andanalyze the relationships amongpeople and their physicalenvironment.

Elementary Grades 3-42. Explain ways in whichcommunities reflect the backgroundsof their inhabitants.

Part A #1Ask students what they think a community is. Ask pairsof students to list five places or services they use in theircommunity.Part A #2Ask students whether anything that people in thecommunity need to live there is missing.


Middle Grades 5-81. Visualize the globe and constructmaps of the world and its sub-regionsto identify patterns of humansettlement, major physical features,and political divisions.

Part A #3Distribute the maps to each student. Explain that groupswill survey the area around the school to find thecommunity resources and services they listed. Whenstudents find one of the items on their list, they shouldrecord on their map the name and location of the item.Part A #4Take students for a walk around the survey area,allowing time for students to look for and record theirfindings.Part A #5Help students compile their findings on the class map.Using that map as a focal point, lead a discussion aboutstudents’ findings.



Social Studies -GeographyB. Human Interaction withEnvironmentsStudents will understand andanalyze the relationships amongpeople and their physicalenvironment.

Middle Grades 5-84. Demonstrate an understanding ofhow society changes as a consequenceof concentrated settlement.

Part B #1Students will have an opportunity to be communityplanners and to design an ideal community that meetsall the needs of its residents.


Part B #4Use these questions to lead a discussion about the mapsand the planning process: How did your group decidewhat features to include and where to place them? Howare your ideal communities the same as actualcommunities. In what ways are they different? . . .Enrichment #1Invite a representative from an urban planning office orfirm to visit your class. Students can ask the plannerabout the process in which land-use decisions are made,about the community’s goals for the future, or aboutchanges the community anticipates making as it grows.

Middle Grades 5-84. Demonstrate an understanding ofhow society changes as a consequenceof concentrated settlement.

Part B #2Using the same groups as in Part A, allow students twoor four class periods to plan and map their communities.Part B #3Ask groups to share their maps with the rest of the classand to describe the features of their design.

Social Studies -HistoryA. ChronologyStudents will use the chronology ofhistory and major eras todemonstrate the relationships ofevents and people.


Enrichment #2Interview residents who have lived in the communityfor more then 25 years. Ask them how the communityhas changed and whether they think the changes werefor the better.


261We Can Work it Out

Activity Title: WE CAN WORK IT OUT Activity Guide Page #: 193








Middle Grades 5-83. Describe and analyze the process bywhich a proposed law is adopted, includingthe role of governmental and non-governmental influences.

Doing the Activity #1-#12If you follow steps 1-12, it walks you through thelegislative model for decision-making.Doing the Activity #2In the simulation, “citizen groups” of studentswill present their solutions to a problem and the“city council” will vote to reach a final decision.

the scenario is secondary here tothe processevaluate your students’understanding of the decision-making process

PICTURE


262Democracy in Action

Activity Title: DEMOCRACY IN ACTION Activity Guide Page #: 197


Overview: democratic systems depend on the involvement of citizens in policy making and decision making. This activity will help students learn about the roles andresponsibilities of citizens' groups in environmental policies and decision-making, and about how young people can become involved in the process.






Middle Grades 5-84. Identify ways in which citizens in apluralistic society manage differences ofopinion on public policy issues.

Doing the Activity #1-#8If you follow this activity step by step, you understandabout interest groups, organizations or agencies andhow they are formed.Doing the Activity #4Each team to find two interest groups, organizations,or agencies that are involved in making decisionsabout that team’s topic. After teams have located twogroups, students are to contact each group’s offices toget written information and to ask questions on studentpage 200.Doing the Activity #8Lead a discussion on the value of civic action. . .Variation – Meet The ExpertsInstead of having teams conduct their own research,invite a local representative from each of severalorganizations with different perspective on anenvironmental issue to speak with your class.EnrichmentHelp class members choose an environmental issue ortopic about which they would like to learn more. Inviterepresentatives or groups with different views to speakto the class about their group’s positions on a topic andto answer student questions.

awareness of process moreimportant then issue here


263There Ought to Be a Law

Activity Title: THERE OUGHT TO BE A LAW Activity Guide Page #: 201








Part A #1 -3Point out to students that every person belongs to manygroups. Invite students to help brainstorm groups towhich different class members belong.Ask student which groups have rules or expectations forgroup behavior.


Part A #4Discuss these questions: Why do groups have rules?Why are rules important? What would happen if(choose one group) had no rules? . . .Part A #5Ask students to find out how they could add or change arule in a group they belong to. How would it affect theother people in the group if your rule were added orchanged?


264There Ought to Be a Law


Middle Grades 5-83. Describe and analyze the process bywhich a proposed law is adopted,including the role of governmental andnon-governmental influences.

Part A #6Us the overhead transparency of page 204 to showstudents the steps usually needed to make or change alocal law. Discuss these questions: What is theimportance of each step? What might happen if therewere no public discussion, for example? . . .Part B #1-#4Take students through process of making a law.Enrichment #1Students could work to turn one of their ideas into law.Assessment OpportunityUse the team posters from Part B to assess student’sunderstanding of the legal process. Let each team explainits poster to the rest of the group.

all steps important

PICTURE


265Power of Print

Activity Title: POWER OF PRINT Activity Guide Page #: 205

Objective(s): Students will: 1) compare different sections of a daily newspaper; 2) analyze some of the ways that ideas and opinions are expressed through word choice;3) research opposing sides of a local environmental issue; 4) write articles on environmental issues using both objective and subjective points of view.





Social StudiesCivics and GovernmentB. Purpose and Types ofGovernmentStudents will understand thetypes and purposes ofgovernments, their evolution,and their relationships with thegoverned.

Secondary Grades5. Evaluate the role of the mediaand public opinion in UnitedStates politics, including ways thegovernment and media influencepublic opinion.

Part A #3 - 4Have students guess what they think the article is about andwhether they think it is a news story, opinion piece, or anotherkind of article. Give each team a set of articles. Have each teamread each piece aloud. Ask these questions: What is the purposeof this newspaper piece? Is it supposed to inform people about hewhole issue or to persuade people to take one side? . . .Part B #1-#5Allows them to try their own making of a written piece.Variation #1-#4Describes the process of making an advertisement.Enrichment #1 - 2Have students find out the effectiveness of the newspaper theymade in Part B. Have students listen to National Public Radio orwatch the national television news to compare those news sourcesto the newspaper. Consider these questions: . . .Enrichment #3Locate billboards in your community and have students decidewhat is the billboard’s purpose, who its intended audience is, if itis effective, and if it is compatible with its surroundings.Enrichment #4Play popular recordings from any era that have environmentalmessages.


Publicize It!266

Activity Title: PUBLICIZE IT! Activity Guide Page #: 209

Objective(s): Students will: 1) plan and carry out a community action project; 2) use the media to create public awareness about the event.

Overview: The news media, including television, newspapers, and radio, provide community members with a system for getting and spreading information aboutenvironmental issues. This activity can be done in conjunction with any of the action projects in this activity guide. Students will conduct an environmental action project anduse various media to inform others in the community about the project.

Subject Area(s): Science, Social Studies, Language Arts, Visual Arts, Performing Arts Grade Level(s): 5-8





Doing the Activity #1Ask the students for their ideas on how radio, television,and newspaper reporters get information about things toinclude in news stories. Explain to students that groupsor individuals planning an event or project often tell themedia about how people can get media coverage as theyconduct their community action project.Doing the Activity #3Let students develop their own action project, help themto think of a problem they would like to work on. To getthem thinking about how they can take action, pass outcopies of student page 212, and have them read“Reclaiming a State Park,” which is about a successfulstudent project.EnrichmentWatch for media coverage of your class’ project. Ifpossible, clip out newspaper articles and letters to theeditor, and record any television and radio stories orannouncements. Compare the actual media stories tostudents’ publicity materials. How close did the mediakeep to what students wrote? Were the changes animprovement?Assessment OpportunityLook at students’ written pieces, list of media contacts,and overall publicity efforts to assess their understandingof how the media can publicize messages. How well dotheir written pieces communicate the importance of thestudents’ project?

steps #4-#11 explain how towalk through the process


Tree Factory267

Activity Title: TREE FACTORY Activity Guide Page #: 223









Enrichment #3After exploring how a tree works, have your studentsconsider how they benefit from trees. Give eachstudent a blank piece of paper; have each draw asmall tree in the center. Have students draw eightlines radiating from the tree like the spokes of awheel. On each line, have them write the name ofsomething the tree gives to them.


Germinating Giants268

Activity Title: GERMINATING GIANTS Activity Guide Page #: 234






Social Studies -GeographyA. Skills And ToolsStudents will know how toconstruct and interpret maps anduse globes and other geographictools to locate and deriveinformation about people, places,regions, and environments.


teacher should have studentslocate where redwoods andcoconut trees grow to get anunderstanding of their sizestudents locate on map whereredwood trees and palm treesgrow


How Big is Your Tree?269

Activity Title: HOW BIG IS YOUR TREE? Activity Guide Page #: 239






Social Studies - HistoryB. Historical Knowledge,Concepts, and PatternsStudents will develop historicalknowledge of major events, people,and enduring themes in the UnitedStates, in Maine, and throughoutworld history.

Elementary Grades Pre-K-21. Demonstrate an understanding of thesimilarities between families now and inthe past, including daily life today and inother times.

Doing the Activity #2Explain to the students that people in early times usedtheir bodies (hand spans, for instance) to measure things.



Enrichment #1Help your class find the champions in your localcommunity or neighborhood and compare these with thenational or state champion.

find and locate maps

Elementary Grades 3-41. Construct and compare maps of Maine,the United States, and regions of theworld to interpret geographical featuresand draw conclusions about physicalpatterns.

Enrichment #1 - 2The giant Sequoia is the largest living thing (organism) onEarth. To help students picture how large one of thesetrees is, help them make a life size drawing on theplayground using tape, string, or chalk for the outline.

Locate on maps


Forest for the Trees270

Activity Title: FOREST FOR THE TREES Activity Guide Page #: 247


Overview: In this activity, students will role-play managing a tree farm. by using a piece of land as a tree farm, they will begin to understand the economic factors thatinfluence management decisions for private forestlands.






Elementary Grades 3-41. Describe barter and money and howeach is used in the exchange of resources,goods, and services.

Doing the Activity #1-#6Is a simulation of using trees as a resource (economic)and making decisions how to best use the resource forfirewood, pulp or lumber.Enrichment #1-#5

all steps done in sequenceenrichment simulation withstudents making the decisions, notthe teacher



Doing the Activity #7Ask them what natural events could drasticallychange the forest. Discuss students’ answers. Pretendyou are a wildfire roaring through the forest anddestroying the “trees.” Discuss the results. . .



Doing the Activity #8You have decided to retire and move away. Beforeyou leave, you must sell the land. You sell tosomeone who isn’t interested in forest management.This person has decided to develop the property forhousing without consulting forest managers.Doing the Activity #9Discuss how the landowner could have developed thishousing community with the assistance of foresters sothat many of these benefits could have remained.


Soil Stories271

Activity Title: SOIL STORIES Activity Guide Page #: 252








Part B #1-#6By doing the whole activity, be aware of the effects ofphysical environment on human ideas.Assessment OpportunityHave students imagine they are inspectors for yourcounty’s soil Conservation Service. They must write aletter to Sam and Laticia explaining what the results of theperk test indicate. They should explain the reasons Sam andLaticia cannot build a house on their property because of itspresent soil conditions. . .


Middle Grades 5-81. Visualize the globe and constructmaps of the world and its sub-regions toidentify patterns of human settlement,major physical features, and politicaldivisions.

Enrichment #1Ask your state Natural resources Conservation Service for acopy of your county’s soil survey. By matching theirknowledge of local areas with the soil survey, students cansee how land-use patterns correlate to soil classifications.Enrichment #2Here are additional soil mysteries for students toinvestigate: A mudslide destroys homes. What soilconditions caused this to happen?; A buildings foundationcracks as soil subsides. What soil type would cause this tohappen?


Watch on Wetlands272

Activity Title: WATCH ON WETLANDS Activity Guide Page #: 258


Overview: If a duck can paddle in it, it's a wetland. If a duck can waddle on it, it's not. If only wetlands could be defined as simply as this, wetlands issues and legislation wouldbe less muddy. In this activity, students will learn more about wetlands and about how land-use decisions and legislation affect these areas.



Evidence of alignment (text from activity description) Notes to ensure highalignment for everystudent



Part A #2Display a large country map and try to locate severalwetlands.



Part A #3, #4 and #5Are all steps to adopting a wetland. Shows process fromdeciding to research to preparing.Part C #1 - 6Letter to the editor. Discuss with students the key issuespresented in the letter. Who are the players and what aretheir positions? Research and write a short description of thepositions of key players. Set up debate; discuss andsummarize; write a letter stating the research of the debate.



Photo Survey TeamDiscuss what features of the wetland they should capture onfilm.Map Survey TeamStudents decide how to design their map of the area andwhich features they should highlight on the map. Afterward,with colored markers and symbols, the team should use thepairs’ rough maps to create a large, detailed map of thewetland on a piece of poster paper.Planet Survey TeamDecide how they will categorize and record the plants theyobserve. They will set up a chart that has columns for



describing each plant, its immediate environment and itslocation.Animal Survey TeamDecide how they will locate and record animals. Theyshould make up a chart that has columns for description,immediate environment and location.Water Quality TeamTo perform tests at different locations to gather info aboutwater quality. Transfer their data to a chart that has columnsfor various water quality factors and for the location wherefactors were tested.



Part A #6Each team should take 20 minutes to brief the group on theirteam’s findings, lead a class discussion on the generalfeatures of each wetland, and give an impression of thearea’s ecological health.Part A #7Ask students to use the data presented so they can discusswhether some environmental warning signs in this wetlandneed further attention.



Part B #1 - 5Describe the following scenario: Dr. Aliza Garcia wants tobuild a dental office on property she owns in Slidell,Louisiana. Although dry most of the time, her property andthe surrounding are have been designated a wetland by theparish (county) government. She has heard that she must geta permit to build on her land. Have students put themselvesin Dr. Garcia’s position. What classifies land as wetland?What are the threats to the environment from building onwetlands . . .The process of how one can get a permit. Entire class usesthese reports to create a flow chart that advises Dr. Garcia ofthe process she should follow to build (if possible) heroffice.Part C #1 - 6Have students read the letter to the editor on page 263.Discuss with students the key issues presented in the letter.Who are the players and what are their position? Researchand write a short description of the positions of the keyplayers. Set up, debate, discuss and summarize. Write aletter to the property owner stating the result of the debateand their reaction to it.



Part D #1-#4Have students read the Pala Lagoon case study on page 264.Have students meet at a public hearing to decide if thebuilding can be built . . .

PICTURE


Air We Breathe275

Activity Title: AIR WE BREATHE Activity Guide Page #: 264








Part B #5 -7Distribute “Where will the Radon Go” on page 270.Allow students to trace radon’s route from the groundinto the atmosphere or into people’s homes. Ask studentsto come forward one at a time to trace different radonroutes, until all routes traced.Distribute copies of “Trace the Radon Routes” onpage 271 and repeat the same exercise as in step 5 tosee how radon might travel within a building.Home Radon Exposure Survey #1Check geologic and soil maps of your area. Determinethe type of bedrock and soil underneath your home.

each student



Part B #7Discuss how many different ways can radon enter ahome?Assessment OpportunityHave students list ways radon could potentiallycontaminate their homes. The students can make a cut-away drawing similar to the handout on page 271, to helpthem identify possible radon routes in their own homes.

each student


Waste Watchers276

Activity Title: WASTE WATCHERS Activity Guide Page #: 274

Objective(s): Students will: 1) identify ways to save energy in their daily lives; 2) explain how saving energy can reduce air pollution.

Overview: Every year some 41 percent of all the energy we use in the United States is wasted needlessly. By cutting the energy waste, we can reduce our demand for sources ofnew energy and reduce the amount of pollution we create. In this activity, your students can take a look at how they use energy in their own homes and how they can reduce theamount of energy they waste.






Doing the Activity #1 - 4Ask students to brainstorm a list of ways they use energyin a day. Supports thinking about human and physicalenvironment.Doing the Activity #5-#9Support doing “Home Audit.” Have students look back atthe list of energy-using activities they generated earlier.Which ones do they think use the most energy? Can theythink of anything they could do to reduce the energy theyuse?Enrichment #1Have students read their electric meter or look at theirelectric bill. Over a longer period of time, what mightaccount for increases or decreases in energy use during theyear?Enrichment #2Do an energy audit at your school.Enrichment #3Ask a landscape architect to visit and recommend ways tosave energy.Assessment OpportunityHave students write a brochure that outlines energy-savingactions people can take and explain why saving energy isimportant.


Waste Watchers277



Enrichment #5Have students research energy efficient home designssuch as active or passive solar and earth sheltered homes,or examine other energy saving technologies and report onthem to the rest of the group.

PICTURE


People, Places, Things278

Activity Title: PEOPLE, PLACES, THINGS Activity Guide Page #: 280

Objective(s): Students will: 1) Explain how human communities are made up of different types of people, places, and things, and how they all fit together; 2) investigate someof the people, places, and things that make up their own community.








Part A #1Ask the students what kind of places they think are inthe neighborhood.Part A #2Take the students outside for a walk around the blockor through the neighborhood. Have them point outplaces around you school where people live, work andplay.


Part A #3Write the words “Living Places,” Working Places,”and “Playing Places” where everyone can see them.then have students recall the places they spotted ontheir walk and put each place in one of the threecategories. (Note: create additional categories)Part A #4Students think about other places in their communityand add these places to the lists.Part B #1Students, our communities also have people on whomwe rely. Have the students think about, and then drawa picture of someone in their community on whomthey depend.Part C #1 - 3Students describe thing in their community they’vealready learned about. Then ask them to describe howthey got to school that day. Brainstorm a list of thingsin the community on which everyone depends. Postthis list where it can be seen by all students. Have thestudents look at the lists and think about the purposes


People, Places, Things279

of these things.Enrichment #2Students write an imaginary story about what wouldhappen if something important disappeared, such as“The Day the Sidewalks Disappeared.”Enrichment #3Ask students to think about what would make theircommunity better.Assessment OpportunityHave teams of students put together creativepresentations that make up their community. Possiblepresentations could be a poster, a collage, a mobile, aphoto essay, a song or rap, a model or sculpture, or avideo. . .



Enrichment #1Have them make maps of their neighborhood. Mapsshould include people; places; and things. They mayalso include a map key and a scale indicator.Assessment OpportunityA more simple option is for groups of students to makemaps of neighborhoods they visited.


Have teams of students put together creativepresentations that show the different people, places,and things that make up their community. . .


Tepee Talk280

Activity Title: TEPEE TALK Activity Guide Page #: 282

Objective(s): Students will: describe several different types of Native American shelters and the materials that were used to make them.

Overview: Whether it' a 100-room palace or a small hut made out of branches, all human shelters serve the same basic purposes: they provide privacy, shelter for inclementweather, and protection from danger. In this activity, your students will take a close-up look at one kind of dwelling - the tepee used by Native Americans on the Plains - andwill discover how homes can give clues about the lives of people who live in them.







Doing the Activity #1Begin by asking students what houses are for. Ask ifall people build or live in the same type of house.Doing the Activity #2Students look over list of dwellings they created instep1. Have them list similarities and differencesamong dwellings and compare them to the types ofhomes where they live.

Middle Grades 5-83. Explain how cultures differ in theiruse of similar environments andresources.

Doing the Activity #3Students are going to learn about a particular culturalgroup by studying their dwellings.Doing the Activity #4, #5 and #6All support doing this.Enrichment #1Have students research other types of homes. Theycan choose other traditional Native Americandwellings from more than a century ago. Havestudents research and make models of thesestructures. . .Assessment OpportunityHave students imagine that archaeologists of thedistant future have unearthed ancient homes – theirown! Have students produce an archaeologistsreport about their own home. . .


Tree Cookies281

Activity Title: TREE COOKIES Activity Guide Page #: 289







Social StudiesHistoryA. ChronologyStudents will use the chronologyof history and major eras todemonstrate the relationships ofevents and people.

Middle Grades 5-82. Identify the sequence of major eventsand people in the history of Maine, theUnited States, and selected worldcivilizations. (See suggested list belowin "Secondary Grades".)

Part B #2Have teams research different information that relates tothe redwood tree cookie. Categories for research shouldinclude 1) possible significant events in the tree’slifetime, such as years of drought, flood, or fire; 2)significant world events during the life of the tree; 3)significant events in U.S. or Canadian history during thelife of the tree; and 4) significant events of people inyour classroom, school, or community during the life ofthe tree. Tams should each identify at least five dates forevents in their category.

Elementary Grades Pre-K-21. Place individual and familyexperiences in historical time and place.

Variation #4Have students each use a paper plate and crayons tocreate a tree cookie the same age as themselves. Theycan then use sticky labels to identify when importantevents in their lives took place such as when they wereborn, when they started school, and so on.


Trees in Trouble282

Activity Title: TREES IN TROUBLE Activity Guide Page #: 293








Middle Grades 5-83. Explain how cultures differ in theiruse of similar environments andresources.

Enrichment #3Consider the story attributed to the ancient Chinesephilosopher, Chuang Tzu. (page 295) Have eachstudent write his or her own story about the manyvalues of trees, both healthy and unhealthy.



Enrichment #1Perhaps on your field trip you found a “tree in trouble”that could use some help. Maybe it had been damaged;or, maybe it appeared to be healthy and you want tohelp it stay that way. Have the class adopt the tree. Ifyou choose a tree close to the school, you can report onthe progress of its health. Contact the appropriatemunicipal agencies.


Signs of Fall283

Activity Title: SIGNS OF FALL Activity Guide Page #: 299


Overview: In temperate regions, people can observe the annual change of seasons. In autumn, leaves of many trees turn color and fall to the ground, many animals migrate orgo into hibernation, the days get shorter, and the air gets colder. this pattern repeats itself every year.





Social Studies - HistoryB. Historical Knowledge, Concepts,and PatternsStudents will develop historicalknowledge of major events, people,and enduring themes in the UnitedStates, in Maine, and throughoutworld history.


Enrichment #2Tell you students the following is a Native Americanlegend about why leaves change color in the fall:Celestial hunters killed the Great Bear (aconstellation) in the fall, causing his blood to drip onthe forest and turn many of the trees red. Other treesturned yellow from the fat that dripped out of thekettle as the celestial hunter cooked the bear meat.Have them consider how this legend might reflectimportant elements of Native American culture. Invitethe students to create their own imaginative legendsexplaining why leaves change color in the fall.

each student respondeach student create a legend


Nothing Succeeds Like Succession284

Activity Title: TREE LIFESTYLE Activity Guide Page #: 302

Objective(s): Students will: 1) diagram the lifestyle of a tree; 2)compare a tree lifecycle to a human lifecycle; 3) explain the role each stage of a tree's life plays in the forest(or other) ecosystem.

Overview: In this activity, students will discover that trees have a lifestyle that is similar to that of other living things. they will investigate a tree's role in the ecosystem at eachstage of its life.





Social StudiesHistoryA. ChronologyStudents will use the chronology ofhistory and major eras todemonstrate the relationships ofevents and people.


Doing the Activity #1Discuss the idea of lifecycles by asking students todescribe the lifecycle, or history of a person. Make surestudents include childhood, teenage years, youngadulthood, and so forth, in the discussion. Write thesestages on the chalkboard. Ask students to identify thedifferent jobs, roles, or things that a person might do ineach stage of the lifecycle. Next, ask them to describethe lifecycle of a tree in similar terms.

each student describes or makesa chart showing chronology oflife cycle of a person


Nothing Succeeds Like Succession285

Activity Title: NOTHING SUCCEEDS LIKE SUCCESSION Activity Guide Page #: 306






Social Studies - \GeographyA. Skills And ToolsStudents will know how toconstruct and interpret maps anduse globes and other geographictools to locate and deriveinformation about people, places,regions, and environments.


Part B #3Have students draw a general map of the study area,including major landmarks (such as major trees, trailjunctions, parking lots, benches, creeks, etc.), and thenidentify and draw areas on the map that fall into thedifferent categories of succession identified in thepreceding step.

each student


Living with Fire286

Activity Title: LIVING WITH FIRE Activity Guide Page #: 311

Objective(s): Students will: 1) describe a forest fire; how it starts, spreads, and burns out; 2) explain several approaches to forest fire management.

Overview: The term "forest fire" may conjure up images of fear and devastation. Preventing fires is still important, but times have changed. In this activity, students will learnhow fire is a natural event in forests and other ecosystems and how it helps keep plants and other parts of the ecosystems healthy.

Subject Area(s): Science, Social Studies Grade Level(s): PreK-8





Part A #4Try to have a local firefighter visit your group to talk abouthe equipment and techniques that are used to suppress fires.. . You can also have a forester visit your group to talkabout wildfires. Prepare students to ask questions abouthow forest fires are managed in their region, and how theycan best be prevented.Part B #4Have students research the effects of fire on the economyand the environment, both detrimental and beneficial. Theycould find out about: financial costs involved in the loss ofnatural resources and in fire management; . . .


Elementary Grades Pre-K-22. Distinguish similarities anddifferences among historical events.

Part B #1Students should contact their state forestry agency or a stateoffice for the U.S.D.A. Forest Service. They can ask forinformation concerning the causes of all large forest orrange fires in the state over the past several years. . .Part B #2Using this information, have the students develop tablesand pie charts showing the actual numbers and percentagesof fires from different causes for the years studied.



Part B #3Have students compare the data for at least threedifferent years and determine: which cause wasresponsible for the most large fires in each year. Andthe fewest? The number of fires caused by eachcategory in each year, nothing increases or decreases.Reasons why increases or decreases might haveoccurred. The average yearly number of fires from eachcause for all the years studied.


Resource Go-Round287

Activity Title: RESOURCE-GO-ROUND Activity Guide Page #: 316

Objective(s): Students will: 1) identify the natural resources from which products are derived; 2) trace the lifecycle of a product from natural resources, to the raw materials, tothe finished product; 3) describe how energy is consumed in the manufacturing and transportation of products and how it might be conserved.

Overview: This activity gives students the opportunity to explore a variety of natural resources and products that people depend on every day. In addition, students will gaininsight into the processes by which these natural resources are turned into products and, when possible, recycled into new products.






Getting ReadyDisplay a large map. Copy pages 318 and 319.Part A #1Begin the activity by having each student handle andobserve a pencil. Challenge students to identify all thematerials that make up the pencil, along with the naturalresources from which they are derived. Ask where thesenatural resources might have come from. Using theBackground information, discuss possible origins ofthese resources and locate these areas on a world map.


Elementary Grades 3-41. Describe, with examples, how theexchange of goods and services helps tocreate economic interdependencebetween people in different places andcountries.

Part A #1-#5Understanding pathways of products introduced withwalk through steps. Discuss the pathways of naturalresources and materials that go into a finished pencil.Trace the lifecycle of one or more of the pencil’s newmaterials.Part B #2Ask each student to think of an item that is in some waya product of a forest ecosystem. You may instead providea box of various items and have the students choose one.. . For the item they choose, each student should identifythe steps necessary to produce the finished product fromits natural resources, and the steps necessary to recycle itback to nature or into a new product. . .


Reduce, Reuse, Recycle288

Activity Title: REDUCE, REUSE, RECYCLE Activity Guide Page #: 320

Objective(s): Students will: 1) learn about ways to reduce solid waste in their community by reducing consumption, reusing products, recycling materials, and composting;2) communicate to others the importance of recycling in their community.

Overview: Patterns for reducing solid waste can be seen in community efforts to reduce consumption and recycle resources. In this activity, students will set up a program forreusing, recycling, and reducing consumption of resources at school.

Subject Area(s): Science, Math, Social Studies, Language Arts Grade Level(s): 1-8



Social Studies - Civics andGovernmentA. Rights, Responsibilities, andParticipationStudents will understand the rightsand responsibilities of civic life andwill employ the skills of effectivecivic participation.


Project #2Set up recycling in the cafeteria and faculty room.Students should determine where these items can berecycled in their community.

Elementary Grades Pre-K-21. Identify and practice classroomrights and responsibilities.

Project #1Set up a classroom program for separating items that canbe reused from those that can be recycled. Separaterecyclables by paper, glass, aluminum cans, and so on.Once the program is in place, the team should create apamphlet showing how to set up a classroom recyclingprogram. . .

Social StudiesEconomicsA. Personal and ConsumerEconomicsStudents will understand thateconomic decisions are based onthe availability of resources and thecosts and benefits of choices.


Project #3Investigate the costs/benefits of various options to reducewaste. . . Then, students can begin by conducting a surveyto see what disposable or nonrecyclable products used inthe school cafeteria could be replaced with recycledproducts or glassware – and at what savings or cost. . .Assessment OpportunityHave teams from Step 2 present their results and findingsto the rest of the class or have the entire class present itsresults to another class or a group of administrators.Assess how each project was designed, planned, andexecuted.


A Peek at Packaging289

Activity Title: A PEEK AT PACKAGING Activity Guide Page #: 322

Objective(s): Students will: 1) describe the different purposes for packaging; 2) identify the pros and cons of different types of packaging; 3) explore how packaging affects ourdecisions as consumers.

Overview: Nearly everything we buy comes in some sort of package. Packaging, made from a variety of renewable and nonrenewable resources, is necessary to protect an item,keep it fresh, make it tamper-proof, and make the item east to transport and store. In this activity, students will examine the pros and cons of different packaging strategies.




Social StudiesEconomicsB. Economic Systems of theUnited StatesStudents will understand theeconomic system of the UnitedStates, including its principles,development, and institutions.

Elementary Grades 3-41. Identify the three basiceconomic questions all economicsystems must answer: What toproduce? how? and for whom?

Getting ReadyBring in examples of different kinds of packaging used fordifferent purposes, such as advertising, freshness, tamperprevention, and convenience.Part A #1 - 2Set out the examples of packaging that you brought in. Discusseach package and the product it contains with the entire group.Use the questions on “Consumer Choices, “ page 324. Askstudents why they think each product is packaged the way it is.Ask them what the pros and cons are of each package in terms ofprotection, bulkiness, tamper resistance, recycled materials, and soforth.Part B #1 - 4Ask students to bring in two packages that they feel are properlypackaged, and two that they feel are improperly or insufficientlypackaged. Have students work in teams and select three to fiveitems to evaluate. Give each team a copy of “Consumer Choices”(on page 324) for each item they will evaluate. Have each teamshare its analysis of one product with the rest of the group. . .EnrichmentTake a trip to a local supermarket for a “Supermarket Safari” inwhich students try to find at least one item that fits into eachcategory of packaging: 1) packaged well; 2) packaged poorly; 3)packaged primarily to attract the consumer; 4) packaged in bulk. .Assessment OpportunityHave students create an ideal package for one of the products theyevaluated. . . Then have them make a presentation on why theirpackage suits their product.


Air to Drive290

Activity Title: AIR TO DRIVE Activity Guide Page #: 325

Objective(s): Students will: 1) gain knowledge about possible global changes resulting from the emission of greenhouse gases and other pollutants; 2) explain strategies forremoving carbon dioxide from the air.

Overview: In this activity, students will calculate the amount of automobile travel their family does and explore some of the potential environmental consequences ofincreasing automobile emissions and energy use, as well as ways and benefits of reducing those level.







Part A – Demonstration #1 - #1To demonstrate the effect of car exhaust on air quality,have students try this experiment with a parent or otherresponsible adult.Part B #1Students will track all family car mileage for one week,using the car’s odometer. They should note the car’sbeginning and end mileage and should figure thedifference.Extra Credit #2Students can plan a strategy to reduce their family’sauto mileage.EnrichmentSet up a friendly competition between classes orgroups to see who can keep the most CO2 out of theatmosphere by walking, biking, or carpooling toschool.Assessment Opportunity #2Have students diagram the carbon cycle showing howcars and animals use oxygen and release CO2 whilegreen plant use CO2 and release oxygen. Plants alsouse a small portion of the oxygen they release for theirown energy cycle.


Our Changing World291

Activity Title: OUR CHANGING WORLD Activity Guide Page #: 328








EnrichmentHave teams of students pick a “global change” issue toinvestigate. You may want to assign issues to make surethe major ones are covered; examples include effects ofclimate change, coastal erosion, ozone depletion, oceanpollution, deforestation, desertification, populationgrowth, hunger, communicable diseases, air pollution,energy shortages, soil erosion, fresh-water pollution,loss of biodiversity, etc. Have each team prepare a shortpresentation to the class with background about the issue,potential effects it could have, and geographic areaslikely to be affected. Record the geographic areas ofpotential change with map pins, shading, or overlays on amap of the world. Discuss each team’s map. How muchof the Earth could be affected by these potential changes?Are there any areas that may not be affected? Are thereareas that are likely to be affected by more than oneaspect of global change? Are all countries on Earthequally ready to cope with these changes? If thesepredictions come true, how could cities, states, andcountries prepare for such changes .


Earth Manners292

Activity Title: EARTH MANNERS Activity Guide Page #: 331








Doing the Activity #4 - 6On the chalkboard or poster paper, list short statements thatexpress the students’ ideas about environmental manners –you can call them rules or guidelines. Ask students to offerideas in the form of behaviors they would recommend.They can make positive or negative statements. Askstudents each to choose one of the rules they made in Step4 and to draw a picture that illustrates it, along with aslogan at the bottom. Lead an exercise in which thestudents act out the rules they listed in Step 4.



Doing the Activity #1Initiate a discussion with your students on the effectshumans can have on plants, animals and the environment.Begin by reading the story Trapper by Stephen Cosgroveand Robin James. Read it slowly, showing them thepictures in the book. If you use the text on pages 333-334,stop at intervals to summarize the story and to havestudents draw pictures of what they imagine


Doing the Activity #2-#4Follow through with these ideas.


Life on the Edge293

Activity Title: LIFE ON THE EDGE Activity Guide Page #: 335

Objective(s): Students will: 1) identify environmental factors that can cause species to become endangered; 2) research the current status of several endangered plants oranimals; 3) present persuasive arguments for the protection of a particular plant or animal species.







Part A #1 - 4Place large pieces of paper or mats on the found and labelthem to represent different habitats – rainforest,deciduous, forest, field, pond, tundra, ocean, etc. Havestudents choose an appropriate habitat. When everyone isin place, tell a brief story describing the destruction oralteration of a particular habitat. After the story, pull awaythe colored mat representing that habitat. The animals thatwere standing there must scramble to find a new habitatthat is suitable and stand with one foot on it. If they cannotadapt to another habitat, they do not survive and are out ofthe game. . ..


Secondary Grades1. Develop and defend a position on apublic policy issue within our democracy.

Part B #2Students should take the role of an advocate for thespecies they selected. They should imagine that they workfor a public relations or advertising firm that has beenhired to communicate to the public that the species isendangered and that the public needs to take action.Part B #3Teams should present their campaign to the rest of thegroup.


Trees for Many Reasons294

Activity Title: TREES FOR MANY REASONS Activity Guide Page #: 340







Secondary Grades1. Explain factors which shapeplaces and regions over time (e.g.,physical and cultural factors).

Part A #1-#3Why do you think the Once-ler did what he did? What patternsof change in the environment did we observe? What wereenvironmental conditions like before the company startedmaking Thneeds? What were they like afterward? What was theauthor’s message concerning what one person can do to save ordestroy the environment.Part B #1Make copies of the story for students to read, or show the video.Ask students to list what they think the major ideas are. . ..


Part A #1-#3


Part A #1-#3

Middle Grades 5-81. Analyze how technology shapesthe physical and humancharacteristics of places andregions, including Maine.

Part A #1-#3



Social Studies - EconomicsA. Personal and ConsumerEconomicsStudents will understand thateconomic decisions are based onthe availability of resources andthe costs and benefits of choices.

Middle Grades 5-81. Analyze how scarcity affectsindividuals' decisions aboutproduction and consumption ofgoods and services.

Variation for Grades 5-8, #2Each group should process one of the following questions: Howcould the Once-ler have managed his company to protect naturalresources and not run out of trees to manufacture “Thneeds”? Isit necessary to protect all trees “from axes that hack”?Part B #2Give each group an index card with one of the following sixstatement on it: The balance of nature is important to all life onEarth and can easily be destroyed. Humans cannot placethemselves apart from nature in making decisions about naturalresources. Actions taken without thought or planning can havedisastrous consequences. Natural resources can be used up ifthey are not managed carefully for the long run. Each person hasa responsibility to help conserve resources and protect theenvironment. Consumers should demand that manufacturersproduce products in an environmentally sound manner.Part B #3After students have had time for discussion, have each groupread its statement and then present the results of its discussion.the group leading the discussion should encourage classmates tosay whether they agree, disagree, or have ideas to add.Enrichment #1Either alone or in small groups, students can write and illustrate asequel to The Lorax. . .Enrichment #2Have students prepare a sequence the key events in The Lorax.Then, have them draw a diagram or flow chart showing theconnections between characters in the story and the naturalresources.

Middle Grades 5-82. Identify and analyze the factorsthat contribute to personal spendingand savings decisions.

Variation for Grades 5-8, #2What did Once-ler mean by “UNLESS”? What responsibilitydoes he seem to think “someone like you” needs to take? Whatkinds of things can we do today to ensure that trees will beavailable for all different purposes in the future? Compare theOnce-ler’s attitude toward the environment at the beginning ofthe story with his attitude at the end. The Once-ler explains hisactions by saying, “If I didn’t do it, someone else would.” Is thisa good excuse for doing what he did? The Lorax Says he speaksfor the trees. What does this mean to you? What is the Lorax’sattitude at the end of the story? What seems to be Dr. Seuss’spurpose in writing this fable?




Secondary Grades1. Explain factors which shapeplaces and regions over time (e.g.,physical and cultural factors).

Part B #1The Man Who Planted Treesmake copies of the story for students to read, or show the video.Ask students to list what hey think the major ideas are. Afterlisting their ideas on the chalkboard, discuss the followingquestions with the entire group: Why do you think Elzeard didwhat he did? What changes did the narrator notice between hisvisits? What were the environmental conditions like beforeElzeard planted the trees? What were they like afterward? Whatwas the author's message about the difference one person canmake?



Part B #2The Man Who Planted TreesGive each group an index card with one of the followingstatements on it. Each group should decide if students agree ordisagree with the statement. 1) Humans cannot place themselvesapart from nature in making decisions about natural resources. 2)Actions taken without thought or planning can have disastrousconsequences. 3) Natural resources are not limitless and can beused up if they are not managed carefully for the long run. 4)Each person has a responsibility to help conserve resources andprotect the environment. 5) consumers should demand thatmanufacturers produce products in an environmentally soundmanner.Part B #3After students have had time for discussion, have each groupread its statement and then present the results of its discussion.



Enrichment # 1Either alone or in small groups, students can write and illustrate asequel to The Lorax. Consider the following questions: Doeseither the original Lorax story or your sequel accurately portrayindustry? Which version appears to best describe people'sattitudes in the region you live? What social and economicimplications will the actions suggested in your sequel have forensuring a quality environment? For example, who will pay forthe environmental protection? Who will pay for the damage tothe environment if these actions prove unsuccessful? What doesthe Truffula Tree Company provide to the local economy? Whowill provide Thneeds if the Truffula Company does not?



Enrichment #2Have students prepare a sequence to the key events in The Lorax.then, have them draw a diagram or flow chart showing theconnections between characters in the story (Swomee_Swans,bar-Bar-ba-loots, Lorax) and the natural resources (Truffulatrees, clean air, clean water).


The Native Way298

Activity Title: The Native Way Activity Guide Page #: 343

Objective(s): Students will: describe traditional Native American lifestyles and Native Americans' use of natural resources and the land.

Overview: Patterns of change can be observed in human uses of natural resources. In this activity, students will explore some traditional Native American attitudes andlifestyles with respect to the land and its resources and will compare those attitudes with their own.






Doing the Activity #3Explain that you are about to share a Native Americanmessage. Clear a space so the entire class can sit in acircle. Light a single candle in the center of the circle.Read aloud the “Message from Chief Luther StandingBear” on student page 348. Have the students answer thequestions on page 348.Enrichment #1How have Native American affected, and been affectedby, population growth and development in the UnitedStates?Enrichment #2Investigate the lifestyles of indigenous people today inother parts of the world – such as Africa, Asia, or SouthAmerica. Many native cultures have systems of landmanagement that have been sustained over thousands ofyears. One of the consequences of population growth anddevelopment is that some of these native peoples nolonger have access to the amount or kinds of land theyneed to sustain their traditional systems. In many casesthe cultural systems have been lost forever.



Enrichment #1Have students research the historical existences of nativepeoples in your region. Determine what influence thesepeoples have had in your region. Find out if anytraditions have been maintained and what the majorinfluences are that affect the way these people live today.Have students consider the following questions. Whatinfluences have forests had on the history of NativeAmerican tribes? What have been the influences of


The Native Way299

grasslands? Of Wildlife? Is there a consistentphilosophy about humans and their relationship to naturethat you can identify in Native American cultures youstudied? How have Native American affected, and beenaffected by, population growth and development in theUnited States?


Secondary Grades7. Explain the benefits and conflictsresulting from encounters amongcultures.

Enrichment #2One of the consequences of population growth anddevelopment is that some of these native peoples nolonger have access to the amount or kinds of land theyneed to sustain their traditional systems. In many casesthe cultural systems have been lost forever.


In the Good Old Days300









Secondary Grades3. Demonstrate an understanding of thelives of selected individuals who havehad a major influence on history.

Part A #2Divide the students into teams and have each teamselect a historical figure from the list you prepared. Inaddition to finding out about the person, they shouldfind out what life was like in the person’s time, howpeople of the day felt about environmental quality,and how environmental concerns werecommunicated. The report should include: Biographyof the person, a hand-copied piece of that person’swriting, which addresses his or her thinking on theenvironment, an assessment of how events in thatperson’s lifetime might have influenced his or herattitudes toward the environment, an assessment ofgeneral public attitudes toward the environment inthat time, and a description of how the personcommunicated his or her message about theenvironment.Part A #3Using their research, have team members preparecreative presentations that show the impact theirhistorical figure had on the conservation orenvironmental movement. They can use role-playingto portray how the person felt about the environment.They can use the communications media of theirhistorical figure’s time to show how the personcommunicated his or her point of view and raisedpublic awareness on environmental issues.


In the Good Old Days301


Secondary Grades1. Evaluate and use historical materialsto formulate historical hypothesesregarding a specific issue (e.g., spacetravel), and to make predictions aboutthe future of the issue.

Part B #1Discuss with students how the writings of authorsfrom different periods may reflect the views of theirtime period, as well as the authors’ personal feelings.Part B #4Pass out a copy of “Tales of the Forest” on page 352to each student. Explain that each of the passagesexpresses its author’s views about forests or aviewpoint from his or her time. Give everyoneenough time to read the passages.Part B #5Divide the group into small teams. Explain that teammembers should work together to find when eachauthor lived, and to gather information about eventsin the author’s life that might have shaped his or herview about forests. They can consult encyclopedias,periodicals, anthologies, Who’ Who, or other literaryreferences, or can look for a biographical sketch inthe author’s works.

Middle Grades 5-83. Use information from a variety ofprimary and secondary sources toidentify and support a point of view on acontroversial historical topic.

Part B #6As a group, discuss how attitudes toward forestsdiffered among the authors. You might want to usethe following questions in your discussion: Can youtrace any general differences in attitudes towardforests over the course of history? How could eventsduring each author’s life have affected his or herfeelings toward forests? Compare certain passages tosee how writing styles have changed over the courseof time. How do these authors’ view compare withvalues people have today about forests?


A Look at Lifestyles302







Social StudiesHistoryB. Historical Knowledge,Concepts, and PatternsStudents will develop historicalknowledge of major events,people, and enduring themes inthe United States, in Maine, andthroughout world history.

Secondary Grades5. Explain how different ways of knowingand believing have influenced humanhistory and culture.

Part B #1Read to the students the version of this legend titled “TheWhite Buffalo Calf Woman and The Sacred Pipe” onstudent page 356, or distribute copies for the students toread themselves. After reading the legend aloud, givestudents their own copies to refer to.Part B #2Discuss these questions: What are the parts of the WhiteBuffalo Calf Woman’s sacred pipe? What do these partsstand for? What does she mean when se tells the people totalk the right direction of the Good Red Road? What doyou think these places represent? Why do you think theseplaces are important? What does it mean when the storysays the people lived happily and well when theyremembered that all things around them are connected likethe parts of a pipe? How can we affect plants, animals,people, and the rest of the Earth by the things we do?What can we do to take care of the Earth and keep theEarth strong and healthy in the future?Part B #3Assign students to research the traditional lifestylecustoms of a local or regional Indian tribe. How did theyget their food? How did they prepare their food? Wheredid they live? What kinds of homes did they have? Whatkinds of transportation did they use? What was theirclothing like? What was it made from? What artifacts didthey leave?



Part C #1In a class discussion, ask your students to describe apioneer. What role did pioneers have in building America?Discuss the following questions: Did pioneers settle in theforest? If so, what were the first things they probably didwhen they got there? Did they use the same forestresources as traditional Native Americans? What do youthink pioneers learned from Native Americans? DidNative Americans learn anything from pioneers? Do youthink pioneers harvested forest products for their own use?Did they sell or trade them? If so, which ones?Part C #2Explain that students are going to divide into groups toexplore some of the attitudes toward natural resources thatthe pioneer settlers had. Each group will assume the roleof a pioneer family.Part C #3 and #4Pass out a copy of “Pioneers in the Wilderness,” studentpage 357, to each group. Ask each group to assign oneperson to each role listed on the sheet. Each group shoulddiscuss and answer the following questions: In your roleas pioneer, how would you describe your attitude towardthe forest when you began establishing your homestead?What impact do you think you would have made on theenvironment? How does your real-life attitude toward theforest compare with the attitude you help when youimagined yourself an early settler? What factors do youthink have contributed to changes in Americans’ attitudestoward the environment since the 1840’s? can we criticizeearly American pioneers or industrialists for exploiting theenvironment? Why or why not? Do you believe thepractices and traditions of the past are representative inpresent behavior of society and industry? Why or whynot? How can we more effectively judge how our actionsaffect the environment today?Assessment Opportunity #1Have students refer to their research and class discussionas they fill out the work sheet titled “Beliefs andBehaviors” on page 358.



Assessment Opportunity #2Divide the class into three groups: Traditional NativeAmerican, Early Pioneer, and Modern Industrial. Have thegroups discuss and combine their “Belief and Behavior”statement down to the three to five most important theycan agree on.Assessment Opportunity #3Hold a class debate among the three groups, with eachgroup defending their lifestyle. As a moderator, ask eachgroup to answer the following questions: In you rlifestyle, how did you use the forest and other naturalresources? In what ways did you r lifestyle exploit naturalresources? In what ways did your lifestyle show concernfor resource conservation? In what ways did the timeperiod in which you lived and your circumstances affecthe way you used your forests and other natural resources?Did events happening outside your region influence thedecisions you made about using natural resources? Howdid tools and technology develop during your time inhistory help you to conserve or to exploit naturalresources?


Paper Civilizations305








Middle Grades 5-82. Identify the sequence of major eventsand people in the history of Maine, theUnited States, and selected worldcivilizations. (See suggested list in"Secondary Grades".)

Doing the Activity #1Divide students into ten teams. Assign each team anumbered period in the history of papermaking.Doing the Activity #2After groups have read, reviewed and discussed their timeperiod, create a mural that depicts their time period’s papermaking technology.Doing the Activity #3Each group describe it’s mural to the other groups. Teamsshould mount their murals on the wall in chronologicalorder.Enrichment #1Using different kinds of paper, representing differenthistorical periods, have students in their groups create acollage or mosaic of paper representing those differentperiods in paper-making history.


Middle Grades 5-84. Explain the impact that major eventsand technological advancements havehad on the Maine economy and predictfuture economic trends and careeropportunities.

Enrichment #2Students can investigate current trends in the way humansrecord information. By interviewing parents and other adultusers of computers and other electronic equipment, studentswill discover what kinds of information are stored in newelectronic ways and what kinds still must be stored onpaper. Do these systems really cut down on our paper use?What are the pros and cons for the storage of informationon paper versus electronic storage?


Where Are the Cedars of Lebanon?306

Activity Title : Where Are The Cedars Of Lebanon? Activity Guide Page #: 362

Objective(s): Students will: 1) investigate how ancient civilizations used natural resources and affected the environment; 2) apply environmental lessons learned in the pasttoward solving current environmental problems.

Overview: Throughout history, people have depended on natural resources for survival. The availability of food, water, and resources to build shelters has generally determinedwhere humans have settled and how cultures evolved over time. In this activity, students will explore how ancient civilizations developed systems for using their naturalresources.





Secondary Grades1. Identify and analyze major eventsand people that characterize each ofthe significant eras in the UnitedStates and world history

Doing the Activity #1Divide your group into two teams, and prepare for a debate onthe land-use practices of the Ancient Babylonian Culture. “Thedownfall of the Babylonian society was primarily caused by itsuse and abuse of natural resources, particularly, the soil.”Doing the Activity #2Have students read the article on student page 364, “By theRivers of Babylon,” and fill in the “Role of Land Use” sectionfor the Babylonian Culture.Variation #1 -4Have students read page 364. Each team draw two murals onedepicts a scene of Babylon before its decline and the other afterits decline. Each team should present its view of Babylon’sdecline. They should explain what caused each change. As awrap-up, fill out “The Role of Land Use” on page 365 forBabylonian culture.Enrichment #1Have students research the land use practices of other ancientcultures.Enrichment #2Have students research and discuss present day problems relatedto land-use.Assessment OpportunityExamine the students’ work on the student page to see whetherthey identified both side of an issue, not just the side they wereassigned to debate. Look for evidence that they understand thatthere are different approached to analyzing and interpretinghistorical events.


Did You Notice?307

Activity Title : Did You Notice? Activity Guide Page #: 362








Part A #1Ask students what major changes happened in their livesbetween their birth and age four.Part A #2Brainstorm about ho many have changed since theystarted school.Part A #3Think about how many have changed since they woke upthis morning.Part A #4Demonstrate how students can make a timeline of theirlife changes from birth to present.

Elementary Grades 3-42. Place in chronological order,significant events, groups, and people inthe history of Maine.

Part B #1Ask students to gather information about the history oftheir community.Part B #2Tell students that they are going to create a timeline ofthe history of the local community.Part B #3Before beginning their timeline, each group shouldcomplete a “Timeline Plan” on student page 368.Part B #4They should then draw or paint the events on the timelinemural.Enrichment #1Get permission to paint you timeline mural on a blankoutdoor or indoor wall – making a permanent artisticexpression of the local history.


Did You Notice?308


Elementary Grades Pre-K-21. Use artifacts and documents to gatherinformation about the past.

Enrichment #2Have students become cultural archaeologists and gosearching with a parent for “really old stuff.”

Elementary Grades 3-41. Identify changes currently occurringin their daily lives and compare these tochanges in daily life during a specifichistoric era.

Assessment OpportunityAsk each team to explain the history of the changesthey recorded in their section of the mural. Afterreviewing the entire mural, discuss the following:What are changes in the environment, wildlife, andhuman lifestyle? What caused some of thesechanges? Do you think these changes have made yourcommunity a better or worse place to live, or havethey made no difference? Did any changes that wereconsidered good at some time turn out to be bad?Can you identify any trends and what implicationsthey might have for the future?

Project Learning Tree Links/Visual and Performing Arts


Activity Title: Improve Your Place Activity Guide Page #: 369

Objective(s): Students will: 1) identify ways they can improve their local area; 2) carry out plans to improve the area.

Overview: Each living thing has a habitat - a place to live that suits its needs. For human beings, the community they live in is their habitat. In this activity, students areencouraged to take action to improve their community by making some positive environmental changes.






Doing the Activity #1Survey the local area.Doing the Activity #2Students sketch a simple map of the area.Doing the Activity #3Students create a single, large map of the site as itcurrently exists.Doing the Activity #4Have teams of students brainstorm ideas on how theymight improve the area.

Secondary Grades1. Use mapping to answer complexgeographic and environmental problems.

Doing the Activity #5Your group should develop an “Action Plan” to achievethese improvements. Your group can divide into fiveteams, each with responsibility to prepare one of thefollowing pieces of the plan: Background information –Who uses it? What is the need for this project? Methodof study. What students found out. Recommendations.Details of the priority projects.

Secondary Grades2. Appraise the ways in which mapsreflect economic, social, and politicalpolicy decision making.

Doing the Activity #6When students have finished a draft of their plan, theyshould evaluate the following questions: Is theresufficient evidence to warrant action on this issue? Arethere alternative actions available for use? What arethey? Is the action chosen the most effective oneavailable? What are the ecological consequences of thisaction? Are there legal consequences of this action? Ifso, what are they? Well there be social consequences ofthis action? If so, what are they? Will there be economicconsequences of this action? If so, what are they? Doour personal values support this action? Do we



understand the procedures necessary to take this action?If not, who can help? Do we have the skill needed totake this action? If not, who can help? Do we have thetime needed to talk this action? If not, who can help? Dowe have all the other resources needed to make thisaction effective?Assessment OpportunityHave students present their maps, overlays, and actionplans to a decision-making individual or group. Have thatperson or group provide feedback on the thoroughnessand clarity of their plan and presentation.


Secondary Grades1. Develop and defend a position on apublic policy issue within our democracy.

Enrichment #1Hold a simulated PTA or council meeting and havestudents present their plans.

SECTION ONE: DIVERSITY







Visual and Performing ArtsA. Creative ExpressionStudents will create and/orperform to express ideas andfeelings.

Elementary Grades Pre-K-29. Identify the use of the arts in dailyexperiences.

Part A #2Go for a walk with students.Part A #4Give them time to look for the object you’re “spying.” Ifthey find other objects that also have that shape,acknowledge their observations and encourage them to

Students and teacher mustcomplete the necklace in“Getting Ready.”



continue looking for the object…Part A #6Ask students to recall things they saw with each shape.Have the students draw a picture of an object they spiedwith their shape.

Elementary Grades Pre-K-210. Demonstrate ways in which the artscan be used in interdisciplinary activities.

Part B #3Tell the students they’ll take a walk to look for shapes inthe natural and built environment.

Allow each student to sharewith the group the shape theyfound in the environment.


The Forest Of S.T. Shrew312

Activity Title: The Forest Of S.T. Shrew Activity Guide Page #: 20


Overview: By taking a "shrew's-eyeview" of life in the woods, your students will gain an appreciation for the variety of living things that make forests their homes, and for thevariety of habitats within forests.





Elementary Grades Pre-K-22. Experiment with art forms.

Activity #6Have students draw pictures of the story using crayonsand markers.

Elementary Grades 3-44. Create original works using differentmedia, techniques, and processes tocommunicate ideas, feelings, andmeaning.

Activity #6Have older students create a forest scene with flip-upwindows that reveal the hidden life of the forest.(Explanation on how-to follows in book).

Middle Grades 5-84. Use a variety of resources, materials,and techniques to design and execute artworks.


Planet Of Plenty 313

Activity Title: Planet Of Plenty Activity Guide Page #: 24







Visual and Performing ArtsA. Creative ExpressionStudents will create and/or performto express ideas and feelings.


Part C #1Give each team time to prepare its presentation.Encourage them to use posters, data charts,drawings, movements, sounds, or anything else todescribe the life forms they encountered.

Each student must participate in thepreparation of the visual or oralpresentation.

PICTURE


Can It Be Real? 314

Activity Title: Can It Be Real? Activity Guide Page #: 30









Part B #2After researching their plant or animal, theyshould create a poster describing it. The postershould include a drawing of their plant/animal inits habitat and an explanation of how it’s adaptedto its environment.

This standard will emphasize the useof art to communicate meaning.

Secondary Grades1. Create a visual or performance piece tocommunicate an idea, feeling, or meaningusing: a distinct style; imagination andtechnical skill; and the creative process,reflection, and self-evaluation (problem-solving skills).

This standard will emphasize the useof art to communicate meaning.

Secondary Grades9. Use skills and knowledge of artselements and principles, wheneverapplicable, to solve problems or enhancemeaning in other disciplines.

Teacher needs to encourage the use ofa variety of materials.


A Few Of My Favorite Things 315

Activity Title: A Few Of My Favorite Things Activity Guide Page #: 48









Activity #8Students must create a poster that visually representsthe materials, resources and energy that go into makingit.

A sample/model poster would beadvisable.This indicator helps develop #4 tocommunicate ideas.


Activity #8 Enhances the meaning in socialstudies and science.


People Of The Forest 316

Activity Title: People Of The Forest Activity Guide Page #: 54







Visual and Performing ArtsA. Creative ExpressionStudents will create and/or perform toexpress ideas and feelings.

Elementary Grades 3-44. Create original works using different media,techniques, and processes to communicateideas, feelings, and meaning.

Part B #2Create a poster, display or exhibit thatrepresents forest dwellers.

Sample/model poster or exhibitwould be advisable.

Secondary Grades9. Use skills and knowledge of arts elementsand principles, whenever applicable, to solveproblems or enhance meaning in otherdisciplines.

Part B #2 Enhances the meaning in socialstudies and science.

Middle Grades 5-88. Perform a variety of styles and types ofmusic, dance, and theatre.

Enrichment #2Perform a dramatization depicting the forestcultures studied.

This indicator is for theatre.

Secondary Grades1. Create a visual or performance piece tocommunicate an idea, feeling, or meaning using:a distinct style; imagination and technical skill;and the creative process, reflection, and self-evaluation (problem-solving skills).

Enrichment #2 This indicator is a performancepiece to communicate meaning.

Visual and Performing ArtsB. Cultural HeritageStudents will understand the culturalcontributions (social, ethical, political,religious dimensions) of the arts, howthe arts shape and are shaped byprevailing cultural and social beliefsand values, and recognize exemplaryworks from a variety of cultures andhistorical periods.

Secondary Grades5. Develop visual and/or performing art work inresponse to a historical, social or culturalcondition using a variety of forms.

Enrichment #2 Indicator helps develop theperforming art work in responseto social and cultural conditions.


Tale Of The Sun 317

Activity Title: Tale Of The Sun Activity Guide Page #: 56


Overview: Every culture in the world has stories that are part of its history and tradition. these stories reveal the beliefs of the people who tell them. For example, many storiesteach lessons in proper attitude and behavior. In this activity, your students can analyze a story told by the Muskogee (Creek) Indians of present-day Oklahoma. Later,students can read and discuss stories told in other cultures from around the world.






Elementary Grades Pre-K-21. Investigate the characteristics and purposesof each of the arts to communicate ideas,feelings, and meaning.

EnrichmentStudents can write their own short folktaleincorporating information about plants/animalsalong with lessons they think are important. Mayillustrate the story also.


Enrichment

Elementary Grades 3-44. Create original works using differentmedia, techniques, and processes tocommunicate ideas, feelings, and meaning.

Enrichment

Middle Grades 5-84. Use a variety of resources, materials, andtechniques to design and execute art works.

Enrichment


Enrichment Teacher may want to add acomponent for student reflectionand self-evaluation as it is notinclusive with this PLT activity.


Enrichment


318Adopt A Tree










Elementary Grades 3-41. Develop personal expression in works ineach of the visual (2-D and 3-D) andperforming arts (music, theater, and dance).

Enrichment #2Students should create a picture of a tree withflip-up windows portraying life on, in oraround their tree.

Diagram of flip-up windows isincluded on page 67.This indicator is for visual arts 3-D.


Enrichment #2


Enrichment #2 This activity primarily allows forpractice in a new technique.


Enrichment #2


Enrichment #2


319Adopt A Tree

Adopt a Tree Questions Activity Guide Page #: 68Visual and Performing ArtsA. Creative ExpressionStudents will create and/or performto express ideas and feelings.

Elementary Grades 3-42. Apply previously learned principles toperform, create, revise, and/or refineworks.

Adopt a Tree Questions Worksheet #3Draw a picture of a chose tree from severalperspectives.

prospective drawing knowledge is aprerequisite for the activity’ssuccess.

Middle Grades 5-82. Use the expressive qualities of theelements and principles of each art formto explore a variety of styles in theirwork.

Adopt a Tree Questions Worksheet #3 this indicator primarily deals withthe use of one principle of an artform; perspective drawing.


Adopt a Tree Questions Worksheet #3


Adopt a Tree Questions Worksheet #3 enhances the meaning in the sciencediscipline.


320Trees As Habitats

Activity Title: Trees As Habitats Activity Guide Page #: 70









Activity #4Have students organize their collected informationinto a booklet/portfolio. Ask students to identify howeach plant/animal benefits from the tree, and how itaffects the tree…

In order to meet this indicator,students must be required toillustrate their findings in Step 4 ofthe activity.


Enrichment #2Have students draw pictures depicting ways that treesprovide a habitat to animals and other plants or theentire group can work on a tree habitat mural.

When doing a mural each studentmust participate in the creation andexecution of a component of themural.

Secondary Grades1. Create a visual or performance pieceto communicate an idea, feeling, ormeaning using: a distinct style;imagination and technical skill; and thecreative process, reflection, and self-evaluation (problem-solving skills).

Enrichment #2 Same as above


Enrichment #2 Same as above.


321Birds And Worms

Activity Title: Birds And Worms Activity Guide Page #: 77








Elementary Grades 3-41. Develop personal expression in works in each ofthe visual (2-D and 3-D) and performing arts (music,theater, and dance).

Enrichment #2Ask students to use an assorted art supply to createa make-believe camouflaged creature. Havestudents suggest advantages of their creaturescamouflage and the environment that suits it best.

Can be used for a visual 3-Dsample in indicator #1.

Elementary Grades 3-44. Create original works using different media,techniques, and processes to communicate ideas,feelings, and meaning.

Enrichment #2


Enrichment #2

Secondary Grades1. Create a visual or performance piece tocommunicate an idea, feeling, or meaning using: adistinct style; imagination and technical skill; andthe creative process, reflection, and self-evaluation(problem-solving skills).

Enrichment #2

Secondary Grades9. Use skills and knowledge of arts elements andprinciples, whenever applicable, to solve problems orenhance meaning in other disciplines.

Enrichment #2

Visual and Performing ArtsC. Criticism and AestheticsStudents will reflect upon andassess the characteristics andmerits of art works.

Elementary Grades 3-43. Listen to and/or view a dramatic, musical, dance, orvisual art work and provide feedback to the artist(peer).

Enrichment #2 should view a visual art pieceand provide feedback onpeer’s choices.

Elementary Grades 3-46. Examine the effect of artistic choices on others andon the environment.

Enrichment #2


322Three Cheers For Trees

Activity Title: Three Cheers For Trees Activity Guide Page #: 93

Objective(s): Students will: 1) describe the ways in which trees benefit people; 2) make pictures or models depicting how trees may be used to improve the human-madeenvironment.

Overview: It's easy to take for granted both trees and the many benefits they provide. Here's a way to start your students thinking about how much trees add to people's lives.







Activity #2Ask students to draw an area where trees arecommonly found without the trees in the picture.

To meet this standard, each studentmust draw an area; an extended listcould be developed by the teacher.


Activity #2


Activity #3Students redraw the area from Activity #2, exceptadding trees and bushes.

This can also be done on atransparency film as an overlay.

Secondary Grades4. Use the elements and principles ofdesign to demonstrate multiple solutionsto specific visual or performing artsproblems.

Activity #3 Students may be required tocomplete more than one overlay tomake the indicator.


Activity #3


Activity #3



Activity Title: Every Drop Counts Activity Guide Page #: 122









Part B #1Students can create posters to teach others aboutwater conservation.

Must include art work orinformation displayed during thegraphic art principles.


Part B #1


Part B #1


Part B #1


324Web Of Life


Activity Title: Web Of Life Activity Guide Page #: 148









Activity #7Create a forest mural using magazine pictures orstudent drawings.

To encourage a new technique teachersmay encourage the use of magazinesfor the mural and/or use ofphotography done by the students ofthe organism studied.


Activity #6Students are to find pictures, create drawings ortake photographs of the organism that is beingstudied.

To meet the performance indicator, thestudent must draw or photograph theorganism studied.


Activity #6


Activity #6



Activity Title: Are Vacant Lots Vacant? Activity Guide Page #: 153









Activity #6Have students make a visual presentation of a studysite (12” square) using a variety of mediaequipment and materials.


Activity #6


Enrichment #1Have students draw a map that shows the locationof the plants and animals from their study site.

Enrichment #1 could also be used as apresentation option for #6 in theoriginal activity.The map would best fulfill theperformance indicator if it wasillustrated.



Activity Title: Tropical Treehouse Activity Guide Page #: 160









Inside the RainforestPart A #4Let students develop a classroom or hall display onthe rainforest.


Part A #4 Each student must create a part ofthe mural themselves to meetindicator criteria.


Part A #4 Each student must create a part ofthe mural themselves to meetindicator criteria.


Part A #4


Part A #4 Secondary students would enhancetheir knowledge in science andsocial studies.



Elementary Grades Pre-K-215. Understand that the success of musical,theatrical, and dance groups depends oncollaboration.

Jungle TunesVariationStudents must recreate a rainforest of sound bymaking sounds of different inhabitants during arainstorm. The “symphony” should be under thedirection of an “orchestra leader.”

This activity develops expression intheater.


Variation


Variation

Activity Title: 400-Acre Wood Activity Guide Page #: 169









Activity #6Students must illustrate a 400-acre piece of land thatwill be used on a map.

The use of colors and symbols forillustration may be a newtechnique.



Activity Title: Make Your Own Paper Activity Guide Page #: 176

Objective(s): Students will: 1) make recycled paper from scrap paper; 2) describe the steps of the papermaking process and identify the elements and outputs of the process; 3)compare making paper by hand to the process used in factories.








VariationStudents can create pictures by layering pulp madeof different colors and materials.

This develop personal expression in 2-D or 3-D visual art.

Elementary Grades 3-41. Develop personal expression in worksin each of the visual (2-D and 3-D) andperforming arts (music, theater, anddance).

Variation

Middle Grades 5-83. Discriminate among the qualities andcharacteristics of art media, techniques,and processes for the purposes ofselecting appropriate media tocommunicate artistic ideas.

Variation


Variation


329A Look At Aluminum

Activity Title: A Look At Aluminum Activity Guide Page #: 180


Overview: This activity will give your students a better appreciation for aluminum, a nonrenewable but recyclable natural resource they use every day. they will learn the stepsthat go into making aluminum products and will get a better idea of the environmental impact that using this resource has.







Part B #1Students will create posters that teach people aboutrecycling aluminum cans.

Posters must contain illustrationsand/or utilize graphic art principles

Secondary Grades1. Create a visual or performance piece tocommunicate an idea, feeling, or meaningusing:a distinct style; imagination andtechnical skill; and the creative process,reflection, and self-evaluation (problem-solving skills).

Part B #1 Poster is used to communicate ideasand meanings.


Part B #1 This activity enhances meaning insocial studies and science.


330On The Move

Activity Title: On The Move Activity Guide Page #: 185









Part B #3Students must design a physical model or illustrationof a new system for transporting materials.

This develops personal expressionin d-D visual art if a model ismade; 2-D if an illustration ismade.


Part B #3


Part B #3


Middle Grades 5-83. Demonstrate an understanding of thedifference between a personal opinionand an educated judgment about themeaning of various works.

Part B #3 Students must be given theopportunity to choose an artmedium.

Middle Grades 5-86. Critique their own work and the workof others based upon an aestheticcriterion.

Part B #3


331I'd Like A Place To Visit Where . . .

Activity Title: I'd Like A Place To Visit Where . . . Activity Guide Page #: 188








Elementary Grades 3-41. Develop personal expression in works in eachof the visual (2-D and 3-D) and performing arts(music, theater, and dance).

Part A #2Students can draw a picture or map to gowith the fun place that was described tovisit.


Part A #2


Part A #2

Elementary Grades 3-41. Develop personal expression in works in eachof the visual (2-D and 3-D) and performing arts(music, theater, and dance).

Part B #3Students can design their own ideal parkin a large foil roasting pan.

Students must do this individually to meetthe standards.This provides an opportunity for personalexpression in e-D visual art.


Part B #3

Middle Grades 5-83. Discriminate among the qualities andcharacteristics of art media, techniques, andprocesses for the purposes of selectingappropriate media to communicate artistic ideas.

Part B #3


Part B #3


332Planning The Ideal Community










Part B #2In groups, students plan and draw a map oftheir ideal community.

Part A must be completed to assuresuccess of Part B. This includes a studentsurvey of their community resources.To meet this alignment the students musteach be responsible for the art work on themap.


This activity is a visual piece tocommunicate ideas, feelings and meaning.


333Democracy In Action

Activity Title: Democracy In Action Activity Guide Page #: 197


Overview: democratic systems depend on the involvement of citizens in policy making and decision making. This activity will help students learn about the roles andresponsibilities of citizens' groups in environmental policies and decision making, and about how young people can become involved in the process.







Activity #7Have them draw a coat of arms representative of aspecial interest group, organization or agency thatis involved in making decisions about a topic thestudent is interested or concerned about.

The coat of arms pictured on page198 is divided into 6 parts. To meetthis standard groups should be sizedto allow each student to complete asection individually.


This activity enhances meaning inLanguage Arts (research) and socialstudies.


Part B #4Students will make posters summarizing theprocess for making their idea into a law. Theposters will include a picture of the communitybefore and after the law.


This activity enhances skills inlanguage arts and social studies.


334Power Of Print

Activity Title: Power Of Print Activity Guide Page #: 205

Objective(s): Students will: 1) compare different sections of a daily newspaper; 2) analyze some of the ways that ideas and opinions are expressed through word choice; 3)research opposing sides of a local environmental issue; 4) write articles on environmental issues using both objective and subjective points of view.







Middle Grades 5-82. Use the expressive qualities of theelements and principles of each art form toexplore a variety of styles in their work.

Part B - Issues in Print -VariationResearch the facts about the issue byinterviewing people, requesting information fromgroups or by finding information from thelibrary. Oral presentations performed afterresearch is completed.Variation #4After studying advertising, persuasive writing,and class discussions, students create their ownadvertisement by creating posters. Create acommercial involving a variety of art forms or acombination of them.

This activity must be completedindividually to meet the standard.Posters meet visual arts requirements.


Part BVariation #4Enrichment #4Students must compose songs or rap expressingtheir concerns about the environment.

This activity must be completedindividually to meet the standard.Posters meet visual arts requirements.


Commercials involving drama, music& dance would meet differentcomponents of performance indicators#2, and #8.

Visual and Performing ArtsB. Cultural HeritageStudents will understand thecultural contributions (social,ethical, political, religiousdimensions) of the arts, how thearts shape and are shaped byprevailing cultural and social

Middle Grades 5-82. Compare and contrast the characteristicsand purposes of the arts from variouscultures, historical periods, and socialgroups.

Enrichment #2Students will examine editorial cartoons on anenvironmental issue.Enrichment #3Students will examine billboards foreffectiveness of relaying a message.Enrichment #4Students listen to popular music and will

This activity compares characteristicsof different social groups.The students can compare cartoons,billboards and music that share similarsubject matter or ethics.Billboards are not legal in Maine soanother public advertising mediawould need to be substituted.


335Power Of Print

beliefs and values, and recognizeexemplary works from a variety ofcultures and historical periods.

compare the music for artists intentions ofmeanings. How does the song effect you?…

Middle Grades 5-84. Compare the characteristics andpurposes of works, in two or more artsforms, that share similar subject matter,historical periods, ethics, or culturalcontext.

Enrichment #2Enrichment #2Enrichment #4

Same as above.


Middle Grades 5-83. Demonstrate an understanding of thedifference between a personal opinion andan educated judgment about the meaningof various works.

Part A #4Students will read cartoons and discuss thepurpose, effectiveness and the authors views onissues.

To meet this performance indicator,the teacher should use cartoons thatshow a point of view on an issue thatthe students can understand.

Middle Grades 5-84. Compare and contrast the effectivenessof selected media, techniques, andprocesses in communicating ideas.

Part B #2Students will compare and contrast theeffectiveness of various advertisements.




Activity Title: The Closer You Look Activity Guide Page #: 217

Objective(s): Students will: 1) describe the overall structure of a tree; 2) describe the structure and function of a tree's principle parts.

Overview: All students, no matter how young, have an idea of what a tree looks like. But many are unfamiliar with either the actual of a tree or the function of its principleparts. In activity, your students will take a closer look at trees and their parts.

Subject Area(s): Science, Visual Arts, Language Arts Grade Level(s): PreK-6






Activity #1Students will draw a picture of a tree from memory.Activity #4After discussing and viewing the pictures, studentswill draw a picture of a tree again.Activity #5The students will compare and contrast their originaland second drawing, as well as their tree drawingswith peers.

Elementary Grades Pre-K-210. Demonstrate ways in which the arts canbe used in interdisciplinary activities.




Develops expression in 2-Dvisual art.

Elementary Grades 3-42. Apply previously learned principles toperform, create, revise, and/or refine works.


Previously learned principleswill be used to create, revise,and refine visual art.



Students must complete theentire activity as described toassure alignment.

Elementary Grades 3-47. Listen to and/or view a dramatic, musical,dance, or visual art work and providefeedback to the artist (peer).


Middle Grades 5-8 Activity #1



4. Use a variety of resources, materials, andtechniques to design and execute art works.




Visual and Performing ArtsB. Cultural HeritageStudents will understand thecultural contributions (social,ethical, political, religiousdimensions) of the arts, how thearts shape and are shaped byprevailing cultural and socialbeliefs and values, and recognizeexemplary works from a variety ofcultures and historical periods.

Elementary Grades 3-44. Compare the characteristics of works intwo or more visual and performing art formsthat share a similar subject matter, historicalperiod, or cultural context.

Activity #5Students compare first and second drawing of trees.

First, students will compare thework of 2 visual pieces thatshare a similar subject; they willthen compare more visualpieces.


Elementary Grades Pre-K-21. Explain likes and dislikes of a work of art,music, dance, drama.

Activity #5

Elementary Grades 3-43. Listen to and/or view a dramatic, musical,dance, or visual art work and providefeedback to the artist (peer).

Activity #5 Students will be explaining theirlikes and dislikes of the worksof arts.

Middle Grades 5-86. Critique their own work and the work ofothers based upon an aesthetic criterion.

Activity #5


338To Be A Tree

Activity Title: To Be A Tree Activity Guide Page #: 219

Objective(s): Students will: create a tree costume and learn the structure and function of tree parts.

Overview: By making a tree costume, your students will gain awareness of a tree's structure and functions.

Subject Area(s): Science, Visual Arts, Performing Arts Grade Level(s): K-4






Activity #3Students must make a vest that isrepresentative of the layers of a tree.

Because students are using many toolsand materials to construct the vests,Standard A indicators 2 and 14 are easilymet.

Elementary Grades Pre-K-214. Use materials and tools in a safe andresponsible manner.

Activity #3


Activity #3 Are working on 3-D visual art forindicator 1 Standard A.


Activity #3 Are working on 3-D visual art forindicator 1 Standard A.

Elementary Grades 3-48. Begin to develop skill in playing amusical instrument and/or singing andperforming simple compositions.

Students learn and sing “Oh Learning Tree”found in the guide.

Music is in the book and needs to betaught to the students.


339Tree Factory

Activity Title: Tree Factory Activity Guide Page #: 223








Elementary Grades Pre-K-21. Investigate the characteristics andpurposes of each of the arts tocommunicate ideas, feelings, and meaning.

Variation #2Students act out answers to the questions in regard toa tree’s parts and what it needs to survive.

This activity is a performing artactivity used to teach a scienceconcept.

Elementary Grades Pre-K-210. Demonstrate ways in which the artscan be used in interdisciplinary activities.

Variation #2


Activity #10-11Students will act out movements and sounds ofdifferent parts of a tree. Each student is assigned apart to act out as the students build a tree made ofpeople.

Develops personal expression inthe performing arts (theatre).

Elementary Grades 3-44. Create original works using differentmedia, techniques, and processes tocommunicate ideas, feelings, and meaning.Middle Grades 5-82. Use the expressive qualities of theelements and principles of each art form toexplore a variety of styles in their work.Middle Grades 5-88. Perform a variety of styles and types ofmusic, dance, and theatre.

Students perform theatre usingindividual styles.


340Looking At Leaves

Activity Title: Looking At Leaves Activity Guide Page #: 228

Objective(s): Students will: 1) describe how leave shapes, sizes, and other characteristics vary from tree to tree; 2) explain how particular types of trees can be identified bytheir leaves.

Overview: Are leaves hairy? Do they have teeth? In this activity, your students will take a closer look at leaves to find out more about leaf characteristics and how leaves canbe used to identify trees.

Subject Area(s): Science, Visual Arts Grade Level(s): PreK- 8






EnrichmentStudents use leaves to create a variety of art projectsincluding leaf rubbing, pressed leaves, spotter prints,leaf print t-shirts, Cherokee leaf prints, and Leaf Batik.

Develops personal expression in2-D/3-D visual arts.

Elementary Grades Pre-K-214. Use materials and tools in a safe andresponsible manner.Elementary Grades 3-41. Develop personal expression in worksin each of the visual (2-D and 3-D) andperforming arts (music, theater, anddance).Middle Grades 5-84. Use a variety of resources, materials,and techniques to design and execute artworks.

Visual and Performing ArtsB. Cultural HeritageStudents will understand thecultural contributions (social,ethical, political, religiousdimensions) of the arts, how thearts shape and are shaped byprevailing cultural and socialbeliefs and values, and recognizeexemplary works from a variety ofcultures and historical periods.

Elementary Grades Pre-K-24. Experiment with works exhibitingvariety in style/technique, trends, andculture.

Standard B alignment #4 forgrades 3-4 and grades 5-8 canbe met if the students completed2 or more leaf activities andfollowed up with a comparisonevaluation of projects.


341Watch On Wetlands & People, Places, Things

Activity Title: Watch On Wetlands Activity Guide Page #: 258









Part A #5Students on the photo survey team will photographdifferent components of a chosen wetland andprepare a presentation in Step #6.Students on the map survey team will prepare amap using symbols of survey wetlands.

Part A is an opportunity to use avariety of techniques in the visualarts.


Part D #3Students role play characters faced with a decisionabout development on a wetland.

Part D gives students theopportunity to express theirartistic ability in drama.

Activity Title: People, Places, Things Activity Guide Page #: 280

Objective(s): Students will: 1) Explain how human communities are made up of different types of people, places, and things, and how they all fit together; 2) investigate someof the people, places, and things that make up their own community.








Enrichment #1Students make maps of their neighborhoods thatinclude people, places and things. A map key andscale indicator can be used.

Each student must complete theirown map.


342Tree Lifestyle

SECTION FIVE: PATTERNS OF CHANGE

Activity Title: Tree Lifestyle Activity Guide Page #: 302

Objective(s): Students will: 1) diagram the lifestyle of a tree; 2)compare a tree lifecycle to a human lifecycle; 3) explain the role each stage of a tree's life plays in the forest (orother) ecosystem.

Overview: In this activity, students will discover that trees have a lifestyle that is similar to that of other living things. they will investigate a tree's role in the ecosystem at eachstage of its life.






Elementary Grades Pre-K-213. Demonstrate ability to recreate anexisting work alone and with others.

Variation #2Students imitate your movements as you enact thestages of a tree’s life.

Elementary Grades 3-42. Apply previously learned principles toperform, create, revise, and/or refineworks.

Activity #2Students create a tree’s lifecycle on paper,including illustrations of events in a trees life.

The activity sets up a minimum of3 events in a tree’s lifecycle to beillustrated.

Elementary Grades 3-44. Create original works using differentmedia, techniques, and processes tocommunicate ideas, feelings, and meaning.Middle Grades 5-84. Use a variety of resources, materials,and techniques to design and execute artworks.



Activity Title: Nothing Succeeds Like Succession Activity Guide Page #: 306









Part AStudents draw a picture of a forest with overlays toshow succession as described in the story providedin the guide.


Part BTeams of students draw an illustrated map of astudy site. On the map students identify and drawareas that show different succession categories.

Students must each work on a teamproject map.


344Earth Manners

Activity Title: Earth Manners Activity Guide Page #: 331









Activity #5Students draw a picture that illustrates a manner(rule) derived in Step #4. The line drawings will bephotocopied for a coloring book.

Although Activity #5 is for 2-4graders it may be more appropriatefor older students. This is because itinvolves line drawings for a coloringbook.


Activity #5 Same as above.



Elementary Grades Pre-K-25. Use improvisation to solve problems inthe performing arts.

Activity #6Students act out the manners (rules) they listed inStep #4.

This activity is suggest for gradesPreK-4, but may be better suited forolder students. In grades 3-4 itdevelops personal expression in theperforming arts.

Elementary Grades Pre-K-26. Perform and/or listen to a number ofpieces on a given theme and create avariation.




Project Learning Tree Links – Secondary Modules/English Language Arts

Case Study: Old Growth Forests345

Activity Title: Life On The Edge Activity Guide Page #: 335

Objective(s): Students will: 1) identify environmental factors that can cause species to become endangered; 2) research the current status of several endangered plants oranimals; 3) present persuasive arguments for the protection of a particular plant or animal species.








Part BStudents act as an advocate for a threatened, rareor endangered species. Students can create apublic educational campaign that might includeposters or TV commercials.

This activity is flexible in that itincludes the potential alignment ofmany indicators.PostersTV Commercials

Elementary Grades 3-42. Apply previously learned principles toperform, create, revise, and/or refine works.

Part B PostersTV Commercials


Part B PostersTV Commercials


Part B TV Commercials


Part B Posters



ploring Environmental Issues: Focus On Forests

Activity Title: Case Study: Old Growth Forests Page: 17

Objective(s): Students will: 1) analyze popular press articles written from different perspectives in order to learn about forest-resource issues; 2) create a special edition of anewspaper containing articles that explore the different viewpoints on old-growth forests.

Overview: Do we have to choose between preserving an ecosystem and maintaining jobs and a supply of forest products? Is it possible to do both? The controversy over old-growth forests reflects many of the questions we currently face about the use of our public forests. Investigating old-growth issues can introduce your students to many of thesetough questions and varying viewpoints. After completing this activity, your students will be able to use the skills they have developed to explore other complex environmentalissues. They will also discover that there are no simple answers to such complex situations.

Subject Area(s): Social Studies, Science, Journalism Grade Level(s): 9-12



English/Language ArtsA. Process of ReadingStudents will use the skills andstrategies of the reading processto comprehend, interpret,evaluate, and appreciate whatthey have read.

Secondary Grades2. Demonstrate an understandingthat a single text will elicit a widevariety of responses, each ofwhich may be the point of view ofthe individual reader or listener.

Activity #2

Secondary Grades3. Identify the author's purposeand analyze the effects of thatpurpose on the text.

Activity #8

Secondary Grades4. Identify the author's point ofview and analyze the effects ofthat point of view on the text.

Activity #2

C. Language and ImagesStudents will demonstrate anunderstanding of how wordsand images communicate.

Secondary Grades1. Demonstrate an understandingof the relationship amongperception, thought, and language.

Extra, Extra #1… compare the tones and styles of differentnewspapers and different articles.

Secondary Grades8. Identify propaganda techniquesused by writers and speakers.

Activity #8

Secondary Grades3. Compare the ways various

Activity #2



social, occupational, and culturalgroups use language, and commenton the impact of language use onthe way people are viewed andtreated.

D. Informational TextsStudents will apply reading,listening, and viewing strategiesto informational texts across allareas of curriculum.

Secondary Grades1. Scan a passage to determinewhether a text contains relevantinformation.

Activity #6

Secondary Grades2. Distinguish between apparentfact and opinion in nonfictiontexts.

Extra Extra #1

E. Processes of Writing andSpeakingStudents will demonstrate theability to use the skills andstrategies of the writing process.

Secondary Grades2. Reflect on, evaluate, revise, andedit a sequence of drafts toimprove and polish finished work.

Extra, Extra #3

Secondary Grades3. Use planning, drafting, andrevising to produce, on demand, awell-developed, organized piecethat demonstrates effectivelanguage use, voice, and commandof mechanics.

Activity #3 & 4

Secondary Grades1. Edit written work for standardEnglish spelling and usage,evidenced by pieces that show andcontain: . . .

Activity #5

Secondary Grades2. Demonstrate how languageusage may depend on the situation.

Variations … they can set up and videotape interviews, debatesor panel discussions in which students portray different playersin the issue.

G. Stylistic and RhetoricalAspects of Writing andSpeakingStudents will use stylistic andrhetorical aspects of writing andspeaking to explore ideas, topresent lines of thought, torepresent and reflect on human

Secondary Grades7. Write pieces and deliver oralpresentations in which theorganization of the work followsfrom the purpose.

Variations … students can present their reports in the form of avideo.



experience, and to communicatefeelings, knowledge, andopinions.H. Research-Related Writingand SpeakingStudents will work, write, andspeak effectively when doingresearch in all content areas.

Secondary Grades1. Develop an appropriate strategyfor finding information on aparticular topic.

Activity #6

Secondary Grades7. Identify and use a variety ofnews sources (e.g., newspapers,magazines, broadcast and recordedmedia, artifacts), informants, andother likely sources for researchpurposes.

Activity #6

Secondary Grades10. Analyze the validity and weighthe reliability of primaryinformation sources and makeappropriate use of suchinformation for research purposes.

Activity #8

Secondary Grades12. Report orally, using a varietyof technological resources topresent the results of a research.


Tough Choices349

Activity Title: Tough Choices Page: 22

Objective(s): Students will: 1) learn how to analyze and resolve an environmental issue; 2) write an article that describes the competing demands people put on forests.

Overview: We ask a lot of our forests. We expect them to provide beautiful surroundings for hiking and recreation, wildlife habitats, and steady supplies of wood and otherproducts. As populations grow and more people use forests and wood products, it's getting tougher to meet all of their demands. In this activity, your students will read anddiscuss several short articles on issues related to the demands we put on our forests. Students will propose solutions to some real-life dilemmas about forests.




English/Language ArtsA. Process of ReadingStudents will use the skills andstrategies of the reading processto comprehend, interpret,evaluate, and appreciate whatthey have read.

Secondary Grades1. Demonstrate an understandingthat reading is a gradual process ofconstructing meaning and revisinginitial understandings.

Activity #5

Secondary Grades2. Demonstrate an understandingthat a single text will elicit a widevariety of responses, each ofwhich may be the point of view ofthe individual reader or listener.

Activity #5

Secondary Grades3. Identify the author's purposeand analyze the effects of thatpurpose on the text.

Activity #5

Secondary Grades4. Identify the author's point ofview and analyze the effects ofthat point of view on the text.

Activity #5

Secondary Grades5. Identify the devices an authoruses to persuade readers andcritique the effectiveness of theuse of those devices.

Activity #5

Secondary Grades Activity #5


Tough Choices350

8. Find the meaning of relativelyuncommon technical terms used ininformational texts.Secondary Grades9. Identify the philosophicalassumptions and basic beliefsunderlying a particular text.

Activity #5

Secondary Grades11. Represent key ideas andsupporting details in variouswritten forms (e.g., outline,paraphrase, concise summary).

Activity #6

B. Literature and CultureStudents will use reading,listening, and viewing strategiesto experience, understand, andappreciate literature and culture.

Secondary Grades3. Make abstract connections (e.g.,connections about thoughts, ideas,values) between their own livesand the characters, events, andcircumstances represented invarious works.

Activity #6

Secondary Grades8. Apply mature strategies to thereading and interpretation oflengthy adult level nonfiction textswith appropriate complexity ofcontent and sophistication of style.

Activity #6 & 7

C. Language and ImagesStudents will demonstrate anunderstanding of how wordsand images communicate.

Secondary Grades1. Demonstrate an understandingof the relationship amongperception, thought, and language.

Activity #3, 5 & 6

D. Informational TextsStudents will apply reading,listening, and viewing strategiesto informational texts across allareas of curriculum.


Activity #3, 5 & 6

Secondary Grades2. Distinguish between apparentfact and opinion in nonfictiontexts.

Activity #3, 5 & 6

Secondary Grades Activity #7


Tough Choices351

3. Use discussions with peers as away of understanding information.Secondary Grades5. Analyze and synthesize theconcepts and details ininformational texts.

Activity #3, 5 & 6

Secondary Grades6. Explain how new informationfrom a text changes personalknowledge.

Activity #2, 3, 5, 6 & 7


Secondary Grades1. Ask pertinent questions duringwriting conferences and whenworking alone, using knowledgeof personal writing strategies,strengths, and weaknesses toimprove one's own writing.

Enrichment

Secondary Grades2. Reflect on, evaluate, revise, andedit a sequence of drafts toimprove and polish finished work.

Enrichment

Secondary Grades3. Use planning, drafting, andrevising to produce, on demand, awell-developed, organized piecethat demonstrates effectivelanguage use, voice, and commandof mechanics.

Enrichment

Secondary Grades4. Evaluate the remarks and oralpresentations of others to find thekey ideas, and explain the ways inwhich these ideas were developed.

Activity #7 & 8

F. Standard EnglishConventionsStudents will write and speakcorrectly, using conventions ofstandard written and spokenEnglish.

Secondary Grades1. Edit written work for standardEnglish spelling and usage,evidenced by pieces that show andcontain . . .

Enrichment


Tough Choices352

Secondary Grades3. Demonstrate command of theconventions involved in a formalspeech, effectively engaging peersduring presentation and fieldingresponses afterwards.

Activity #7

G. Stylistic and RhetoricalAspects of Writing andSpeakingStudents will use stylistic andrhetorical aspects of writing andspeaking to explore ideas, topresent lines of thought, torepresent and reflect on humanexperience, and to communicatefeelings, knowledge, andopinions.

Secondary Grades2. Write pieces and deliver oralpresentations that effectively usedescriptive language to clarify,enhance, and develop ideas.

Enrichment

Secondary Grades10. Make effective use of a varietyof techniques to providesupporting detail (e.g., analogies,anecdotes, illustrations, detaileddescriptions, restatements,paraphrases, examples,comparisons) in written work andoral presentations.

Enrichment

H. Research-Related Writingand SpeakingStudents will work, write, andspeak effectively when doingresearch in all content areas.


Enrichment

Secondary Grades2. Use referencing while doingresearch.

Enrichment

Secondary Grades3. Record significant informationfrom events attended andinterviews conducted.

Enrichment

Secondary Grades4. Identify and use library

Enrichment


Tough Choices353

information services.Secondary Grades5. Use government publications,in-depth field studies, andalmanacs for research.

Enrichment

Secondary Grades6. Use CD-ROM, microfiche, andsimilar resource media forresearch.

Enrichment

Secondary Grades7. Identify and use a variety ofnews sources (e.g., newspapers,magazines, broadcast and recordedmedia, artifacts), informants, andother likely sources for researchpurposes.

Enrichment

Secondary Grades8. Use search engines and otherInternet resources to do research.

Enrichment

Secondary Grades9. Make extensive use of primarysources when researching a topicand carefully evaluate the motivesand perspectives of the authors.

Enrichment

Secondary Grades10. Analyze the validity and weighthe reliability of primaryinformation sources and makeappropriate use of suchinformation for research purposes.

Enrichment

Secondary Grades11. Evaluate information foraccuracy, currency, and possiblebias.

Activity #5, 6 & 7Enrichment


354Life On The Edge

Activity Title: Words to Live By Page: 42

Objective(s): Students will: 1) learn how people's personal experiences affect their attitudes toward forests; 2) describe how people's views toward forests havechanged over time; 3) express their own views about forests.

Overview: Throughout history people have seen forests in different ways, for example, as obstacles to agricultural progress, as havens for recreation andwildlife, and as a source of income from wood products. The writings of different authors reflect the views of their time periods, as well as their own personalfeelings toward forests. In this activity, your students can express their own views about forests, and then can explore different perspectives by readingexcerpts from the writings of different authors.

Subject Area(s): Social Studies, Language Arts Grade Level(s): 9-12Standard Performance Indicators

(by grade clusters)Evidence of alignment (text fromdescription of activity)


B. Literature and CultureStudents will use reading, listening,and viewing strategies to experience,understand, and appreciate literatureand culture.

Secondary Grades3. Make abstract connections (e.g.,connections about thoughts, ideas,values) between their own lives and thecharacters, events, and circumstancesrepresented in various works.

Pg.43 Activity #6

D. Informational TextsStudents will apply reading, listening,and viewing strategies toinformational texts across all areas ofcurriculum.

Secondary Grades3. Use discussions with peers as away of understanding information.

Pg. 43 Activity #6

G. Stylistic and Rhetorical Aspects ofWriting and SpeakingStudents will use stylistic andrhetorical aspects of writing andspeaking to explore ideas, to presentlines of thought, to represent andreflect on human experience, and tocommunicate feelings, knowledge,and opinions.


Pg. 42 Activity #1 & 2

H. Research-Related Writing andSpeakingStudents will work, write, and speakeffectively when doing research in all

Secondary Grades9. Make extensive use of primary sourceswhen researching a topic and carefullyevaluate the motives and perspectives of

Pg. 42 Activity #4


355Life On The Edge

content areas. the authors.












Activity #3Students will research a historical figure whopalyed a role in the conservation of the U.S.Will use media to communicate the historicalfigures points of view…

aligns with the visual 2-D art if a posteris chosen and/or performing arts theaterif the radio is selected.


Activity #3


Activity #3 depending on the students choice ofmedia to express their characters views,alignment may include theatre and/ormusic for #8A, Grades 5-8.










Visual and Performing ArtsB. Cultural HeritageStudents will understand the culturalcontributions (social, ethical, political,religious dimensions) of the arts, howthe arts shape and are shaped byprevailing cultural and social beliefsand values, and recognize exemplaryworks from a variety of cultures andhistorical periods.

Middle Grades 5-82. Compare and contrast thecharacteristics and purposes of the artsfrom various cultures, historicalperiods, and social groups.

EnrichmentStudents will view movies listed in the PLT guideand using Part C questions and 4 of their own todiscuss the messages that the films convey.

Students must complete Part Cand the entire “Enrichment”activity to meet alignmentactivities.

Middle Grades 5-83. Compare and contrast cultural valuesas expressed in works and explain howthese values may differ from those oftheir own daily experience.

Enrichment

Visual and Performing ArtsC. Criticism and AestheticsStudents will reflect upon and assess thecharacteristics and merits of art works.

Middle Grades 5-81. Articulate and justify personalperceptions of meaning in works ofvisual art, music, dance, and drama.

Alignment of #1 C will be throughthe use of drama (movies).


What Is Risk?358










Activity #2Students make a mural of the paper-makingtime periods.

aligns with the visual art (2-D)component.

Elementary Grades 3-44. Create original works using different media,techniques, and processes to communicateideas, feelings, and meaning.

Activity #2


Activity #2 Each individual student mustparticipate in the illustrating of themural.

xploring Environmental Issues: Focus on Risk

Activity Title : What Is Risk? Page: 13

Objective(s): Students will: 1) develop a definition of risk and risk assessment; 2) become familiar with the concept of probability; 3) begin to explore the idea that there aredifferent kinds of risks and that risk is perceived differently by different people; 4) understand that hazards and risks exist in our daily lives.

Overview: We encounter many types of risks every day. What is meant by the term risk? What types of risks do we encounter daily? Are all risks equally likely to occur/ Arethey all harmful? Why are we willing to take some risks but not others? Is anything 100 percent risk free? In this activity, students will work together to explore these andother questions as they discuss, develop, and refine their definition and concept of risk and risk assessment.

Subject Area(s): Biology, Chemistry, Civics, Communications, Debate, Earth Sciences, Ecology, Environmental Science, Geography, Health, Language Arts, Physics, SocialStudies Grade Level(s): 9-12Standard Performance Indicators Evidence of alignment (text from Notes to ensure high alignment for every


What Is Risk?359

(by grade clusters) description of activity) studentEnglish/Language ArtsA. Process of ReadingStudents will use the skills and strategiesof the reading process to comprehend,interpret, evaluate, and appreciate whatthey have read.

Secondary Grades2. Demonstrate an understanding that asingle text will elicit a wide variety ofresponses, each of which may be thepoint of view of the individual reader orlistener.

Part A, #1

B. Literature and CultureStudents will use reading, listening, andviewing strategies to experience,understand, and appreciate literature andculture.

1. Distinguish between…..reader Part A, #4

C. Language and ImagesStudents will demonstrate anunderstanding of how words and imagescommunicate.

Secondary Grades1. Demonstrate an understanding of therelationship among perception, thought,and language.

Part A, #4

D. Informational TextsStudents will apply reading, listening,and viewing strategies to informationaltexts across all areas of curriculum.

Secondary Grades2. Distinguish between apparent fact andopinion in nonfiction texts.

Part A, #4

G. Stylistic and Rhetorical Aspects ofWriting and SpeakingStudents will use stylistic and rhetoricalaspects of writing and speaking toexplore ideas, to present lines of thought,to represent and reflect on humanexperience, and to communicate feelings,knowledge, and opinions.

Secondary Grades2. Write pieces and deliver oralpresentations that effectively usedescriptive language to clarify, enhance,and develop ideas.

Enrichment #1

Secondary Grades5. Write pieces and deliver oralpresentations that achieve distinctpurposes (e.g., to persuade, evaluate,analyze, defend).

Enrichment #1 or AssessmentOpportunity #1


Things Aren't Always What They Seem360

Activity Title: Things Aren't Always What They Seem Page: 21

Objective(s): Students will: 1) develop an understanding of the differences in risk perception between lay people and experts (as well as among their classmates); 2) identifywhat characteristics influence people's perceptions of risk; 3) learn about different environmental risks.

Overview: Students will identify their perception of the relative degree of risk associated with technologies, environmental hazards, and everyday activities. They will alsohave the opportunity to share their ideas as they compare and contrast their perceptions with those of others, including experts and lay people.

Subject Area(s): Chemistry, Civics, Communications, Debate, Ecology, Environmental Science, Health, Human Anatomy & Physiology, Language Arts, Physics, SocialStudies Grade Level(s): 9-12Standard Performance Indicators


Notes to ensure high alignment for everystudent

B. Literature and CultureStudents will use reading, listening, andviewing strategies to experience,understand, and appreciate literature andculture.

Secondary Grades3. Make abstract connections (e.g.,connections about thoughts, ideas,values) between their own lives and thecharacters, events, and circumstancesrepresented in various works.

Part A, #10


Secondary Grades1. Demonstrate an understanding of therelationship among perception, thought,and language.

Part A, #6



Part B, #2, 4, 5 & 6

E. Processes of Writing and SpeakingStudents will demonstrate the ability touse the skills and strategies of the writingprocess.

Secondary Grades4. Evaluate the remarks and oralpresentations of others to find the keyideas, and explain the ways in whichthese ideas were developed.

Part C, #6

F. Standard English ConventionsStudents will write and speak correctly,using conventions of standard writtenand spoken English.

Secondary Grades1. Edit written work for standard Englishspelling and usage, evidenced by piecesthat show and contain . . .

Assessment

2. Demonstrate command of the Enrichment #2



conventions necessary to make aninformal speech or presentation,effectively engaging peers and fieldingresponses.Secondary Grades3. Demonstrate command of theconventions involved in a formal speech,effectively engaging peers duringpresentation and fielding responsesafterwards.

Assessment


Secondary Grades2. Write pieces and deliver oralpresentations that effectively usedescriptive language to clarify, enhance,and develop ideas.

Part B, #4

Secondary Grades3. Write pieces and deliver oralpresentations that include a variety ofsentence structures and lengths.

Part B, #4

Secondary Grades4. Write pieces and deliver oralpresentations that are targeted for variousaudiences (e.g., informed or uninformed,sympathetic or hostile).

Part C, #3


Enrichment #2

Secondary Grades6. Write pieces and deliver oralpresentations that effectively employexplicit transitional devices in order tochange a situation or to move thereader/listener through the piece.

Assessment

Secondary Grades7. Write pieces and deliver oral

Assessment



presentations in which the organizationof the work follows from the purpose.Secondary Grades8. Write pieces and deliver oralpresentations in a personal style, with adiscernible voice and effective wording.

Assessment

Secondary Grades9. Write essays and deliver oralpresentations that reliably support andprovide details for the explicitly statedgeneralizations.

Assessment

Secondary Grades10. Make effective use of a variety oftechniques to provide supporting detail(e.g., analogies, anecdotes, illustrations,detailed descriptions, restatements,paraphrases, examples, comparisons) inwritten work and oral presentations.

Assessment

Secondary Grades11. Make effective use of a variety oftechniques for introducing andrepresenting ideas and insights in writtenwork and oral presentations.

Assessment

H. Research-Related Writing andSpeakingStudents will work, write, and speakeffectively when doing research in allcontent areas.


Assessment

Secondary Grades3. Record significant information fromevents attended and interviewsconducted.

Extension

Secondary Grades6. Use CD-ROM, microfiche, and similarresource media for research.

Enrichment #2

Secondary Grades7. Identify and use a variety of newssources (e.g., newspapers, magazines,broadcast and recorded media, artifacts),

Enrichment #2



informants, and other likely sources forresearch purposes.Secondary Grades8. Use search engines and other Internetresources to do research.

Enrichment #2

Secondary Grades11. Evaluate information for accuracy,currency, and possible bias.

Assessment


Risk Assessment: Tools Of The Trade364

Activity Title: Risk Assessment: Tools Of The Trade Page: 46

Objective(s): Students will: 1) investigate four different ways to assess risk; 2) explore the use of fault trees to assess a risk; 3) understand how toxicological andepidemiological research is used when studying risk; 4) communicate and defend a debate position.

Overview: When attempting to determine the degree of risk associated with an event, experts conducting risk assessments rely on a variety of tools of the trade to generate arisk estimate. In this activity, students will learn about the applications of some of these tools, interpret information generated from using different tools, and understand howthe information can be used to set priorities and make decisions.

Subject Area(s): Biology, Chemistry, Debate, Environmental Science, Health, Human Anatomy & Physiology, Language Arts, Visual Arts Grade Level(s): 9-12Standard Performance Indicators




Secondary Grades8. Identify propaganda techniques usedby writers and speakers.

Assessment Opportunity #1



Part A, #4 orPart C, #7


Secondary Grades4. Evaluate the remarks and oralpresentations of others to find the keyideas, and explain the ways in whichthese ideas were developed.

Part A, #5




Secondary Grades10. Make effective use of a variety of



Risk Assessment: Tools Of The Trade365

techniques to provide supporting detail(e.g., analogies, anecdotes, illustrations,detailed descriptions, restatements,paraphrases, examples, comparisons) inwritten work and oral presentations.




Secondary Grades7. Identify and use a variety of newssources (e.g., newspapers, magazines,broadcast and recorded media, artifacts),informants, and other likely sources forresearch purposes.



Communicating Risk366

Activity Title: Communicating Risk Page: 61

Objective(s): Students will: 1) investigate the importance of communication in risk assessment and risk management; 2) identify guidelines for effective risk communication;3) acquire a sense of scale using concentration analogies; 4) communicate a local risk to their community.

Overview: Understanding risk is an integral part of the risk management process. It is critical that risk information is communicated effectively to all concerned parties. thisactivity allows students to explore how timely and responsible communication among experts, the media, and lay people can lead to improved decisions about riskmanagement.

Subject Area(s): Chemistry, Communications, Earth Sciences, Environmental Science, Health, Language Arts, Math, Social Studies, Visual Arts. Grade Level(s): 9-12Standard Performance Indicators





Pg. 64 Activity #1


Secondary Grades2. Reflect on, evaluate, revise, and edit asequence of drafts to improve and polishfinished work.

Pg. 68 Activity #4&5



Pg. 64 Activity #1

Secondary Grades8. Use search engines and other Internetresources to do research.

Pg. 69 Enrichment


Introduction to Municipal Solid Waste: The Waste System367

Activity Title: Decision Making: Ecological Risk, Wildfires, and Natural Hazards Page: 92

Objective(s): Students will: 1) develop an understanding of ecological risk; 2) apply various decision-making methods to environmental risk reduction options; 3) try makingdecisions under conditions of uncertainty.

Overview: In this activity students will develop and apply decision-making skills to various environmental risk scenarios including wildland fires, natural hazards, and threatsto coral reefs and mangrove swamps.

Subject Area(s): Biology, Communications, Earth Sciences, Ecology, Economics, Environmental Science, Geography, Language Arts, Math, Social Studies. Grade Level(s): 9-12Standard Performance Indicators





Pg. 94 Activity #4

Secondary Grades6. Explain how new information from atext changes personal knowledge.

Pg. 95


Secondary Grades4. Write pieces and deliver oralpresentations that are targeted for variousaudiences (e.g., informed or uninformed,sympathetic or hostile).

Pg. 101 Extension


Pg. 102 Activity #4

Secondary Grades9. Write essays and deliver oralpresentations that reliably support andprovide details for the explicitly statedgeneralizations.

Pg. 102 Activity #3

Secondary Grades11. Make effective use of a variety of

Pg. 95 Activity #7



techniques for introducing andrepresenting ideas and insights in writtenwork and oral presentations.



Pg. 64 Activity #5

Exploring Environmental Issues: Municipal Solid Waste

Activity Title: Introduction to Municipal Solid Waste: The Waste System Page: 16

Objective(s): Students will: 1) develop an understanding of the role MSW plays in all of our lives; 2) analyze current and historical accounts of waste management; 3) discoversome of the similarities and differences in MSW management by cultures around the world and through time; 4) discover the different types of materials that make up the wastestream; 5) learn about the waste stream in their school.

Overview: Students will develop an understanding of municipal solid waste (MSW) management and its importance to community health. Through historical examples, studentswill learn how people have managed waste throughout time and how it affected their lives. Students will discover connections between what types of natural resources are foundin products and what is thrown away. They will also investigate the waste stream in their school by collecting, analyzing, and graphing data.

Subject Area(s): Environmental Science, History, Language Arts, Math, Science, Social Studies Grade Level(s): 9-12




Secondary Grades1. Demonstrate an understanding thatreading is a gradual process ofconstructing meaning and revisinginitial understandings.

Part D, #2

Secondary Grades2. Demonstrate an understanding thata single text will elicit a wide varietyof responses, each of which may bethe point of view of the individualreader or listener.

Part D, #2

Secondary Grades3. Identify the author's purpose and

Part D, #2



analyze the effects of that purpose onthe text.Secondary Grades4. Identify the author's point of viewand analyze the effects of that pointof view on the text.

Part D, #2

Secondary Grades5. Identify the devices an author usesto persuade readers and critique theeffectiveness of the use of thosedevices.

Part D, #2

Secondary Grades8. Find the meaning of relativelyuncommon technical terms used ininformational texts.

Part D, #2

Secondary Grades9. Identify the philosophicalassumptions and basic beliefsunderlying a particular text.

Part D, #2

Secondary Grades11. Represent key ideas andsupporting details in various writtenforms (e.g., outline, paraphrase,concise summary).

Part D, #2

B. Literature and CultureStudents will use reading,listening, and viewing strategies toexperience, understand, andappreciate literature and culture.

Secondary Grades8. Apply mature strategies to thereading and interpretation of lengthyadult level nonfiction texts withappropriate complexity of contentand sophistication of style.

Part D, #2

C. Language and ImagesStudents will demonstrate anunderstanding of how words andimages communicate.

Secondary Grades1. Demonstrate an understanding ofthe relationship among perception,thought, and language.

Part D, #5

Secondary Grades6. Use dictionaries, handbooks, andother language-related resources toevaluate the accuracy of their use of

Part A, #6



English.D. Informational TextsStudents will apply reading,listening, and viewing strategies toinformational texts across all areasof curriculum.


Part D, #2

Secondary Grades2. Distinguish between apparent factand opinion in nonfiction texts.

Part D, #2

Secondary Grades3. Use discussions with peers as away of understanding information.

Part D, #5

Secondary Grades5. Analyze and synthesize theconcepts and details in informationaltexts.

Part D, #4&5

Secondary Grades6. Explain how new informationfrom a text changes personalknowledge.

Enrichment #3 & 4


Secondary Grades1. Ask pertinent questions duringwriting conferences and whenworking alone, using knowledge ofpersonal writing strategies, strengths,and weaknesses to improve one'sown writing.

Part D, #2

Secondary Grades2. Reflect on, evaluate, revise, andedit a sequence of drafts to improveand polish finished work.

Part D, #2

Secondary Grades3. Use planning, drafting, andrevising to produce, on demand, awell-developed, organized piece thatdemonstrates effective language use,voice, and command of mechanics.

Part C, #2

Secondary Grades4. Evaluate the remarks and oralpresentations of others to find thekey ideas, and explain the ways in

Part D, #5



which these ideas were developed.

F. Standard English ConventionsStudents will write and speakcorrectly, using conventions ofstandard written and spokenEnglish.

Secondary Grades1. Edit written work for standardEnglish spelling and usage,evidenced by pieces that show andcontain: . . .

Enrichment #4

G. Stylistic and Rhetorical Aspectsof Writing and SpeakingStudents will use stylistic andrhetorical aspects of writing andspeaking to explore ideas, topresent lines of thought, torepresent and reflect on humanexperience, and to communicatefeelings, knowledge, and opinions.


Enrichment #3

Secondary Grades3. Write pieces and deliver oralpresentations that include a varietyof sentence structures and lengths.

Part D, #2

Secondary Grades4. Write pieces and deliver oralpresentations that are targeted forvarious audiences (e.g., informed oruninformed, sympathetic or hostile).

Part D, #2


Part D, #4

Secondary Grades6. Write pieces and deliver oralpresentations that effectively employexplicit transitional devices in orderto change a situation or to move thereader/listener through the piece.

Part D, #4

Secondary Grades7. Write pieces and deliver oralpresentations in which the

Part D, #4



organization of the work followsfrom the purpose.Secondary Grades8. Write pieces and deliver oralpresentations in a personal style,with a discernible voice and effectivewording.

Part D, #4

Secondary Grades9. Write essays and deliver oralpresentations that reliably supportand provide details for the explicitlystated generalizations.

Enrichment #3 & 4

Secondary Grades10. Make effective use of a variety oftechniques to provide supportingdetail (e.g., analogies, anecdotes,illustrations, detailed descriptions,restatements, paraphrases, examples,comparisons) in written work andoral presentations.

Enrichment #3 & 4

Secondary Grades11. Make effective use of a variety oftechniques for introducing andrepresenting ideas and insights inwritten work and oral presentations.

Enrichment #3 & 4Part C, #4

H. Research-Related Writing andSpeakingStudents will work, write, andspeak effectively when doingresearch in all content areas.


Part D, #2

Secondary Grades3. Record significant informationfrom events attended and interviewsconducted.

Enrichment #3

Secondary Grades4. Identify and use libraryinformation services.

Part D, #2

Secondary Grades5. Use government publications, in-depth field studies, and almanacs forresearch.

Part D, #2



Secondary Grades6. Use CD-ROM, microfiche, andsimilar resource media for research.

Part D, #2

Secondary Grades7. Identify and use a variety of newssources (e.g., newspapers,magazines, broadcast and recordedmedia, artifacts), informants, andother likely sources for researchpurposes.

Part D, #2

Secondary Grades8. Use search engines and otherInternet resources to do research.

Part D, #2

Secondary Grades11. Evaluate information foraccuracy, currency, and possiblebias.

Part D, #2

Secondary Grades12. Report orally, using a variety oftechnological resources to presentthe results of a research.

Part D, #2


Cast of Thousands374

Activity Title: Waste-to-Energy Page: 75

Objective(s): Students will: 1) explain how a WTE facility works; 2) list the positive and negative merits of WTE technology; 3) research, develop, and communicate anargumant to represent a specific point of view regarding and issue; 4) participate in a democratic decision-making process.

Overview: In this activity, students will learn how a waste-to-energy (WTE) facility functions. Through a role-playing activity, they will participate in a democratic decision-making process and will discover the many factors involved when a community makes decisions regarding the development of new solid waste management facilities. Afterhaving considered the research, students will defend specific positions and learn from other class members who advocate different positions.

Subject Area(s): Environmental Science, Language Arts, Social Studies Grade Level(s): 9-12Standard Performance Indicators



D. Informational Texts Grades 9-12#3 Use discussions with peers as a way tounderstanding information.

p.77 Part B. #3 After students have readthe cse study, discuss the majorpoints…make sure that students have anunderstanding

G. Stylistic and Rhetorical Aspects ofwriting and speaking.

#11 Make effective use of a variety oftechniques for introducing andrepresenting ideas and insights in oralpresentations.

p.78 Each group is responsible fordeveloping a 5-10 minute classpresentation. Encourage students todevelop visual aids in the presentation.

he Changing Forest: Forest Ecology

Activity Title: Cast of Thousands Page: 27

Objective(s): Students will: 1) make scientific measurements of their forest; 2) examine the relationships of organisms to their environment; 3) deterine the extent to whichhumans have an impact on forests in their region.

Overview: Students will further explore the variety of life in their adopted forest and will discover the importance of this biological diversity. They will take measurements, inmuch the same way as a forester does, to draw conclusions about the overall health of their forest. As an extension, students will compare the information they have collectedwith that of another class in a different region.


Cast of Thousands375

Subject Area(s): Biology, Environmental Science, Language Arts, Geography, Math, Social Studies Grade Level(s): 9-12Standard Performance Indicators



D. #3 Use discussions for information. Enrichment #3 Have them all cometogether to share what they have learned.

D. #5 Analyze texts. Measuring the Forest #5In the forest … dead or dying trees…

H. #12 Report orally on the project. Discussion #1Ask students to share data with eachother. Ask students for most appropriatemethod.

H. #1 Develop topic. Extension#3 Have students research the othergroup’s region.

Project Learning Tree Links – Secondary Modules/Math

Chances Are . . . Understanding Probability and Risk 376

Activity Title: Saga of The Gypsy Moth Page: 63

Objective(s): Students will: 1) explore ecological and social issues related to the gypsy moth; 2) consider strategies for management of the gypsy moth.

Overview: In this activity, students will become more aware of the effects of the gypsy moth. they will formulate management plans that deal with large-scale disturbances likethe gypsy moth. students will have the responsibility of advocating their specific management perspective.

Subject Area(s): Biology, Environmental Science, History, Language Arts, Social Studies Grade Level(s): 9-12Standard Performance Indicators



G. Stylistic and Rhetorical Aspects ofwriting and speaking.

Grades 9-12#5. Deliver oral presentations thatachieve distinct purpose (to persuade).

p.64 Activity #4 Each team will beadvocating a particular method…Eachteam’s job is to insist for all students tolearn this standard, activity shouldinclude an opportunity for all students tospeak.

#10 Deliver oral presentations that use avariety of strategies of address.

p.64 #5. Hand out copies of “Power ofPersuassion”.

D. Informational Texts #5. Analyze and synthesize the details ininformational texts.

p.65 Enrichment1. Read the article2. Solicit responses to the following

questions.G. Stylistic and Rhetorical Aspects ofwriting and speaking.

Grades 9-12#5 Write pieces and deliver oralpresentations.

p.65 AssessmentWrite a report or give a presentation.What social, political aethetic,

xploring Environmental Issues: Focus On Forests

Activity Title : Who Owns America's Forests? Page: 30

Objective(s): Students will: 1) understand the variety of management practices on forestland; 2) analyze and make inferences about information on forestlands presented incharts and graphics.

Overview: Did you know that the American public owns 331 million acres (134 million ha) of forests, almost half (45 percent) of the 737 million acres (298 million ha) offorests in the United States? (The American Forest Council, 1991 - pamphlet). In this activity, students will read maps and will figure out where forested lands are locatedaround the nation and whether they are publicly or privately owned.



Subject Area(s): Social Studies, Geography, Math, Art Grade Level(s): 9-12Standard Performance Indicators



B. Computation Secondary#1 Use various techniques toapproximate solutions, determine thereasonableness of answers and justify theresults.

Secondary#1 Create a graph to represent a real-lifesituation and draw inferences from it.

Activity Part A

#2 Students convert some of theinformation presented in tables into piefigures.

Activity Part B

#4 Students create tables, figures in theprocess of presenting their gatheredinformation about forestry issues in acertain state.

xploring Environmental Issues: Focus on Risk

Activity Title: Chances Are . . . Understanding Probability and Risk Page: 33

Objective(s): Students will: 1) learn how to calculate simple probabilities; 2) develop definitions for discrete random variable, continuous random variable, binomialdistribution and normal distributions; 4) develop an understanding of the relationship among probability calculations, uncertainty, and estimation of risk.

Overview: The concept of probability, or chance, plays an important role in risk assessment. In this activity, students will conduct a series of experiments, such as tossingcoins, to develop and understanding of probability. They will then apply their knowledge of probability to a scenario about the potential risk of using cellular phones.

Subject Area(s): Environmental Science, Health, Math (Statistics and Graphing), Physics Grade Level(s): 9-12


Evidence of alignment (text from description ofactivity)


MathematicsD. ProbabilityStudents will understand andapply concepts of probability.

Middle Grades 5-81. Find the probability of simpleevents and make predictions byapplying the theories of probability.

Part A (1) #3Ask several students to make a prediction.Part A (1) #4Ask for a volunteer to toss a coin 10 times. Have otherstudents record.

Have students write in journals sothat all students have a chance topredict



Part A (1) #6Ask each student in the class to flip a coin keeping trackof their own results.

Middle Grades 5-83. Use simulations to estimateprobabilities.

Part A (1) #3, #4 and #6 Same as above

Middle Grades 5-84. Find all possible combinations andarrangements involving a limitednumber of variables.

Part A (1) #4 and #6 Same as above

Secondary Grades1. Find the probability of compoundevents and make predictions byapplying probability theory.

Part A (2) #1Ask the students to predict what would happen if twostudents each flipped a coin.Part A (2) #2Ask students to predict how many heads, tails and mixedresults they will get after 20 times.Part A (2) #3Have each pair flip two coins simultaneously, recordingthe results.Part A (2) #5Predict the results using 3, 4 or 5 coins.Part A (2) #7Using the “Data Sheet for Coin Toss Predictions” pagehave students toss and record 3, 4 and 5 coins.

Have students respond individuallyin journals

Middle Grades 5-83. Use simulations to estimateprobabilities.

Part A (2) #1-#3, #5, and #7 Same as above


Part A (2) #3 and #5 Make sure each student has achance to record tosses


Part A (3) #2Ask students what they think the outcome would be ifthey flipped a coin five times in a row. Have studentswork in pairs and toss a coin five times each and thenrecord it. Were their predictions correct?Part (3) #5Compare the class results to the predicted results.

Have students record predictions inindividual journals

Middle Grades 5-82. Explain the idea that probability

Part A (3) #4Have students calculate the fraction of total flips.

Have each student showcalculations



can be represented as a fractionbetween and including zero and one.Middle Grades 5-83. Use simulations to estimateprobabilities.

Part A (3) #2 and #5Part A (3) #3Display the Student Page “Data Sheet for Actual CoinTosses” on an overhead. Record the results of eachstudent’s coin flips on the chart in the column labeled“Actual Frequency.”

Have each student showcalculations


Part A (3) #1Write the word variable on the board and have studentsoffer definitions.Part A (3) #2

Part A (3) #3

Part A (3) #6Explain to students that certain variables follow knowndistributions and that we can use that knowledge topredict a particular outcome.

Have students write possibledefinitions in journals

Have students write results of cointosses on student pages


Part B #1Ask students probability of a head after one coin flip,after 1000 flips, and how sure you would you be that youwould get the predicted number of heads.

Same as above


Communicating Risk 380




Subject Area(s): Chemistry, Communications, Earth Sciences, Environmental Science, Health, Language Arts, Math, Social Studies, Visual Arts. Grade Level(s): 9-12





Secondary Grades2. Predict and draw conclusionsfrom charts, tables, and graphs thatsummarize data from practicalsituations.

Part B #3Have students compare chart A to chart B.

Have each student respond injournals


Weighing The Options: A Look at Tradeoffs 381

Activity Title: Weighing The Options: A Look at Tradeoffs Page: 81

Objective(s): Students will: 1) investigate their own ability to balance costs and benefits when making decisions; 2) understand that making decisions depends on multiplefactors; 3) debate the use of cost/benefit analysis for making decisions regarding the management of environmental risks.

Overview: Managing risk includes deciding which option is best at reducing risks. The process requires incorporating the data obtained from risk assessments plus the social,ethical, cultural, economic and political values of the time. In this activity, students will explore the risk management process for personal choices while "grocery shopping".They will also debate the use of cost/benefit

Subject Area(s): Biology, Debate, Ecology, Economics, Environmental Science, Health, Language Arts, math, Social Studies. Grade Level(s): 9-12





Secondary Grades1. Use various techniques to approximatesolutions, determine the reasonableness ofanswers, and justify the results.

Part A #2Hand out the Student Page “Grocery List” to eachmember of the class. Instruct the students tocomplete their shopping list with these goals inmind: (a) they have a budget of $20 for 7 days ofgroceries for one person (they can spend less butcan’t spend more than their budget); (b) they mustmaximize nutrition; and (c) they must maximizesatisfaction with the products purchased. Studentsshould use the last column on the Student Page torecord why they added a product to their list andhow it helped achieve the stated goals.

Each student should do calculationsin their journals


Introduction to Municipal Solid Waste: The Waste System 382




Subject Area(s): Biology, Communications, Earth Sciences, Ecology, Economics, Environmental Science, Geography, Language Arts, Math, Social Studies. Grade Level(s): 9-12





Secondary Grades1. Use various techniques toapproximate solutions, determinethe reasonableness of answers, andjustify the results.

Part B #11 (e)To assign each criterion a weighting factor, divide therank by the sum of the ranks.Part B #11 (g)Multiply the rating factor (rf) by the weighting factor (w)for each combination. Write the answer in theappropriate cell of the decision matrix.Part B #11 (h)Add the products [rating factor (rf) x weight (w)] foreach risk reduction option and enter the total.

Have each student do calculations ontheir own

xploring Environmental Issues: Municipal Solid Waste


Objective(s): Students will: 1) develop an understanding of the role MSW plays in all of our lives; 2) analyze current and historical accounts of waste management; 3) discoversome of the similarities and differences in MSW management by cultures around the world and through time; 4) discover the different types of materials that make up thewaste stream; 5) learn about the waste stream in their school.

Overview: Students will develop an understanding of municipal solid waste (MSW) management and its importance to community health. Through historical examples,students will learn how people have managed waste throughout time and how it affected their lives. Students will discover connections between what types of natural resourcesare found in products and what is thrown away. They will also investigate the waste stream in their school by collecting, analyzing, and graphing data.

Subject Area(s): Environmental Science, History, Language Arts, Math, Science, Social Studies Grade Level(s): 9-12Performance Indicators Evidence of alignment (text from description of activity) Notes to ensure high



Standard (by grade clusters) alignment for every studentMathematicsB. ComputationStudents will understand anddemonstrate computation skills.

Middle Grades 5-82. Create, solve, and justify thesolution for multi-step, real-lifeproblems including those with ratioand proportion.

Part A, #2Have students make a chart showing the various categoriesand the waste items in each category. They should thencalculate the percentage of waste by type .Part A, #4How did the amount of waste the class determined to bediscards differ fro the total amount in the bag? How does thevolume of waste generated by category differ from the weightby category? Is the difference between weight and volumeimportant? Why or why not?Part B #1Ask students how much solid waste they think the averageAmerican produces in a day. Next, provide one student witha garbage bag filled with 4.4 pounds of “garbage” or inflatedwith air. Explain to students that this “garbage” bagrepresents the amount of garbage produced per person perday in 1994.Part B #2-#7See book Project Learning Tree: Municipal Solid Wastepages 19-20.

Secondary Grades1. Use various techniques toapproximate solutions, determine thereasonableness of answers, andjustify the results.

Part A #2 and #4, Part B #1-#7


Middle Grades 5-83. Construct inferences andconvincing arguments based on data.

Part C #2Have students create a plan to inventory waste in the school.Students should (a) determine what is in the school’s wastestream, (b) find out how the school currently handles itswaste, and (c) determine if the amount and components ofwaste differ from one location in the school to another. Havestudents use graphs, charts, and other visual aids to displaydata and the types and flow of waste in the school. Thesevisuals can be done using graph paper, flip charts, overheads,computer printouts, and so forth. If a variety of rooms areavailable to be sampled, students can choose rooms throughrandom selection. Have students work in groups to sampledifferent rooms or areas.Part C #3Have students compare the amount of waste produced invarious rooms of the school and present their findings.

Have student make inferencescharts, tables, etc. in theirjournals



Part C #4Using the graphs or charts students created in their inventoryof school waste, compare the types and amounts of wastefound in each type of room. If students worked in groups,have them combine the data from each group into a singlegraph or chart.

Secondary Grades2. Predict and draw conclusions fromcharts, tables, and graphs thatsummarize data from practicalsituations.

Part C #2-#4 Same as above


Middle Grades 5-82. Develop and use concepts that canbe measured directly, or indirectly(e.g., the concept of rate).

Enrichment #2 – Garbage CollectionHave students weigh their classroom waste and their cafeteriawaste to determine how much waste is generated by yourclass. Estimates could be calculated to expand this analysisto include the entire school. Debrief by discussing ways thatstudents could decrease the amount of waste generated atschool.

Have students do calculations intheir journals

Secondary Grades1. Use measurement tools and unitsappropriately and recognizelimitations in the precision of themeasurement tools.

Enrichment #2 – Garbage Collection Same as above


Recycling and Economics 385

Activity Title: Recycling and Economics Page: 42

Objective(s): Students will: 1) learn how to conduct a survey; 2) compute, graph, and analyze data gathered in the survey; 3) learn the concepts relating to supply and demand;4) learn how markets affect recycling of various materials; 5) discover the important role their individual actions make in conserving natural resources.

Overview: The activity is designed to familiarize students with recycling and the various economic factors that influences municipal solid waste (MSW) management.Students will conduct field research to determine the extent of recycled and recyclable products in their community. They will learn how supply and demand affects therecycling market.

Subject Area(s): Economics, Environmental Science, Math, Social Studies Grade Level(s): 9-12


Evidence of alignment (text from description of activity) Notes to ensure high alignmentfor every student



Part A #4Have students take a random sampling at a grocery store.Ask how they can randomly select products.Part A #5After students have gathered the data, have them performthe calculations in class for each of the four categories.Part A #6Ask students questions” On average, in each category,were recycled products more or less abundant thatnonrecycled items? Why? Were recyclable products moreprevalent than nonrecyclable products? Were recyclableproducts more prevalent than recycled products? Amongthe four categories, which category had the most recycleditems? Why do you think these items are more prevalentthan those categories with less recycled or recyclableitems? Do you think a random sampling in an accurateassessment of recycled product availability? Why or whynot?

Make sure each student respondsin a journal for questions


Part A #4-#6

Secondary Grades4. Demonstrate an understanding of

Part A #4



the idea of random sampling andrecognition of its role in statisticalclaims and designs for datacollection.Secondary Grades5. Revise studies to improve theirvalidity (e.g., in terms of bettersampling, better controls, or betterdata analysis techniques).

Part A #6Do you think a random sampling in an accurate assessmentof recycled product availability? Why or why not?

Have students respond in journals



Part B #1Ask them to predict which materials by weight generate themost weight and why.Part B #4Have students create bar, line, pie or scatter graphs usingthe data provided in Table 3.1.Part B #6Have students predict recovery rates from 1994 to the year2000 and then compare them.Part B #7Pass out copies of the Student Page “MSWCharacteristics.” By reviewing Table 3.2, students canobserve the trends and predictions in recycling andcomposting from 1980 through 2000. Did their projectionsmeet the actual rates? Ask students why recovery rateshave increased

Predictions should be made injournals



Part A #4 and #5

Part B #1Ask them to predict which materials by weight generate themost weight and why.Part B #2-#9See book Project Learning Tree: Municipal Solid Wastepages 46-48.Part C #3Using the Supply and Demand Curves for RecycledNewspaper,” ask students questions listed in the book.

Have each student show theirwork for each activityeach student should interpretgraph in a journal



Part C #4What recyclables already have established markets?Part D #2Using Table 3.3, plot this information on a graph.Part D #4Table 3.5, “Recovered Recyclable Materials” on theStudent Page “Costs and Revenues” gives relative pricesfor different recyclable products. Have students calculatethe missing numbers in the chart.Part D #5Student can learn about MSW management costs for theirown community. Provide them with Table 3.6, MSWManagement Costs from the Student Page “Costs andRevenues.” For students to complete the table, they willneed to obtain a detailed budget form the local office ofpublic works or the MSW management office. You maywant to invite an employee from the office to explain thedetails of the budget. Sometimes the local library will haveinformation regarding the budget for the community’sMSW.Part D #7 a, b and cSee book Project Learning Tree: Municipal Solid Wastepages 51 and 52.


Composting 388

Activity Title: Composting Page: 61

Objective(s): Students will: 1) identify organic items that can potentially be composted; 2) learn about the chemical processes involved in composting; 3) identify the differentfactors that influence the chemical reactions in composting; 4) create their own compost pile, collect data, record data, and make observations; 5) learn about the different usesof compost.

Overview: This lesson will help students understand the chemical processes that occur in the decomposition process. By creating their own compost containers, collectingcompostable organic waste, and creating actual compost, students will apply their knowledge in hands-on, practical experiments. They will record data and make observationspertaining to the decomposition process, thereby helping them understand the process and value of composting.

Subject Area(s): Agriculture, Biology, Chemistry, Environmental Science, Industrial Arts Grade Level(s): 9-12




Secondary Grades1. Use measurement tools and unitsappropriately and recognizelimitations in the precision of themeasurement tools.

Part B #3The container should be at least 3 ft high, 3 ft wide and 3 ftdeep.Part B #5Give students time to make any modifications to their designson the basis of their comparisons and observations in Step 4.The sketches should include dimensions and a list of materialsneeded. Students can create scale drawings of their compostcontainer on a piece of graph paper. Math or technicaldrawing teachers may want to help students create scales ofmeasurement for their drawings.

Have each student measure andrecord data



Part C #4Record the initial temperature and pH of the compost on thecomposting data form.Part C #5Record for 4-8 weeks.Part C #6After students have collected data for 4-8 weeks, have themcreate graphs of it.Part C #7As a class, compare the data from the different compostgroups. Ask students what caused the elevated temperatures.Have the student identify differences in the data and considerthe reasons for such differences.

Have each student measure andrecord datahave each student recordconclusions in journals


Composting 389

Secondary Grades1. Determine and evaluate the effectof variables on the results of datacollection.

Variation #1Develop experimental compost piles to test for differentvariables. For example, have one student group create acompost pile that has poor air circulation and have anothergroup create a pile that is made up of just one type of organicmaterial such as grass, food scraps, or leaves. Compare thedata derived from these different piles.


Where Does Your Garbage Go? 390

Activity Title: Where Does Your Garbage Go? Page: 98

Objective(s): Students will: 1) discover how their community manages its solid waste; 2) collect and analyze data pertaining to the amount and type of garbage theircommunity processes; 3) exchange and compare data with students in other community's waste stream.

Overview: The activity will familiarize students will the practical terminology and issues of municipal solid waste (MSW) at the community level. Students will consider thesolid waste program of a municipality, then will study their own community's program. Through exchanging data with students in another community, they will gainadditional insight into the management of MSW.

Subject Area(s): Earth Science, Environmental Science, Math Grade Level(s): 9-12





Part B #5Next, have students compare the data of your community tothat of other community. Go through each statistic, and askstudents to compare those statistics and offer possiblereasons to explain differences or similarities in the data. Tohelp guide this discussion and interpret the data, you mightwant to invite a person from the MSW office as a classguest.Part B #6The data can be compared by graphing it in a number ofways. Bar graphs, line graphs, pie charts, and three-dimensional graphs can be drawn by hand or withcomputers to show numerical data. Graphs can serve as thefocal point of a bulletin board display that explainsdifferences in MSW programs in different communities.

Each student should record dataand comparisons in journals


Part B #5 and #6 Each student should record dataand comparisons in journals


Adopt-a-Forest 391

Activity Title: Take Action: Success Stories and Personal Choices Page: 106

Objective(s): Students will: 1) learn about the great strides made in MSW management and explore success stories in this area; 2) discuss ways their school can improve itsreduction, reuse and recycling of waste; 3) develop and implement a plan of action to reduce waste.

Overview: Students will develop an understanding of the great strides municipal solid waste (MSW) management has made through source reduction, recycling, andcomposting programs. In addition to finding ways to improve waste management in their school, students will analyze and try to improve their own waste generation habits.

Subject Area(s): Environmental Science, Math, Social Studies Grade Level(s): 9-12






Part C #8Now put the pilot plan into action and record the amountof waste or specific waste items found in various wastecans throughout the target areas for at least 2 weeks. Ifthe plan included recycling or composting, record theamount of material collected for recycling or composting.After the 2 week period, have students analyze their dataand compare it to the data recorded before experiment.Does the data support the hypothesis? Did a change occurin waste production? Did you notice a trend in the amountof waste before and after the experiment? In theconclusion, students should consider whether the plan waseffective, whether the effectiveness would increase ifmore people were involved, who needs to be involved,whether the plan would work long-term or school wide,and what changes could improve the plan.

Have students analyze dataindividually in their journals


Part C #8 have students analyze dataindividually in their journals

The Changing Forest: Forest Ecology

Activity Title: Adopt-a-Forest Page: 16

Objective(s): Students will: 1) select an area of forest and develop a scientific methodology study; 2) learn about the ecological relationships in their adopted forest; 3) explore


Adopt-a-Forest 392

the biological and structural diversity of their forest.

Overview: Forests support a diversity of plants and animals that vary according to the geographic location of the forest. In this activity, students will identify a section of alocal forest or wooded area to study and investigate the types of plants and animals that live there. Through this investigation, students will identify the biological andstructural diversity within a forest ecosystem.

Subject Area(s): Biology, Chemistry, Environmental Science, Math, Vocational Agriculture Grade Level(s): 9-12






Assessment OpportunityAt the end of this activity, each student should prepare afinal report based on the input of all teams and teammembers. This presentation may be an actual report or anewsletter or publication with diagrams, charts,illustrations, and graphs.

Can be used as long as report isgraph type for all students


Assessment Opportunity Can be used as long as report isgraph type for all students

Secondary Grades3. Demonstrate an understanding ofconcepts of standard deviation andcorrelation and how they relate todata analysis.

Assessment Opportunity Can be used as long as report isgraph type for all students


Cast of Thousands 393


Objective(s): Students will: 1) make scientific measurements of their forest; 2) examine the relationships of organisms to their environment; 3) determine the extent to whichhumans have an impact on forests in their region.


Subject Area(s): Biology, Environmental Science, Language Arts, Geography, Math, Social Studies Grade Level(s): 9-12




Secondary Grades1. Use various techniques toapproximate solutions,determine the reasonableness ofanswers, and justify the results.

Doing the Activity #4Break the group into teams of four to eight students. Explain tostudents that after they have roped off sections of the forest intoplots, they will take different measurements of those areas.These measurements include: tree species by number, diameterof trees at breast height, height of trees and crown spread, treeregeneration, or the relative abundance by species, tree damageand signs of disturbance, shrubs and density, or the number ofshrub species in the understory, their abundance, and theirheight, herbaceous layer and ground cover, or the grasses,wildflowers, mosses, and ferns, and soils including litter ororganic layer.Measuring the Forest AHave each team define a circle in the forest with a radius of 372feet.Measuring the Forest BHave teams define 2 squares with sides 66 feet long.

Record number of trees in each plotRecord diameter of tree at breastheightRecord height of tree and downspreadHave students record informationindividually


The Nature of Plants 394

Activity Title: The Nature of Plants Page: 50

Objective(s): Students will: 1) test for the effects of lack of sunlight on plant leaves; 2) understand and articulate the process of photosynthesis; 3) determine the factorsnecessary for plant growth; 4) measure and compare plant growth under a variety of environmental stresses.

Overview: Through a series of experiments, students will learn the importance of photosynthesis and the elements needed for photosynthesis to take place. They will alsodiscover the factors necessary for healthy plant growth and the detrimental effects of a variety of environmental stresses

Subject Area(s): Biology, Chemistry, Environmental Science Grade Level(s): 9-12





Middle Grades 5-83. Demonstrate an understanding of length,area, volume, and the corresponding units,square units, and cubic units of measure.

Part C #2As the plants begin to grow, have the studentsmeasure the growth of their team’s plants. Whichplants grew the most, and which grew the least?What were the most noticeable differences among theplants?

Have each student recordobservations


Middle Grades 5-82. Assemble data and use matrices toformulate and solve problems.

Part C #2Information about height and weight can be shown ona bar or line graph.



Part C #2Which plants grew the most, and which grew theleast? What were the most noticeable differencesamong the plants?



Secondary Grades1. Use measurement tools and unitsappropriately and recognize limitations inthe precision of the measurement tools.




Secondary Grades2. Predict and draw conclusions from charts,tables, and graphs that summarize data frompractical situations.




Story of Succession 395

Activity Title: Story of Succession Page: 71

Objective(s): Students will: 1) identify successional stages in various ecosystems on the basis of vegetation types; 2) draw conclusions about the process of succession on thebasis of observing three test pilots; 3) recognize basic relationships between species diversity and ecosystem stability.

Overview: By using their adopted forest as a guide, students will be able to identify the various stages of forest succession. Students will observe successional growth as ithappens in three experimental test plots. in this activity, they will learn the ways succession is affected by wind, fire, disease, and human intervention.

Subject Area(s): Ecology, Environmental Science, Math Grade Level(s): 9-12




Middle Grades 5-81. Organize and analyze data usingmean, median, mode, and range.

Part B #3Suggest students gather information such as plant growthand changes in plant density.Part B #4Create a wall chart to graph observations and measurements.AssessmentAnalyze and draw conclusions from plant growth data.

Have all students participate increating wall graph

All students should respond injournals

Middle Grades 5-83. Construct inferences andconvincing arguments based ondata.

Part B #3 and #4, and Assessment Same as above


Part B #3Record plant growth rate.


Middle Grades 5-81. Demonstrate the structure anduse of systems of measurement.

Part B #1Measure one meter square areas on playground.

Secondary Grades1. Use measurement tools andunits appropriately and recognizelimitations in the precision of themeasurement tools.

Part B #1 Have each student measure theirown plot

Project Learning Tree Links – Secondary Modules/Science

What's a Forest to You? 396

Activity Title: Understanding Fire Page: 82

Objective(s): Students will: 1) investigate the ecological significance of fire; 2) study the frequency and scope of fires and their influence on patterns of forest succession; 3)examine the controversial issues influencing decisions about controlling wildfires.

Overview: In this activity, students will explore the patterns of change brought by fires in a forest ecosystem. They will also examine the environmental, social, and politicalfactors that influence forest-use decisions. Students will develop a broad perspective on the nature of forest fires and how public and private sectors of society are affected bythem.

Subject Area(s): Ecology, Environmental Science, Math, Science Grade Level(s): 9-12





Secondary Grades2. Predict and draw conclusions fromcharts, tables, and graphs that summarizedata from practical situations.

Part A #2Discuss the acreage burned in each fire. They coulddevelop a chart comparing the areas burned.

Have each student create a chart


Activity Title : What's a Forest to You? Page: 14

Objective(s): Students will: 1) describe several ways in which people spend on forests; 2) design a survey to compare how their family members and classmates view theimportance of forests; 3) analyze and interpret the survey results.

Overview: Forests provide us with wood, food, rubber, medicines, paper, and many other products. They also contribute to our recreational, aesthetic, and spiritual needs.Forests help purify water, prevent erosion, and modify climate. In this activity, your students will have an opportunity to explore the role that forests play in their lives and tocompare their thoughts to those of their classmates, friends, and family members.

Subject Area(s): Social Studies, Environmental Science, Economics Grade Level(s): 9-12


Evidence of alignment (text fromdescription of activity)




Doing the Activity #6Have students evaluate the results fromtheir survey and write a report on whatthey found out after surveying theirfriends and family members. Didstudents find any differences in answers


What's a Forest to You? 397

on the basis of age group, gender, wherepeople live, or what they do for a living?

Secondary Grades2. Verify, evaluate, and use results in apurposeful way. This includes analyzingand interpreting data, making predictionsbased on observed patterns, testingsolutions against the original problemconditions, and formulating additionalquestions.

Doing the Activity #6Reference: Standard J, Mid. Grades 5-8,#3.


Case Study: Old Growth Forests 398

Activity Title: Case Study: Old Growth Forests Page: 17








Middle Grades 5-84. Analyze means of slantinginformation.

Part B Doing the Activity #5Have students compare the publicationsthat different interest groups produce.Are the articles biased or fair? Are theoverall accounts balanced or fair?


Part B Doing the Activity #1Explain that all students will worktogether to produce a special edition of anewspaper that presents a range of viewson the old-growth forest issue.

See arrows below Part B #3; all articleswritten by students should includeevidence form credible sources



Part B Doing the Activity #4What is the significance of the forestproducts industry to the towns of thePacific Northwest? What otherindustries are important in that region?How has this importance changed overtime? (The forest products industryprovides many jobs for people in theregion. Tax revenues from timber salessupport schools, roads and other publicservices. Tourism and fishing are otherimportant industries.) What industriesare important in your community? Howare the industries similar to those in thePacific Northwest? How are theydifferent?

Discuss relationship to uses of old-growth forest in the forest productsindustry


Case Study: Old Growth Forests 399


Background pg. 19To many, the debate boils down to theissue of management versus non-management of old-growth forests, notthe issue over the environment versusjobs and timbers. Some people feel thatleaving old-growth forests alone tofollow there natural course and thatkeeping humans out combine as the onlyway to protect forests. To others,humans are an integral part of nature, andthe long-term health of the old-growthforests requires the involvement ofpeople who will then apply scientificforestry.

Students will be exposed to this conceptthrough all facets of this activity,particularly in the articles, and throughresearch; ensure that all students reflecton this issue


Tough Choices 400

Activity Title: Tough Choices Page: 22









Doing the Activity #6Explain that each team should identifythe components of the issue described inits article and should propose a solutionsfor it. Each team should designate aspokesperson who will identify thecomponents of the issue and will describethe group’s solution to the rest of theclass. Students should be ready toexplain what criteria they used to comeup with their solution.


Doing the Activity #6Students should be ready to explain whatcriteria they used to come up with theirsolution. Point out to your students thatthere are no right or wrong answers andthat compromise is sometimes the onlysolution.


Who Owns America's Forests? 401

Activity Title: Who Owns America's Forests? Page: 30



Subject Area(s): Social Studies, Geography, Math, Art Grade Level(s): 9-12






Part B Doing the Activity #3Explain that each team will research itsregion to answer the questions in Part 2of “Sizing Up Forests” on Student Page32. Students should work as acooperative learning team, with eachmember responsible for a specific task orstate.


Part B Doing the Activity #4Once they’ve gathered the information,the teams should decide how to presenttheir information to the rest of the group.They can create tables, figures, or maps;can make up travel guides; and so on.

Students must use visuals in presentingtheir research; part A also provides andopportunity to use table and graphs


Balancing America's Forests 402

Activity Title: Balancing America's Forests Page: 34

Objective(s): Students will: 1) explore the functions of he federal agencies that are highlighted in this activity and that have responsibility for managing the nation's publicforests; 2) describe each agency's goals; 3) compare and contrast the activities allowed in national parks, national forests, and wilderness areas, and then determine how wellthese areas serve the public.

Overview: What's the difference between a national forest and a national park? Are park rangers and foresters the same? What guidelines exist for managing the nation'spublic forests is no easy task. The way that a forest manager tackles a problem may depend on what federal agency he or she works for. In this activity, your students will earnmore about the people and agencies that manage our public forests, and will invite a panel of local experts to address them.

Subject Area(s): Social Studies Grade Level(s): 9-12





Secondary Grades1. Examine the impact of politicaldecisions on science and technology.

Doing the Activity #2Discuss with your students the role thatthe public has in influencing whathappens to national forests. Point outthat federal, state, and local governmentsmake policy decisions about how forestsshould be managed. For example,congress sets the harvest levels thatregulate the rate at which the nationalforests are cut. By electing certainrepresentatives to Congress, citizens caninfluence forest policy.


Doing the Activity #3By inviting a panel of local experts totalk about forest resources andmanagement, have your students find outwho’s taking care of the forests in theirarea. For example, your panel couldinclude representatives from a paper orlumber company, a city or state park, astate forestry agency, a national forest,and a tree farm. The panel memberscould discuss how they manage forestsand what types of concerns they mustconsider.

Students must create and ask questionsabout resource management, etc.


What Is Risk? 403

Activity Title: Squirrels vs. Scopes Page: 37

Objective(s): Students will: 1) compare and contrast editorials on the same forest-use issue and look for bias; 2) describe how biased information can influence public opinion;3) discuss the pros and cons of coming to a compromise decision.

Overview: In Arizona's Coronado National Forest, groups are at odds over the placement of an observatory in the habitat of an endangered species, the Mount Graham redsquirrel. During the heart of the controversy, the local and national newspapers published editorials, articles, and letters to the editor expressing different views about the so-called "squirrels vs. scopes" issue, students can learn how to interpret biased information and how to frame an effective argument. This knowledge will help them to betterexpress their own views on other forest-related issues.

Subject Area(s): Social Studies, Language Arts, Journalism Grade Level(s): 9-12





Middle Grades 5-84. Analyze means of slantinginformation.

Doing the Activity #3As a group, discuss why it can bedifficult for people to find out andinterpret all the facts about a volatileissue such as the Mount Grahamcontroversy. One reason is thatinformation is sometimes presented in abiased way. Ask the group to define thework biased; then ask them to explainwhether either editorial is biased.

Each student must reflect on the ways inwhich each article neglected certaininformation



Discussion Questions (arrow #7)Do you think that compromise is alwaysthe best way to solve and environmentalissue? Describe the potential benefitsand costs of the Mount Grahamcompromise.

Discussion should explore therelationship between the telescopes(impact) and squirrel populations (naturalecosystem)


What Is Risk? 404

Exploring Environmental Issues: Focus on Risk

Activity Title : What Is Risk? Page: 13



Subject Area(s): Biology, Chemistry, Civics, Communications, Debate, Earth Sciences, Ecology, Environmental Science, Geography, Health, Language Arts, Physics, SocialStudies Grade Level(s): 9-12






Part C Doing the ActivityAfter ensuring that all students haverecorded 10-15 risks they encountered ina day, organize the class into cooperativelearning groups of 4-5 students. Appointa team facilitator, a recorder, and areporter for each group. Hand out onecopy of the Student Page “GroupResponsibilities” to each group andreview the tasks with your class.



Activity Title: Chances Are . . . Understanding Probability and Risk Page: 33

Objective(s): Students will: 1) learn how to calculate simple probabilities; 2) develop definitions for discrete random variable, continuous random variable, binomialdistribution and normal distributions; 4) develop an understanding of the relationship among probability calculations, uncertainty, and estimation of risk.

Overview: The concept of probability, or chance, plays an important role in risk assessment. In this activity, students will conduct a series of experiments, such as tossingcoins, to develop and understanding of probability. They will then apply their knowledge of probability to a scenario about the potential risk of using cellular phones.

Subject Area(s): Environmental Science, Health, Math (Statistics and Graphing), Physics Grade Level(s): 9-12






Part A(2) Doing the Activity #7Using the Student Page “Data Sheet forCoin Toss Predictions,” have studentstally and then graph the expected resultsfrom flipping three, four, and five coinssimultaneously according to their treediagrams generated in step #6.


Part A(2) Doing the Activity #7Reference: Standard L, SecondaryGrades, #3.


Risk Assessment: Tools Of The Trade 406

Activity Title: Risk Assessment: Tools Of The Trade Page: 46



Subject Area(s): Biology, Chemistry, Debate, Environmental Science, Health, Human Anatomy & Physiology, Language Arts, Visual Arts Grade Level(s): 9-12






Part B Doing the Activity #3After they have developed their faulttrees, ask several students to share theirfault trees with the rest of the class. Howdid creating a fault tree help you thinkabout this problem?


Part C Doing the Activity #6Conduct the debate following theinstructions for a formal or informaldebate as found in Appendix 5,“Suggestions for Conducting a Debate.”



Activity Title: Weighing The Options: A Look at Tradeoffs Page: 81



Subject Area(s): Biology, Debate, Ecology, Economics, Environmental Science, Health, Language Arts, math, Social Studies. Grade Level(s): 9-12






Part B Doing the Activity #4Divide the class into two groups – A andB. Assign each group one of thefollowing debate questions: a) shouldcost be considered when listing a speciesas endangered or threatened? B) Shouldcost be considered when determining thecritical habitat of the species? Next,divide groups A and B into two positions– either supporting or opposing theirdebate question. Using the directions forwither a formal or informal debate, asdescribed in Appendix 5, “Suggestionsfor Conducting a Debate,” have thestudents conduct their debates. Whilegroup a debates its question, the studentsin group B should acts as judges, andvice versa.


Decision Making: Ecological Risk, Wildfires, and Natural Hazards 408









Student Page “Wildfire Decision Tree(pg. 111) #5Identify the best solution by multiplyingthe weight of the outcome by itsprobability and then adding the productsfor each option. The option with thelowest value is your best option.

This page is used in Part B of the activity



Part B Doing the Activity #2Put up the overhead of the Student Page“Aerial Map.” Ask students to lookcarefully at the map and then indicatewhere, in the defined area, they wouldwant to lice and to build a home. As thestudents each give their answer, mark thearea on the map. Be sure they explainwhy they chose that spot. Then writetheir responses on the chalkboard.Part B Doing the Activity #4Have one or two student identify wherethey think the wildland/urban interface ison the map. Circle any “houses” thatthey suggested to be built in that area.


Electromagnetic Fields 409

Activity Title: Electromagnetic Fields Page: 125

Objective(s): Students will: 1) learn about electromagnetic fields (EMFs) and their potential risk to human health; 2) measure various sources of EMFs, 3) evaluate theadvantages and disadvantages of EMF legislation.

Overview: This activity is designed to help students understand how electric and magnetic fields (also called electromagnetic fields, or EMFs) are produced, the potentialeffects of EMFs on human health, and the controversy surrounding those potential effects. Students will conduct a survey, learn how to measure the strength of EMFs, anddiscuss EMF legislation through a role-playing exercise.

Subject Area(s): Civics, Communications, Environmental Science, Health, Language Arts, Physics, Social Studies Grade Level(s): 9-12






Part A Doing the Activity #6Obtain one or more gauss meters so thatthe members of the class can measureand compare both the various sources ofEMFs and the change in field intensitycaused by varying distances from thesource.

Secondary Grades1. Make accurate observations usingappropriate tools and units of measure.

Part A Doing the Activity #6Reference: Standard J, Mid. Grades 5-8,#1.



Part B Doing the Activity #5Explain to the class that each interestgroup will make a formal presentationregarding EMF legislation to thesenators.Part B Doing the Activity #6Hand out the Student Pages “SimulationProcedures” and “Interest GroupPositions” to each group. Hand out theStudent Pages “Interest Group FactSheet” and Senator’s Worksheet” to theappropriate groups. Provide ample timefor the students to study their role’sposition. Through careful review of thereadings, they can identify the majorarguments associated with the positionthey will portray.


Chlorine: Looking at Tradeoffs 410

Activity Title: Chlorine: Looking at Tradeoffs Page: 145

Objective(s): Students will: 1) understand the physical and the chemical properties of the element chlorine; 2) explore the risks and benefits of using chlorine vs. not usingchlorine for specific uses; 3) learn to identify tradeoffs when making decisions about various risks.

Overview: Many of the risks we take are "Balanced" by the benefits they offer. Chlorine, used in many ways around the world, is an example of a substance whose usepresents potential benefits and risks to human health and the environment

Subject Area(s): Chemistry, Communications, Environmental Science, Health, Language Arts, Social Studies Grade Level(s): 9-12






Part B Doing the Activity #5After the presentations have been given,lead a class discussion exploring thefollowing question: What are some ofthe tradeoffs society faces when dealingwith these chlorine related issues? (Someanswers may include potential long- andshort-term health and environmentalimpacts, acute vs. chronic effects, and soforth.)

Students will specifically be looking atchlorine as a pesticide (DDT),chlorinated drinking water, industrial useof chlorinated solvents, and CFC-ozonedepletion connection

Secondary Grades4. Analyze the impacts of variousscientific and technologicaldevelopments.

Part B Doing the Activity #5Reference: Standard M, Mid. Grades 5-8, #1.

Same as above


Taking Action: Reducing Your Risk in Your School or Community 411

Activity Title: Plastics, Risk/Benefit Analysis, and Environmental Legislation Page: 163

Objective(s): Students will: 1) conduct a simplified risk/benefit analysis; 2) investigate the influence of personal decisions on the environment; 3) research and learn aboutenvironmental legislation that is designed to reduce risks to human health and the environment.

Overview: In Part A, students explore their personal use of plastic products and try to conduct a simplified risk/benefit for a plastic product they commonly use. they alsoexplore the use of risk/benefit analysis for making both personal and societal decisions. In Part B, students learn about various national and international regulatory efforts thataddress the improper disposal of plastic and other items in the aquatic environment. Students then research other legislation that has been enacted to reduce various risks tohuman health and the environment.

Subject Area(s): Chemistry, Civics, Communications, Ecology, Environmental Science, Health, Social Studies Grade Level(s): 9-12






Part A Doing the Activity #3Have each student pick one of the itemsmarked as essential to further investigate.Then ask students to conduct a simplifiedrisk/benefit analysis of that item. Guidethem by using the following questions:What are the potential risks(disadvantages) with the production, use,and improper disposal of this item?What are the benefits (advantages) oftheir item to them personally, as well asto society?

Student will be analyzing items made ofplastic for this part of the activity

Secondary Grades1. Examine the impact of politicaldecisions on science and technology.

Part B Doing the Activity #8In cooperative groups or individually,have students choose an environmentalissue to research. The focus of theirresearch should be determined if anylegislation has been enacted to addressthat issue. They can look at legislation atthe local, state, national, or internationallevels. Examples of issues to researchinclude municipal solid waste, hazardouswaste, clean water, clean air, endangeredspecies, and pesticides. Students shouldresearch when the legislation wasenacted and the purpose of the


Taking Action: Reducing Your Risk in Your School or Community 412

legislation. They should also try todetermine if the legislation has been asuccess or a failure.



Activity Title: Taking Action: Reducing Your Risk in Your School or Community Page: 174

Objective(s): Students will: 1) identify and discuss ways their school or community can reduce a risk; 2) identify and analyze alternative options for reducing a risk; 3) learnhow to develop and implement a plan of action to reduce the risk they have identified.

Overview: Students will apply the knowledge and skills they have acquired from the activities and special topics as they identify a risk in their school or community. Once therisk is identified, they will develop a plan to assess the risk, decide the best way to reduce the risk, educate others, and, if feasible, implement their plan.

Subject Area(s): Civics, Communication, Environmental Science, Health, Social Studies Grade Level(s): 9-12





Secondary Grades3. Demonstrate the ability to use scientificinquiry and technological method withshort term and long term investigations,recognizing that there is more than oneway to solve a problem. Demonstrateknowledge of when to try differentstrategies.

Part A Doing the Activity #3Next have the class numbers choose ONE of therisks to explore in depth. Explain to your studentsthat they will be analyzing the situation,characterizing the risk, brainstorming risk reductionoptions, developing a management plan, and, iffeasible, implementing the plan for reducing therisk.









Science and TechnologyJ. Inquiry and Problem Solving

Middle Grades 5-82. Design and conduct scientific

Part C Doing the Activity #2Have students create a plan to inventory



Students will apply inquiry and problem-solving approaches in science andtechnology.

investigations which include controlledexperiments and systematic observations.

waste in the school. Record the typesand relative amounts of items found invarious bins. If recycling bins orcompost bins are available, record theamounts and types of items found in thebins and whether those items are alsofound in waste bins.Part C Doing the Activity #3Was the amount and type of waste foundin the room what had been predicted?Were students surprised by any item(s)found in the waste?


Part C Doing the Activity #2 and #3Reference: Standard J, Mid. Grades 5-8,#2.


Source Reduction 415

Activity Title: Source Reduction Page: 29

Objective(s): Students will: 1) learn the terms "source reduction" and "waste prevention"; 2) determine how waste and toxicity can be diverted from a landfill through sourcereduction; 3) identify factors involved in a life-cycle analysis.

Overview: Students will look at ways to prevent and reduce waste and will learn the connection between reducing waste and conserving natural resources. They will learnsome of the factors used to determine the environmental impact of a product over its lifespan. They also will look at household hazardous waste (HHW) and ways to reducethe use of toxic products at home.

Subject Area(s): Art, Computer Science, Science, Social Studies Grade Level(s): 9-12






Part C Doing the Activity #3After reviewing the Student Pages, havethe students each pick a product anddevelop a diagram of their product’s lifecycle. The diagram should include thefactors found on the Student Pages andany others they think are appropriate toinclude. This diagram can be a drawingor a collage of pictures from a magazineand should track the impact their producthas during its life.



Part A Doing the Activity #4Have the groups share their answers tothe questions for each product they havechosen. For those products that theybelieve have unnecessary packaging, canonly be thrown away, or contain toxicmaterials, ask students what effects suchproducts have on our environment.

in this case, the scientific andtechnological developments are modernpackaging, the materials used, and theprocess of packaging



Activity Title: Recycling and Economics Page: 42



Subject Area(s): Economics, Environmental Science, Math, Social Studies Grade Level(s): 9-12Standard Performance Indicators





Part A Doing the Activity #2To illustrate the amount of recycledproducts in the current marketplace, havestudents conduct a survey of recycledproducts. The Student Page “RecyclingData Form” will serve as a datacollection sheet for the survey.Part A Doing the Activity #6Among the four categories, whichcategory had the most recycled items?The most recyclable items? Why do youthink these items are more prevalent thanthose categories with less recycled orrecyclable items?


Part A Doing the Activity #2 and #6Reference: Standard J, Mid. Grades 5-8,#2.


Composting 417

Activity Title: Composting Page: 61








Secondary Grades1. Illustrate the cycles of matter in theenvironment and explain theirinterrelationships.

Part A Doing the Activity #3Pass out copies of the Student Page“Nutrient Cycling.” Have studentsidentify the different stages within thecycle. Ask student why nutrient cyclingin relation to decomposition is important.



Part C Doing the Activity #5Every week for 4-8 weeks, have studentsrecord the temperature and pH of theinterior of the pile. Make sure studentstake the temperature form the samelocation and depth at approximately thesame time each week. Also look for anyvisual changes in the pile. Check themoisture level and check for signs ofvarious organisms. Have students recordthese observations on the compostingdata form.


Part C Doing the Activity #5Reference: Standard J, Mid. Grades 5-8,#1.


Waste-to-Energy 418


Objective(s): Students will: 1) explain how a WTE facility works; 2) list the positive and negative merits of WTE technology; 3) research, develop, and communicate anargument to represent a specific point of view regarding and issue; 4) participate in a democratic decision-making process.


Subject Area(s): Environmental Science, Language Arts, Social Studies Grade Level(s): 9-12






Part B Doing the Activity #5The student groups should each be givenonly the information on the Student Page“WTE Interest Groups” that pertains totheir assigned role. Each group isresponsible for a 5- to 10-minute classpresentation that will reflect theinformation and views of the group theyrepresent.

in this role playing activity, studentsmust use logical arguments to supporttheir position


Part B Doing the Activity #7Does good scientific and economicinformation always lead to the sameconclusion? Why or why not?



Part B Doing the Activity #5Reference: Standard K, Mid. Grades 5-8,#8.Encourage students to develop visualaids such as graphs, diagrams, and chartsto support their information.

ONLY ALIGNS if students create visualaids to support their information/position


Landfills 419

Activity Title: Landfills Page: 87

Objective(s): Students will: 1) learn the importance of liners in landfills for pollution prevention; 2) discover the various social and environmental factors involved with thesiting of a landfill.

Overview: Students will create "miniature landfills" to simulate the movement of leachate in a landfill and to demonstrate the importance of liners. Students will experimentwith different soil types and liners to discover the most effective barrier. In addition, students will learn about the many considerations that must be taken into account whenidentifying a landfill site.

Subject Area(s): Biology, Earth Science, Environmental Science, Social Studies Grade Level(s): 9-12




Science and TechnologyF. The EarthStudents will gain knowledge about theearth and the processes that change it.

Middle Grades 5-87. Demonstrate factors effecting the flowof groundwater.

Part A Doing the Activity #2To illustrate the concept of leaching andto show how liners can be used tominimize leaching, have studentsexperiment with different soil type andliner conditions in model landfills.



Part B Doing the Activity #4Have members of each group presenttheir proposal to the class, with the classacting as a planning committee. Thegroups should each discuss the benefitsof their site and should address how theproposed landfill would affect the sixfactors outlined above.


Where Does Your Garbage Go? 420

Activity Title: Where Does Your Garbage Go? Page: 98









Part B Doing the Activity #5Next, have students compare the data of yourcommunity to that of the other community.Go through each statistic, and ask students tocompare those statistics and offer possiblereasons to explain differences or similaritiesin the data. To hlep guide this discussionand interpret the data, you might want toinvite a person from the MSW office as aclass guest.


Secondary Grades2. Use journals and self-assessment todescribe and analyze scientific andtechnological experiences and to reflecton problem-solving processes.

Part A Doing the Activity #3Have students research questions such asthose found on the Student Page“Community Municipal Solid Waste.”Students can work in small groups to answerthe questions of divide the research intosections, assigning each student a sections.Students should keep a portfolio, journal, orlog of information obtained whileresearching their community’s MSWprogram.


Adopt-a-Forest 421

Activity Title: Take Action: Success Stories and Personal Choices Page: 106









Part C Doing the Activity #8Now put the pilot plan into action andrecord the amount of waste or specificwaste items found in various waste cansthroughout the target areas for at least 2weeks. If the plan includes recycling orcomposting, record the amount ofmaterial collected for recycling orcomposting. After the 2-week period,have students analyze their data andcompare it to the data recorded before theexperiment. Does the data support thehypothesis? Did a change occur in wasteproduction? Did you notice a trend in theamount of waste before and after theexperiment? In the conclusion, studentsshould consider whether the plan waseffective, whether the effectivenesswould increase if more people wereinvolved, who needs to be involved,whether the plan would work long-termor school wide, and what changes couldimprove the plan.

Secondary Grades2. Verify, evaluate, and use results in apurposeful way. This includes analyzingand interpreting data, making predictionsbased on observed patterns, testingsolutions against the original problemconditions, and formulating additional



Adopt-a-Forest 422

questions.Secondary Grades3. Demonstrate the ability to usescientific inquiry and technologicalmethod with short term and long terminvestigations, recognizing that there ismore than one way to solve a problem.Demonstrate knowledge of when to trydifferent strategies.


The Changing Forest: Forest Ecology


Objective(s): Students will: 1) select an area of forest and develop a scientific methodology study; 2) learn about the ecological relationships in their adopted forest; 3) explorethe biological and structural diversity of their forest.


Subject Area(s): Biology, Chemistry, Environmental Science, Math, Vocational Agriculture Grade Level(s): 9-12





Secondary Grades2. Describe similarities and differencesamong organisms within each level of thetaxonomic system for classifyingorganisms (kingdom through species).

Part A Doing the Activity #6Now have students tailor their originallist to their adopted forest. You mightask them to do some backgroundresearch by consulting field guides orcontacting city or state foresters todetermine the types of trees and plantstypically found in the area. They cangather information on wildlife fromnature centers, conservation groups, orbirding clubs. Local landowners who arefamiliar with the flora and fauna of yoursite are also good resources. Using the“Forest Inventory Chart,” students should


Adopt-a-Forest 423

list as many species as their researchindicates may be there. As studentsdevelop their list, have them reclassify itusing the following groups: woodyplants such as trees, shrubs and vines;herbaceous plants such as grasses, ferns,wildflowers, and mosses; lichen or fungi,mammals, birds, reptiles and amphibians,and invertebrates. Ask students tocompare these classifications with theiroriginal categories.


Secondary Grades4. Analyze the impact of human andother activities on the type and pace ofchange in ecosystems.

Part C #2Were there signs of natural or human-caused disturbance? What are theinterrelationships of the organisms withinthe forest system? How do humans fitinto these interrelationships?






Subject Area(s): Biology, Environmental Science, Language Arts, Geography, Math, Social Studies Grade Level(s): 9-12






Measuring the ForestThe following directions will guide yourstudents through the measurements andobservations of their forest. Before youtake your students in the field, review theterms and measurement techniqueshighlighted in the steps below. Studentteams will gather data for their measuredplots of the forest. A professionalforester familiar with the forest you arestudying would be an excellent resourceat the site. He or she may be interestedin receiving a report of your students’findings.

Numbers 1-11 under Measuring theForest give specific directions on makingobservations and collecting data usingappropriate tools


Discussion and Follow UpSurvey students about the kinds andprevalence of tree damage, insects,diseases, and tree mortality theyobserved. Write these observations onthe board. What conclusions do thestudents draw from their observations?Do they think the forest is healthy?Why? Do they think there is a majorproblem caused by insects, disease,people, or other factors? Have studentsexplain and encourage them to developcause-and-effect relationships.

Follow-up questions 1-9 all demand thatstudents make conclusions based onobservations


The Nature of Plants 425

Activity Title: The Nature of Plants Page: 50

Objective(s): Students will: 1) test for the effects of lack of sunlight on plant leaves; 2) understand and articulate the process of photosynthesis; 3) determine the factorsnecessary for plant growth; 4) measure and compare plant growth under a variety of environmental stresses.

Overview: Through a series of experiments, students will learn the importance of photosynthesis and the elements needed for photosynthesis to take place. They will alsodiscover the factors necessary for healthy plant growth and the detrimental effects of a variety of environmental stresses

Subject Area(s): Biology, Chemistry, Environmental Science Grade Level(s): 9-12





Middle Grades 5-81. Describe in general terms the chemicalprocesses of photosynthesis andrespiration.

Part A #5As a class, summarize the elementsnecessary for photosynthesis. Augmentthis discussion by reviewing basicinformation about photosynthesis,stressing that it is a chlorophyll-based,sunlight-energized, food manufacturingprocess for green plants. It is also a keysource of oxygen production and food foranimal life.

Secondary Grades2. Compare the process of photosynthesisand respiration, and describe the factorsthat effect them.

Part A #5Reference: Standard B, Mid. Grades 5-8,#1.



Assessment OpportunityAt the end of all the experiments, askteams to prepare final reports on theirfindings. Teams should draw on theirbeginning hypotheses and supportingresearch, and should include their actualobservations and measurements.Encourage teams to collaborate on asingle final report creating a generaltheory of plant health needs andenvironmental conditions supportive ofgood growth.

Students should complete ass parts of thisactivity A-D


Home Sweet Home 426

Activity Title: Home Sweet Home Page: 59

Objective(s): Students will: 1) discuss the ways in which exotic species are introduced; 2) understand the harmful and beneficial ecological effects that occur when exotics areintroduced; 2) research and then discuss possible remedies to some of the harmful effects of various exotic species; 4) determine natural growing ranges for certain plants andanimals in their adopted forest.

Overview: Species that are introduced into nonnative environments can be beneficial or detrimental to the ecosystem. In this activity, students will identify "exotics" that havealready been introduced into the North American environment and will determine their effect. Students will also gather information about a selected plant or animal specieswithin their adopted forest and determine its natural range.

Subject Area(s): Ecology, Geography, Science Grade Level(s): 9-12





Middle Grades 5-84. Generate examples of the variety ofways that organisms interact (e.g.,competition, predator/prey,parasitism/ mutualism).

Part A Doing the Activity #3What part of the local ecosystem hasbenefited from the exotic species? Whatpart has been harmed?

Competition of native vs. Non-nativespecies should be stressed

Secondary Grades4. Analyze the impacts of variousscientific and technologicaldevelopments.

Part A Doing the Activity #3Why or how was the plant or animalbrought here? What part of the localecosystem has benefited from the exoticspecies? What part has been harmed?

Human responsibility for introduction ofexotic species must be explored



Part A Doing the Activity #3Reference: Standard B, SecondaryGrades #4.


Saga of The Gypsy Moth 427




Subject Area(s): Biology, Environmental Science, History, Language Arts, Social Studies Grade Level(s): 9-12






Part A #4Explain to the class that at a monthlystaff meeting, each team will beadvocating a particular method ofcontrolling gypsy moths. Each team’sjob is to insist that its method ofmanagement is the best and to convinceothers at the staff meeting that it is.

Secondary Grades1. Judge the accuracy of alternativeexplanations by identifying the evidencenecessary to support them.

Part A #7Give the class approximately 10 minutesto decide which method should beadopted. Students should discuss thisamong themselves.

By choosing a method of management,students are judging alternativeexplanations based on supportingevidence






Subject Area(s): Ecology, Environmental Science, Math Grade Level(s): 9-12





Middle Grades 5-83. Describe succession and other waysthat ecosystems can change over time.

Part A Doing the Activity #2Form three to four student teams, and askstudents to describe the typical stages offorest succession using examples fromtheir adopted forest or anotherecosystem.

This activity strongly aligns with thislearning result; however, considerationmust be made to tailor the activity to theappropriate level


Part C Doing the Activity #1Student should look for evidence ofnatural or human intervention that mighthave altered the natural succession of theforest.


Middle Grades 5-84. Make and use scale drawings, maps,and three-dimensional models torepresent real objects, find locations, anddescribe relationships.

Part A Doing the Activity #6Give each team a piece of white paperand five transparent overlays. Using thestory of “Tree Tops Valley,” have eachteam draw a sequence of pictures to showforest succession on the overlays.


Part A Doing the Activity #6Reference: Standard L, Mid. Grades 5-8,#4.


Understanding Fire 429




Subject Area(s): Ecology, Environmental Science, Math, Science Grade Level(s): 9-12





Middle Grades 5-83. Describe succession and other waysthat ecosystems can change over time.

Part A Doing the Activity #3What does Yellowstone Park look likenow? What might it look like in 5 years?In 15? In 50? In 100? Why?


Part A Doing the Activity #3How would Yellowstone Park bedifferent with or without fire? WasYellowstone Park ruined by the fire?Why or why not?

Human aspect of fire ecologies coveredin part B of the activity



Part A Doing the Activity #4Give students the option of arguing “for”or “against” using fire as a managementtool for their adopted forest ecosystem.They should support their point of viewwith examples covered in this activity orfrom library research.

Project Learning Tree Links – Secondary Modules/Social Studies

WHAT'S A FOREST TO YOU? 430

Activity Title: Fire Management Page: 96

Objective(s): Students will: 1) research plant and animal species that depend on forest fire and will determine interrelationships; 2) examine controversial issues influencingdecisions about controlling wildfires near the wildland-urban interface.

Overview: Students will learn about the many interdependencies of forests and fire in healthy ecosystems. They will research plant and animal species that depend on fire, andwill determine some of their relationships. They will also look at problems that occur when humans live in or near forested areas.

Subject Area(s): Environmental Science, Ecology, Social Studies Grade Level(s): 9-12






Part A Doing the Activity #1Ask student if they know of anyexamples of the relationship between fireand healthy forest ecosystems. Discussstudent responses; then explain thatduring this exercise they will learn moreabout the role of fire in healthy forestsand about the dependence of certain plantand animal species on forest fire.



Part A Doing the Activity #4Have your students create a forestmanagement plan to change theunhealthy forest into a healthy forest,using the information discussed in the“The Crisis in Our Forests” article. Theplan should include a discussion of forestmanagement issues.

Exploring Environmental Issues: Focus On Forests

Activity Title: WHAT'S A FOREST TO YOU? Page: 14

Objective(s): Students will: 1) describe several ways in which people spend on forests; 2) design a survey to compare how their family members and classmates view theimportance of forests; 3) analyze and interpret the survey results.

Overview: Forests provide us with wood, food, rubber, medicines, paper, and many other products. They also contribute to our recreational, aesthetic, and spiritual needs.Forests help purify water, prevent erosion, and modify climate. In this activity, your students will have an opportunity to explore the role that forests play in their lives and tocompare their thoughts to those of their classmates, friends, and family members.


WHAT'S A FOREST TO YOU? 431

Subject Area(s): Social Studies, Environmental Science, Economics Grade Level(s): 9-12




Geography

Elementary Grades 3-4

Geography


B. Human Interaction withEnvironments.

#3 Use a variety of materials andgeographic tools to explain how thephysical environment supports andconstrains human activities.


#3 Use a variety of materials andgeographic tools to explain how thephysical environment supports andconstrains human activities.

Activity #2Pass out copies of the survey on Student Page 16,“What do you think?” Do you agree/disagree…Forests and trees enhance the quality of my life…Activity #3Divide the class into groups to discuss theirresponses.Activity #4Hold a large group discussion and discuss how oftenstudents visit forests and what types of activitiesthey most commonly engage in.Activity #5Have each group create its own survey to investigatewhat family and friends think about forests.Activity #6Help students identify forest issues that relate to thetopics they rated as being most interesting in thesurvey. Have the students evaluate the results fromthe survey and write a report on what they found outafter survey their friends and family members. Didstudents find any difference in answer on the basis ofage group, gender, where people live.

EnrichmentTo help students appreciate the many ways wedepend on forests, generate a list of food andproducts that come from trees. They should imaginewhat their physical surrounds and lifestyles wouldbe like without these forest products.

The survey is the tool to gatherinformation.


CASE STUDY: OLD GROWTH FORESTS 432

Activity Title: CASE STUDY: OLD GROWTH FORESTS Page: 17







Geography



#3 Use a variety of materials &geographic tools to explain how thephysical environment supports andconstrains human activities.

Part ATell students they are going to investigateold-growth and learn about differentviewpoints. Pass out copies of the 3 oldgrowth articles in the Appendix.

The articles are a variety of materials.

Geography

Middle Grades 5-8

A. Skills & Tools

#2 Develop maps, globes, charts, modelsand databases to analyze geographicalpatterns in the earth.

Part B QuestionsWhere are old-growth forests found inthe U.S.? How much land is covered byforests?

Geography


A. Skills & Tools

Construct and compare maps of Maine,the U.S. & regions of the world tointerpret geographical features and drawconclusions about physical patterns.

Part B QuestionsWhat are the characteristics of old-growth forests in the Pacific Northwest?Do old-growth forests in other parts ofthe U.S. and Canada share the samecharacteristics?…

Use maps to help answer the questions.

Geography

Middle Grades 5-8


#3 Explain how cultures differ in theiruse of similar environments andresources.

Part B QuestionsWhat is the significance of the forestproducts industry to towns in the PacificNorthwest? What other industries…

Geography B. Human Interaction withEnvironments.

Part B QuestionsCurrently, how important are forest


CASE STUDY: OLD GROWTH FORESTS 433

Secondary Grades

#1 Explain factors which shape placesand regions over time (e.g. physical &cultural factors).

products to people in the U.S.? How isthe U.S. demand for forest products …

Geography

Middle Grades 5-8

A. Skills & Tools

#2 Develop maps, globes, charts, modelsand databases to analyze geographicalpatterns on earth.

Activity #7Have the students read an article thatdescribes the current status of old-growthforests in the U.S. Students should usecharts, diagrams, or other geographicrepresentations of the total numbers ofacres of old growth. The graphics shouldshow how much old growth there is inrelation to the total amount of USforestland, and how much land is setaside or preserved in wilderness areas ornational parks.


TOUGH CHOICES 434

Activity Title: TOUGH CHOICES Page: 22







Geography

Middle Grades 5-8


#3 Explain how cultures differ in theiruse of similar environments andresources.

Activity #1Find a newspaper article that deals with aforest or land use issue.Activity #2Give students the time to read it.Activity #3Explain that one way to better understandan issue is to identify its components.Activity #4Give students copies of the Issue Articleson the Student Pages.Activity #6Each team should identify thecomponents of the issues described in itsarticle and should propose a solution forit…

I see in each article and each group ofpeople as a separate culture.

Mining industries vs. preservationists,cancer patients, hikers, forest managers,horseback riding…

Geography

Secondary Grades



Activity #8Ask some of the following questions:What additional information do you needto resolve the issues discussed in thesearticles? Can students identify additionalcompeting demands that people place…

Civics & Government

Middle Grades 5-8

A. Rights, Responsibilities &Participation.

#4 Identify ways in which citizens in apluralistic society manage differences ofopinion on public policy issues.

Activity #7After each team makes its presentations,give the rest of the group an opportunityto comment on the pros/cons of theproposed solutions…


WHO OWNS AMERICA'S FORESTS? 435

Activity Title: WHO OWNS AMERICA'S FORESTS? Page: 30



Subject Area(s): Social Studies, Geography, Math, Art Grade Level(s): 9-12




Geography

Secondary Grades

A. Skills & Tools

#1 Use mapping to answer complexgeographic and environmental problems.

Part B #3Explain that each team will research itsregion to answer the questions in Part 2of “Sizing up Forests” on Student Page22. Work as a cooperative learning team,each member responsible for a specifictask or state…Part B #4Once they’ve gathered information, theteams should decide how to present theirinformation to the entire group. Theycan create tables, figures, maps…Part B #5Discuss some general trends that thestudents’ presentations bring out. Whereare more public forests located – East…

Use and look at maps and charts they’vemade.

Geography

Secondary Grades


Assessment OpportunityEach student’s progress can be evaluatedby assessing the graphics they produceand the report they present about theresearched region.

Geography

Secondary Grades


#1 Explain factors which shapes places &regions over time (e.g. physical &cultural factors).

EnrichmentStudents should write a brief report abouthow forest ownership affects their ownlives.


BALANCING AMERICA'S FORESTS 436

Activity Title: BALANCING AMERICA'S FORESTS Page: 34

Objective(s): Students will: 1) explore the functions of he federal agencies that are highlighted in this activity and that have responsibility for managing the nation's publicforests; 2) describe each agency's goals; 3) compare and contrast the activities allowed in national parks, national forests, and wilderness areas, and then determine how wellthese areas serve the public.

Overview: What's the difference between a national forest and a national park? Are park rangers and foresters the same? What guidelines exist for managing the nation'spublic forests is no easy task. The way that a forest manager tackles a problem may depend on what federal agency he or she works for. In this activity, your students will earnmore about the people and agencies that manage our public forests, and will invite a panel of local experts to address them.





Civics & Government

Secondary Grades

Secondary Grades

B. Purpose and Types of Governments

#2 Assess the different jurisdictions androles of local, state & federalgovernments in relation to an importantpublic policy issue.

#2 Assess the different jurisdictions androles of local, state & federalgovernments in relation to an importantpublic policy issue.

Activity #1Pass out copies of the Student Page 36 (ADescription of the Main Federal ForestManagers). Discuss the differentmandates for each agency…Activity #3By inviting a panel of local experts totalk about forest resources andmanagement have your students find outwho’s taking car eof the forests in theirarea…Activity #4Have the students come up withquestions to ask the panel.VariationHave students go back to the issue onwhich they reported in Activity #2 anddiscuss how different agencies mightdeal with that issue.

Middle Grades 5-8 A. Rights, Responsibilities &Participation


Activity #2Discuss with your students the role thatthe public has in influencing whathappens to national forests…


SQUIRRELS VS. SCOPES 437

Activity Title: SQUIRRELS VS. SCOPES Page: 37

Objective(s): Students will: 1) compare and contrast editorials on the same forest-use issue and look for bias; 2) describe how biased information can influence public opinion;3) discuss the pros and cons of coming to a compromise decision.

Overview: In Arizona's Coronado National Forest, groups are at odds over the placement of an observatory in the habitat of an endangered species, the Mount Graham redsquirrel. During the heart of the controversy, the local and national newspapers published editorials, articles, and letters to the editor expressing different views about the so-called "squirrels vs. scopes" issue, students can learn how to interpret biased information and how to frame an effective argument. This knowledge will help them to betterexpress their own views on other forest-related issues.

Subject Area(s): Social Studies, Language Arts, Journalism Grade Level(s): 9-12




Civics & Government

Secondary Grades


#2 Assess the reasons why participationof an attentive knowledgeable andcompetent citizenry is important toconstitutional democracy, usingexamples from personal or historicalexperience.

Discussion QuestionsHow would you describe the CHICAGOTRIBUNE’S position or attitude towardprotecting the Mount Graham redsquirrel? Which article’s viewpoint doyou agree with more? Why?…

Point out that although it may be difficultto get all the information about an issue itis important for citizens to know aboutall sides of an issue before they make adecision.

All questions relevant to understandingof performance indicators.


WORDS TO LIVE BY 438

Activity Title: WORDS TO LIVE BY Page: 42

Objective(s): Students will: 1) learn how people's personal experiences affect their attitudes toward forests; 2) describe how people's views toward forests have changed overtime; 3) express their own views about forests.

Overview: Throughout history people have seen forests in different ways, for example, as obstacles to agricultural progress, as havens for recreation and wildlife, and as asource of income from wood products. The writings of different authors reflect the views of their time periods, as well as their own personal feelings toward forests. In thisactivity, your students can express their own views about forests, and then can explore different perspectives by reading excerpts from the writings of different authors.





History

Middle Grades 5-8

History

Middle Grades 5-8

Historical Inquiry, Analyses &Interprettion.

#3 Use information from a variety ofprimary and secondary sources toidentify and support a point of view on acontroversial historical topic.

Historical Inquiry, Analyses &Interprettion.


Activity #1Have students think about how they viewforests in general.Activity #2Discuss what students came up with.Can they identify any specific events intheir lives that have influenced theirattitude?Activity #3Pass out copies of the Student Pages 45-46. Explain that each passage expressesits author’s views about forests…fromhis/her time period.Activity #4Team members should work together toresearch where and when each authorlived and gather information about theevents in the author’s life that may haveshaped their views about forests…

Topic views of the forests.

History

Middle Grades 5-8

A. Chronology

#2 Identify the sequence of major eventsand people in the history of Maine, U.S.and selected World civilizations.

Activity #5Once the information is gathered, theteams should put passages in order, usingthe date of each author’s birth. Include ashort bibliographical description of theauthor…


WORDS TO LIVE BY 439

Activity #6As a group, discuss how attitudesexpressed toward forests differed amongthe authors. Ask these questions: Howcould events during the author’s lifetimehave affected his view of the forests?…

History

Secondary Grades

B. Historical Knowledge, Concepts andPatterns

#3 Demonstrate an understanding of thelives of selected individuals who havehad a major influence on history.

EnrichmentHave students learn about the disputebetween Gifford Pinchot and John Muirover the construction of the HetchHetchy Dam in Yosemite…

History

Secondary Grades

C. Historical, Innquiry, Analysis &Interpretation

#1 Evaluate and use historical materialsto formulate historical hypothesisregarding a specific issue.

Discussion QuestionsHas the quality of the environment in theU.S. changed in the past 100 years?How, why, where?…


What Is Risk? 440

Activity Title: Take Action! Page: 47

Objective(s): Students will: 1) learn about problems and issues facing forests in and around their community; 2) find out how to become involved in forest-related issues3)develop and carry out an action plan to help understand and resolve a local forest-use issue or problem.

Overview: Your students will learn about what one group of students in New Mexico did to help reclaim a state park, and then they will take part in a project to help forests intheir own community.





Civics & Government

Middle Grades 5-8

A. Rights, Responsibilities &Participation

#1 Identify the characteristics of aneffective citizen.

Activity #1To get your students thinking about howthey can take action, pass out copies ofthe student page “Reclaiming a StatePark” and have them read about theSugarite State Park project. You can usethese questions to discuss the FutureFarmers of America (FFA) chapter’sefforts.

Secondary Grades A. Rights, Responsibilities &Participation

#1 Develop & defend a position on apublic policy issue within out democracy.

Activity #2As a group, brainstorm some issuesaffecting your local forests. Choose oneissue to focus on and give the groupsome time to research it morethoroughly. If possible, arrange for somestudents to interview the people involvedin the issue and to find out more abouttheir positions, beliefs, and biases. Youmight also want to visit the site.Activity #3Once your group has a good grasp of theissue, your next step is to come up with aplan to address it. Be sure to have thegroup work with local natural resourceprofessionals, foresters, and other expertsin your area. Here are ideas for actionprojects that your group might want tostart.

Secondary Grades A. Rights, Responsibilities &Participation

Activity #4After your students have finished their


What Is Risk? 441

#2 Assess the reasons why participationof an attentive, knowledgeable &competent citizenry is important toconstitutional democracy.

action project, have them evaluate it. Forexample, you can ask these questions:


Activity Title : What Is Risk? Activity Guide Page #: 13



Subject Area(s): Biology, Chemistry, Civics, Communications, Debate, Earth Sciences, Ecology, Environmental Science, Geography, Health, Language Arts, Physics, SocialStudies Grade Level(s): 9-12Standard Performance Indicators



Civics and GovernmentMiddle grades 5-8


#4 Identify ways in which citizens in apluralistic society manage differencesof opinion on public policy issues.

Activity #1Begin the activity by explaining to your students thatyou have recently read an interesting article that youwould like to share with them. Read to the class theparagraph you have selected from the above story lines,and be prepared to answer questions the students mayhave. Ask the students what they think about thisinformation and how (or if) the problem should behandled. Have them write down their thoughts and thenshare the ideas with the rest of the class.

y #2Observe students’ responses, paying close attention to –whether or not they accepted what you told them, -whether one student’s opinion influenced the way otherstudents reacted, - whether they were outraged (if yes,why?), - if they thought that they had the ability to do


What Is Risk? 442

something about the risk (why? why not?)y #3

After you have had a few minutes to discuss the storyline and assess the class reaction, inform the studentsthat the article was made up. Tell them that similar,real-like risks are often reported in newspapers and onTV, and that their reactions-all of them- are common.

y #4Share your observations of the class members’responses to the story line and explain to your studentsthat they will be addressing many of the elements oftheir reactions in future classes. For example, why didthey perceive the information as they did? How didtheir perceptions influence their reactions? How canthey learn to evaluate information, data, and warningspresented by the media or government? Inform yourstudents that perceptions, evaluations, communication,and solutions are all part of analyzing risks.

Civics & Government

Secondary

B. Purpose & Types of Government

#5 Evaluate the role of media

Activity #7Have the students suggest several key points or ideasthat were generated during the discussion. Emphasizethe two factors the students rated when assessed theirrisk examples: probability and extent of harm. Alsoprovide the following definitions for the class.

Activity #1After ensuring that all students have recorded 10-15risks they encountered in a day, organize the class intocooperative learning groups of 4-5 students. Appoint ateam facilitator, a recorded, and a reporter for eachgroup. Hand out one copy of the Student Page “Groupresponsibilities” to each group and review the tasks withyour class.


Things Aren't Always What They Seem 443

Activity Title: Things Aren't Always What They Seem Activity Guide Page #: 21

Objective(s): Students will: 1) develop an understanding of the differences in risk perception between lay people and experts (as well as among their classmates); 2) identifywhat characteristics influence people's perceptions of risk; 3) learn about different environmental risks.

Overview: Students will identify their perception of the relative degree of risk associated with technologies, environmental hazards, and everyday activities. They will alsohave the opportunity to share their ideas as they compare and contrast their perceptions with those of others, including experts and lay people.

Subject Area(s): Chemistry, Civics, Communications, Debate, Ecology, Environmental Science, Health, Human Anatomy & Physiology, Language Arts, Physics, SocialStudies Grade Level(s): 9-12Standard Performance Indicators



Civics and Government

Middle grades 5-8



Activity #6Lead a class discussion on what might account for thedifferences in the rankings. Refer to key conceptsthat were presented in Activity 1 (such as risk andprobability). Use the concept of personal perceptionsand values to account for some of the differences inrankings. For further discussion, put the Student Page“Risk Perception Factors” on an overhead. Havestudents identify the factors they considered whileranking the risks.

y #7Distribute copies of the Student Page “Ordering ofPerceived Risk for 30 Activities and Technologies,”which shows the rankings of the League of WomenVoters, college students, and a group of experts.

y #8Ask the students to compare their results with therankings of the league of Women Voters, collegestudents, and experts.

y #9Discuss several of the students’ responses. Then askthe class to carefully compare their results with thoseof the experts.

y #10Summarize the major ideas of this part of the activityby asking class members to explain what the ranking



exercise taught them about risk perception. (Thestudents’ responses should indicate that experts andlay people generally have different perceptions aboutrisk, and that different people perceive risksdifferently.)

onIn class, have the students compare the adult rankingswith their own rankings and to the rankings of theLeague of Women Voters, college students, andexperts. Ask students these questions.

Activity #1Ask students id they agree with the SurgeonGeneral’s warning on cigarette packages. Why? Whynot?

y #2Ask the students if they think experts and lay peopleevaluate risks in different ways? If yes, how?(Record their responses in the appropriate column.)Their responses should suggest that experts focus oninjuries and moralities (quantifiable scientificinformation) and that lay people rely on personalperceptions and values and on media reports of thescientific information.

y #3Divide the class into cooperative learning groups of4-5 students. Assign to each group one set ofquestions from the Student Page “Experts vs. LayPeople: Discussing the Differences” (more than onegroup may end up having the same set of questions).Ask the students to use the lists they generated as theythink about their questions and to prepare and answerthey can present to the class.

y #4Debrief this part of the activity by doing thefollowing: - Ask the class members to summarize themajor ideas for this activity by discussing the purposeof the exercise. They should recognize that the intentwas to understand why there are differences betweenthe risk perceptions of experts and lay people. – Askstudents if they think differences in risk perceptionwill have an impact on risk communication and riskmanagement. If yes, how?



Activity #1Ask students if they have heard of any environmentalrisk issues in the news lately (such as water pollution,air quality, global warming, and so forth). Spend afew minutes discussing these issues. Do they thinkmore research should be done on those risk issues?Why or why not?

y #2Distribute copies of the Student Page “EnvironmentalResearch Needs” to the students, and go over the listto make sure students understand what all of theissues mean and how each issue relates to a humanhealth or ecological risk.

y #3Ask the students to identify what they think should bethe top six environmental research priorities. Tell thestudents that they should be prepared to explain whythey made their particular selections.

y #4After the students have made their choices of the topsix environmental research priorities, ask them torank order their list from the most important to theleast important with respect to research needs. Whenthis rearrangement is completed, ask several studentsto share their choices and rankings with the rest of theclass. Then have students explain their rankings byanswering the following questions.

y #5Survey the class to determine if any other studentsselected the same six risks as those you’ve written.Did any students rank them the same? Before endingthis phase of the activity, you might put thatinformation on a separate overhead transparency.

y #6Using the results form the steps above, discuss whatmight account for the differences in perception amongclass members. Include the key concepts that wereintroduced in Activity 1, “What is Risk?,” and in PartA above (concepts such as probability or chance;values’ quantitative vs. qualitative analysis; voluntaryvs. involuntary risks; and experts vs. lay people.

y #7Distribute copies of the Student Page “Environmental



Risks: Research Priorities” or put the information onan overhead. Have the students compare their resultswith those of the ORD. (Note that the list representingthe ORD is unranked.) Then determine (1) how manystudents got results similar to the ORD, and (2) howthe class might account for the similarities anddifferences between their lists and the scientists’ list.Activity #8Have students summarize the major ideas for this partof the activity. Possible questions for discussioninclude the following.

History

Middle grades 5-8

#3 Use information from a variety ofprimary or secondary sources to identifyand support a point of view on acontroversial historical topic.

ment #2Have students make a list of any songs that they knowdeal with a risk, either personal or societal. Ifpossible, ask them to bring to class the lyrics of oneof those songs. Have students share their list ofsongs. If they were able to bring the lyrics to class,ask a few students to share thy lyrics with the rest ofthe class (you may want to collect the lyrics first andreview them before reading them aloud.) Alternately,you could play several songs in class and havestudents interpret the lyrics (screen the lyrics first fortheir appropriateness for use in class).


Risk Assessment: Tools Of The Trade 447

Activity Title: Risk Assessment: Tools Of The Trade Activity Guide Page #: 46



Subject Area(s): Biology, Chemistry, Debate, Environmental Science, Health, Human Anatomy & Physiology, Language Arts, Visual Arts Grade Level(s): 9-12Standard Performance Indicators




Elementary Pre K-2


#1 Identify and practice classroomrights & responsibilities.

Activity #2Divide the class into cooperative learninggroups of 4-5 students. Give each group onescenario from the Student Page “What’s GoingOn???” Each group should assign the followingtasks within the group: two student recorders(one for Step 3 and one for Step 4 below), onestudent to keep the discussion moving, and onereporter. All group members are expected toparticipate in the brainstorming session.


Communicating Risk 448

Activity Title: Communicating Risk Activity Guide Page #: 61




(by grade clusters)Evidence of alignment (text fromactivity description)


Communicating Risks: The case ofsybron chemicals

Communicating the risk associated withradon

Evaluating the professionals

Numbers, big and small-what do theyreally mean?

• All these are showing different waysof communicating risk … etc. Morelanguage arts but still anintroduction. (awareness of whatdifferent formats can do to informthe public)

Part E, Activity #6Debrief this activity with a discussionabout the different styles that the groupsused to communicate risk. Which fliersfor they think would be more effective atincreasing public awareness of the risk?Which ones do they think would be moreeffective at motivating action to reducerisk?



Activity Title: Weighing The Options: A Look at Tradeoffs Activity Guide Page #: 81



Subject Area(s): Biology, Debate, Ecology, Economics, Environmental Science, Health, Language Arts, math, Social Studies. Grade Level(s): 9-12Standard Performance Indicators



Economics

Middle grades 5-8

A. Personal and Consumer Economics Activity #1Ask the class to think about how theychoose between alternatives whenmaking a decision (for example, whetherto go to school by bus, car, bicycle, orfoot). How do they decide if somethingis worth doing? Record their answers onthe board. Guide the students to thinkabout both costs and benefits of eachoption as deciding factors.

y #2Hand out the Student Page “GroceryList” to each member of the class.Instruct the students to complete theirshopping list with these goals in mind:(a) they have a budget of $20 for 7 daysof groceries for one person (they canspend less but can’t spend more thantheir budget); (b) they must maximizenutrition; and (c) they must maximizesatisfaction with the products purchased.Activity #3After each student has completed his orher shopping list, divide the class intocooperative learning groups of 4-5students. Have students discuss theirlists within their groups. Are they similaror different? What tradeoffs did theymake in selecting the items? Did anyone



choose a product purely because ofnutritional value? Taste? Price? Personalpreference?Activity #4Instruct students in each group to choosea list that they think best meets the goalsstated in Step 2. Have the groups presenttheir decisions to the rest of the class,explaining how they came to consensusand how they evaluated the costs andbenefits of their items.Activity #5To debrief this part of the activity, havethe students discuss how they comparedthings such as nutritional value andsatisfaction with the price of a product.Would anyone be in favor of using onlyprice? Using only personal preferences?Ask if it was easier for them to maketheir lists as individuals or in their group.For what issues (such as human health,ecosystems, endangered species, socialwelfare) do they think weighing tradeoffsbecomes more complex? Why?

Secondary #1 Conduct a cost benefit analysis of apersonal or business decision.

Part B, Activity #1After your students have read“Cost/Benefit Analysis and EthicalConsiderations” for homework, spend afew minute addressing any questions orcomments about the reading. Thendiscuss the three questions posed in theStudent Page.

Secondary Part B, Activity #2Next, explain that the process ofweighing the costs and benefits ofvarious options, similar to thesupermarket exercise from part A, isoften used by public policy makers.However, there are debates over whenand how cost/benefit analysis should beused, as described in the student page“Cost/Benefit Analysis and Ethical



Considerations.”Activity #3Hand out or put up an overhead of theStudent page “Endangered Species.”Review the information with yourstudents, and make sure they understandthe debate questions a and b written inbold on their Student Page.Activity #5After the debates, share with yourstudents the information on the StudentPage “Economic Considerations Withinthe Endangered Species Act.” Thendiscuss the questions at the end of thatreading.Activity #6To debrief this activity, have the studentsoffer their thoughts on why usingcost/benefit analysis to make decisionsabout reducing risk is an issue for debate.Guide the students to think about thefollowing:

Economics

Middle grades 5-8

Assessment Opportunity #1Have students write about an example ofhow they use cost/benefit analysis intheir daily lives (for example, deciding todo or not to do their homework). Tofurther explore the issue, have them writeabout the pros and cons of usingcost/benefit analysis on a localenvironmental or health problem.



Activity Title: Decision Making: Ecological Risk, Wildfires, and Natural Hazards Activity Guide Page #: 92






Geography

Secondary

B. Human Interaction with Environments


Activity #7Next, have the class read the StudentPage “Wildfire Events.” Explain that thestudents are residents of a wildland/urbaninterface area, and they need to decidewhether or not to take action to protecttheir home from the risk of a fire.Explain that thy will first use a decisiontree to help them decide.

y #8Hand out the Student Page “WildfireDecision Tree,” and have students followthe directions to complete the page. Youmay want to go through the directionswith the class and give examples asneeded form the teacher sample thatfollows (see Table 2).

y #9Discuss the students’ answers as well asthe decision-making process. Did any ofthe students discuss the uncertainty intheir decisions? If not, make surestudents are aware that the probabilitiesthey assign to the outcomes are estimatesand, therefore, there is a degree ofuncertainty in the final decision.

y #11Divide the class into cooperative learninggroups of 4-5 students, and pass out twocopies of the Student Page “Wildfire



Decision Matrix” to each group. Explainthat each group’s task is to decide, givenmultiple options, which course of actionshould be taken to reduce the risk ofwildfire damage. Provide the followinginstruction for the groups:

Geography

Secondary

A. Skills and Tools


Activity #2Put up the overhead of the Student Page“Aerial Map.” Ask students to lookcarefully at the map and then indicatewhere, in the defined area, they wouldwant to live and to build a home. As thestudents each give their answer, mark thearea on the map. Be sure they explainwhy they chose that spot. Then writetheir responses on the chalkboard.

y #4Have one or two students identify wherethey think the wildland/urban interface ison the map. Circle any of the “houses”that they suggested be built in that area.Activity #5Lead into a discussion about the risksthose individuals might face while livingalong the wildland/urban interface. Keepthe discussion’s focus on wildfires.Discuss the options those individualshave for reducing the risk of damage totheir home from wildfires. Record thestudents’ responses on the chalkboard.Use the background information of thisactivity as a reference. You may alsowant to share with your class theheadlines reporting various wildfire risksfrom the background information for thispart of the activity.


Secondary


#1 Develop and defend a position on apublic policy issue within ourdemocracy.

ExtensionKeep students in their cooperativelearning groups, and have them develop apublic service announcement (PSA)regarding the potential risks of livingalong the wildland/urban interface. Have



students begin by discussing, in theirgroups, the goals of the PSA, theintended audience (no all groups have to“speak” to the same audience), and thecommunication device they will use,such as a brochure, flier, radio/TVannouncement, and so forth. Allow timefor the groups to put together their PSA.(Review with students the backgroundsection of Activity 5, “CommunicatingRisk,” and go over the Activity 5 StudentPage “Risk Communication Guidelines”before students generate their PSAs.)

Geography

Secondary

A. Skills and Tools


Activity #1Begin the class by posting the followingscenario to your students. “You haverecently graduated form school and youare ready to look for a job. You havedecided that you want to live and work ina new geographical location but you arenot sure where. What criteria will youuse to help make the decision?” Listtheir responses on the chalkboard underthe heading “criteria.” If theconsideration of natural hazards is not onthe list, suggest to the class that thispotential problem might also be part oftheir decision. As you lead into adiscussion on natural hazards, you maywant to use the following items as aguide.

y #2Divide the class into cooperative learninggroups ofstudents. Distribute one copyof the Student Page “Map of the UnitedStates” to each group. Ask students tolocate and mark on their map each of thelocations listed on the chalkboard tofamiliarize themselves with the largercontext of the location options.

y #3Next, distribute a copy of the Student

• Assessment opportunity activity 1part b: requires a map as part of thepresentation.



Pages “Natural Hazards” and “LocationOption Details” to each group (If youhave your students conduct additionalresearch, also pass out the Student Page“Natural Hazard References.”) Eachgroup member should read about one ofthe hazards and one of the locations. Thestudents will then be responsible forbriefly describing to the other groupmembers what they have learned. Tellstudents to use the information on theStudent Pages to choose, as a group, alocation to live. Have the students takeinto consideration the estimatedprobabilities, uncertainty, and mitigationoptions, as well as any other criteria(such as those listed on the board), tomake their group decision.

y #4During the next class period, after thegroups have decided on a location, onemember of each group should present thegroup’s decision to the class. Studentsshould be prepared to (a) explain howthey came to their decision, (b) describewhat their main criteria were, and (c) talkabout how the risks associated withlining in the chosen location played intotheir decision.

onStudents can do further research on thenatural disasters associated with thelocation they have chosen, or they canchoose a different location. Have themreport on the natural hazards faced bythose who choose to live there.Assessment Opportunity Activity 1 part bYour school has just acquired the vacantlot across from the school. What shouldthe school do with the land? Possibleoptions include building a new athleticfield, building a swimming pool, buildingan outdoor classroom, paving it over for



a parking lot, and so forth. Possiblecriteria include cost, ecological impact,need, and so forth.



Activity Title: Electromagnetic Fields Activity Guide Page #: 125

Objective(s): Students will: 1) learn about electromagnetic fields (EMFs) and their potential risk to human health; 2) measure various sources of EMFs, 3) evaluate theadvantages and disadvantages of EMF legislation.

Overview: This activity is designed to help students understand how electric and magnetic fields (also called electromagnetic fields, or EMFs) are produced, the potentialeffects of EMFs on human health, and the controversy surrounding those potential effects. Students will conduct a survey, learn how to measure the strength of EMFs, anddiscuss EMF legislation through a role-playing exercise.

Subject Area(s): Civics, Communications, Environmental Science, Health, Language Arts, Physics, Social Studies Grade Level(s): 9-12Standard Performance Indicators




Middle grades 5-8

A. Rights, Responsibilities &participation

#3 Describe and analyze the process bywhich a proposed law is adopted,including the role of governmental andnon-governmental influences.

Activity #1Ask students if they think there islegislation restricting the proximity ofcertain structures to power line in yourstate. Do they think there should be?Explain that they will be simulating thelegislative process to determine thenecessity of legislation.

y #2Introduce the activity using the followinginformation: During the past towdecades, numerous epidemiological andbiological studies have examined theassociation between electromagneticfield and human health. The overallresults have been mixed. Some studiesshow a correlation between EMFexposure and cancer, while others do not.In addition, the biological mechanismsthat produce health effects from EMFexposure are still unknown (Gregory andWinterfeldt 1996, B).

y #3Hand out the Student Pages “EMFs andHealth Effects-The Word is Out” and“EMF Exposure and ChildhoodLeukemia-No Link Found: for eachstudent to read.

y #4



Assign seven students the role ofSenator, each representing one of thefollowing states: New Jersey, California,Florida, Minnesota, Montana, NewHampshire, and Texas. Then, have therest of the students represent the interestgroups as indicated on the Student Page“Simulation Procedures.”

y #5Explain to the class that each interestgroup will make a formal presentationregarding EMF legislation to theSenators. When the presentations arecompleted, the Senators will cast theirvotes on whether or not to enactlegislation to control EMFs and willannounce the results. The Senatorsshould be prepared to explain why theyvoted as they did.

y #6Hand out the Student Pages “SimulationProcedures” and Interest GroupPositions” to each group. (see theinstructions for the hearing on theStudent Page.) Hand out the StudentPages “Interest Group Fact Sheet” and“Senator’s Worksheet” to the appropriategroups. Provide ample time for thestudents to study their role’s position.Through careful review of the readings,they can identify the major argumentsassociated with the position they willportray.

y #7Instruct the members of the interestgroups to use the “Interest Group FactSheet” to aid in developing theirpresentation. The Senators should usethe “Senator’s Worksheet” at the hearingto help them organize their notes andcomments on each group.

y #8Debrief the simulation with the following



questions: -What do you think are themost critical issues regarding EMFexposure? -Is there any additionalinformation you would like to obtain onEMFs? -What were the strengths andweaknesses of the presentations?

ment Opportunity #2After the simulation, ask the students towrite a brief essay on whether or not theywould pass legislation that would helpdeal with the potential risk of EMFs.(This essay should be their personalopinion based on what they have learnedand not necessarily on the position oftheir assigned simulation role.) Be surethey support their position.



Activity Title: Chlorine: Looking at Tradeoffs Activity Guide Page #: 145

Objective(s): Students will: 1) understand the physical and the chemical properties of the element chlorine; 2) explore the risks and benefits of using chlorine vs. not usingchlorine for specific uses; 3) learn to identify tradeoffs when making decisions about various risks.

Overview: Many of the risks we take are "Balanced" by the benefits they offer. Chlorine, used in many ways around the world, is an example of a substance whose usepresents potential benefits and risks to human health and the environment

Subject Area(s): Chemistry, Communications, Environmental Science, Health, Language Arts, Social Studies Grade Level(s): 9-12Standard Performance Indicators



Economics

Secondary

A. Personal and Consumer Economics

#1 Conduct a cost benefit analysis of apersonal or business decision.

Activity #3Ask the class to define and to giveexamples of the term “tradeoff.”(examples of different categories oftradeoffs include risk vs. benefit, cost vs.benefit, one risk vs. another risk, and soforth.) Then ask class members what theythink the connection is between tradeoffsand risks (for example, when makingdecisions about risks, we often weigh theconsequences associated with taking ornot taking a risk, or reducing or notreducing a risk). After you have had achance to briefly discuss the concept oftradeoffs and risk, explain to yourstudents that they will be examiningsome of the tradeoffs associated with thevarious uses of chlorine.

y #6Using the lists the students havegenerated and the information on theStudent Page “Introduction to Chlorine,”ask them if they can identify (in generalterms) tradeoffs with the use of chlorine.(At this point student may not haveenough information to identify specifictradeoffs; however, they should be ableto identify that there are tradeoffsbetween the potentially hazardouscharacteristics and the wide use of



chlorine.)Activity #1

The Student Pages “DDT: AnOrganochlorine Pesticide,” “ChlorinatedSolvents,” “Use of Chlorine as aDrinking Water Disinfectant,” and“Chlorine and Ozone-CFCs” introducefor chlorine risk/benefit issues (a) thecontinued use of DDT in developingcountries, (b) the industrial use ofchlorinated solvents, (c) the chlorinationof drinking water, and (d) the CFC-ozonedepletion connection.

y #2Ask each group to explore and generate alist of risks and a list of benefitsassociated with the group’s chlorineissue. (Lists should be based on theStudent Pages, and on any other researchstudents have conducted.) Whilestudents work on their lists, you cancirculate around the room, making surethe groups are compiling sufficientinformation to proceed with the activity.

y #3Using these lists, ask each group toprepare a short presentation (5-7minutes) that will explain to the rest ofthe class why both using and not usingchlorine in this manner (in other words,as a pesticide, as a solvent, as adisinfectant, or in the production ofCFCs) can be a controversial issue.

y #4Reconvene the class, and have the groupsgive their presentations. As each grouppresents its issue, instruct the rest of theclass members to pay close attention andto write down any questions thy mighthave in preparation for a class discussion.

y #5After the presentations have been given,lead a class discussion exploring the



following questions:y #6

Debrief this activity with a discussion ofthe difficulties one faces when trying toanalyze the benefits and risks of manyproducts we use in our daily lives (suchas insect repellents, sugar substitutes,plastics, and so forth)

Economics

Secondary

A. Personal and Consumer Economics ment #1 Activity #1Provide information to the class frompage 148 as it relates to a real issue-positive and negative results ofchlorination.

ment #1 Activity #2In cooperative learning groups of 4-5students, students should determine ifthey, as a group, think that the benefits ofadding chlorine to drinking wateroutweigh the potential risks. Why? Whynot? Would they be in favor of supplyingthe people in developing countries of theworld with chlorine tablets to add to theirdrinking water?

ment Opportunity #2Assign students to write an essay thatdiscusses a risk for which they personallyhave had to consider the tradeoffs. Theiressay should demonstrate theirknowledge of tradeoffs as applied to thebroader context of making decisionsabout risk situations.


Plastics, Risk/Benefit Analysis, and Environmental Legislation 463

Activity Title: Plastics, Risk/Benefit Analysis, and Environmental Legislation Activity Guide Page #: 163

Objective(s): Students will: 1) conduct a simplified risk/benefit analysis; 2) investigate the influence of personal decisions on the environment; 3) research and learn aboutenvironmental legislation that is designed to reduce risks to human health and the environment.

Overview: In Part A, students explore their personal use of plastic products and try to conduct a simplified risk/benefit for a plastic product they commonly use. They alsoexplore the use of risk/benefit analysis for making both personal and societal decisions. In Part B, students learn about various national and international regulatory efforts thataddress the improper disposal of plastic and other items in the aquatic environment. Students then research other legislation that has been enacted to reduce various risks tohuman health and the environment.

Subject Area(s): Chemistry, Civics, Communications, Ecology, Environmental Science, Health, Social Studies Grade Level(s): 9-12Standard Performance Indicators



Economics

Secondary


#1 Condust a cost benefit analysis of apersonal or business decision.

Activity #1Have students brainstorm ways that theypersonally use plastics. Their list shouldinclude plastic products they use atschool as well as at home. Make surethat the list includes a diversity ofproducts, such as alarm clocks, athleticshoes, bicycle helmets, cameras, cars,cellular phones, clothes washers anddryers, compact discs, compact discplayers, computers, credit cards, electricheaters, electric ranges, eye glasses, firstaid and medical supplies, etc.

y #3Have each student pick one of the itemsmarked as essential to further investigate.Then ask students to conduct a simplifiedrisk/benefit analysis of that item. Guidethem by using the following questions.

y #4Using the students’ analyses, go back tothe list of essential items and mark foreach one whether or not the benefits ofhaving the item outweighed the risks.Have students explain how they came upwith their analysis.

y #5Looking back at their list of essentialitems, ask if there are any non-plastic



alternatives to the products identified.List them on the chalkboard, Are theyacceptable substitutes? Why or why not?What are the risks and benefits of thealternative product? What are thetradeoffs of using the plastic item versusthe alternative product? Would studentsbe willing to use the alternative producton a long-term basis?

y #6Ask students if using the alternativesidentified above would require anychanges in their behavior or require anypersonal sacrifices.

y #7Ask students of they think a risk/benefitanalysis could be used to make betterpersonal decisions. For what types ofdecisions could this technique help?

Activity #2Divide the class into cooperative learninggroups of 4-5 students. Assign eachgroup an area to survey for litter: avacant lot, the school grounds, thestudents’ neighborhood, a communitypark, and so forth. Before students begintheir survey, have each group predict thetype and amounts of litter each studentsthink they might find in their area.

y #4Ask students to suggest possible ways ofinfluencing behavior and of preventingthe improper disposal of waste, and listthem on the chalkboard. If they foundminimal litter, have them speculate whythis is so.

Civics & Government

Secondary

B. Purpose & types of Government

#2 Asses the different jurisdictions androles of local, state and federalgovernments in relation to an importantpublic policy issue.

y #7Hand out the Student Page “RegulatoryFramework for Controlling AquaticPollution” to each group as an exampleof legislation intended to reduce a risk.Explain that when plastics are improperly



disposed of, they can enter nearby waterways or sewers that eventually emptyinto the ocean.

y #8In cooperative groups or individually,have students choose an environmentalissue to research. The focus of theirresearch should be to determine if anylegislation has been enacted to addressthat issue. They can look at legislation atthe local, state, national, or internationallevels.

y #9After students conduct their research,have them present their findings.

y #10To debrief this part of the activity, askstudents the following questions (page169)

Civics & Government

Secondary


#2 Assess the reasons why participationis important

ment #1Environmental clubs and student actionorganizations are often initiated becauseof the identification of a local problem.If the above activity generates suchinterest, your class can contact local andstate natural resource agencies ornonprofit organizations to get ideas forlocal projects that are targeted atreducing risk in your community and toget support.

C. International Relations

#1 Analyze the process used to developforeign policy.

ment #2Have students research what othercountries are doing to prevent improperdisposal of materials into theirwaterways. Do these countries haverecycling programs? Are these programseconomically sustainable? They canpresent their research as posters. Thenallow some time for students to viewwhat their classmates have found out.

ment Opportunity #1



Ask students to write about whether ornot they think their purchase, use, anddisposal of plastic items isenvironmentally responsible? Why orwhy not? Students could write a report orgive a presentation.

ment Opportunity #2Have students write a newspaper articlethat discusses individual responsibilitywith respect to the proper disposal ofmaterials.



Activity Title: Taking Action: Reducing Your Risk in Your School or Community Activity Guide Page #: 174

Objective(s): Students will: 1) identify and discuss ways their school or community can reduce a risk; 2) identify and analyze alternative options for reducing a risk; 3) learnhow to develop and implement a plan of action to reduce the risk they have identified.

Overview: Students will apply the knowledge and skills they have acquired from the activities and special topics as they identify a risk in their school or community. Once therisk is identified, they will develop a plan to assess the risk, decide the best way to reduce the risk, educate others, and, if feasible, implement their plan.

Subject Area(s): Civics, Communication, Environmental Science, Health, Social Studies Grade Level(s): 9-12Standard Performance Indicators



Economics

Secondary

A. Personal & Consumer Economics

#1 Conduct a cost benefit analysis of apersonal or business decision

Activity #1Ask students if they are aware of risks intheir home, school, or community. Listtheir responses on the chalkboard.

y #2As a class, continue to brainstorm risksthat are present in your school orcommunity. These risks may vary formstructural hazards (a loose step) to healthhazards (poor air circulation) toenvironmental hazards (habitatdestruction). Add the risks that thestudents have identified to the list on thechalkboard. (If you have completedActivity 5, “Communicating Risk,” youmay want to use the list of local risksgenerated in Part E of that activity. Thenask your students if they have any risksto add.)

y #3Next, have the class members choose oneof the risks to explore in depth. Explainto your students that they will beanalyzing the situation, Characterizingthe risk, brainstorming risk reductionoptions, developing a management plan,and, if feasible, implementing the planfor reducing the risk.

y #5Have students brainstorm the different



actions they and the other members oftheir school or community could take toreduce the risk. Write the ideas on theboard or on an overhead transparency.(To generate additional ideas and toanalyze the feasibility of their ideas, youmay want students to conduct research,interview local officials or administratorswho would need to approve their plan,contact local experts, and so forth.)

y #6Have each student copy the suggestionsgenerated in Step 5. For homework,have the students review the list ofsuggestions and develop an outline for anaction plan. You may want to provide anexample to assist the students.

y #7During the next class period, divide yourclass into cooperative learning groups of4-5 students. Instruct the students todiscuss each other’s plans and to comeup with a group plan.

y #8Reconvene the class and put the StudentPage “Plan Evaluation Criteria” on theoverhead. Go over the different criteriafor evaluating the group action plans.

y #9As a class, analyze the different actionplans the groups have developed,according to the Student Page “PlanEvaluation Criteria.”

y #10Have the students select one of the plans,using the analysis completed above, forthe class to organize and implement.

Activity #1Put a copy of the Student Page “PlanImplementation” on an overhead. As aclass, fill in the chart to develop adetailed implementation plan.



y #2If feasible, follow the implementationplan. As the students go through thesteps, have them record the successfulaspects of the plan, any problemsencountered, and any other observationsor comments they may have.

ment Opportunity #2Students could summarize theirexperience of developing a plan,including what they learned about theplanning process, what went well, whatdid not go well, and what suggestionscould be used for future group plans orprojects.

EXPLORING ENVIRONMENTAL ISSUES: MUNICIPAL SOLID WASTE

Activity Title: Introduction to Municipal Solid Waste: THE WASTE SYSTEM Activity Guide Page #: 16









y #5Ask the class to define and give an example of anatural resource. Are any of the waste items madefrom natural resources? Explain to the classmembers that the waste items they were sorting aremade form natural resources.

Social StudiesHistory

Middle Grades 5-81. Demonstrate an understanding of the

Activity #1To get students thinking about how garbage was



B. Historical Knowledge, Concepts, andPatternsStudents will develop historicalknowledge of major events, people, andenduring themes in the United States, inMaine, and throughout world history.

causes and effects of major events inUnited States history and the connectionsto Maine history with an emphasis onevents up to 1877, including but notlimited to:

Declaration of IndependenceThe ConstitutionWestward ExpansionIndustrializationCivil War

handled throughout time, ask them the followingquestions and record their responses.

y #2Provide students with a copy of the Student Pagetitled “Garbage through the Ages.” Divide theclass into groups with each reading about adifferent time period. Have members of each groupwork together to identify additional historicalaccounts of MSW for their time period.

y #3As a class, discuss the various methods used tohandle waste in the past. What methods were mosteffective? What method was used the longest?What method was short-lived? Can you trace thedevelopment of our current waste managementsystem form past practices? Compare the methodsused in the past to how students would deal withtheir waste if it were no longer collected.

Middle Grade 5-82. Demonstrate an understanding ofselected themes in Maine, United Statesand World History (e.g., revolution,technological innovation, migration).

ment #4Have students research how recycling, reusing,composting, and disposing of solid waste havechanged over the years. Have them focus on theperiod during World War II when rationing andrecycling were prevalent. Can students determineform the information gathered how the generationof waste has changed since World War II? Has itincreased or decreased? Do any articles orinformation prove the students’ theories?


471Source Reduction

Activity Title: SOURCE REDUCTION Activity Guide Page #: 29




StandardPerformance Indicators(by grade clusters) Evidence of alignment (text from description of activity)




y #3Break the students into small groups and have them “buy”two or three items form the group of products, as if thestudents were in the store. Pass out copies of , or put on anoverhead, the Student Page “Packaging Profile.” Then haveeach group answer the questions about the products themembers have chosen.

y #6Have the groups review their answers to the Student Page“Packaging Profile” and have them determine which itemsthey would buy if they were concentrating on reducing andpreventing waste. Stress to students that reducing andpreventing waste includes buying products that do notgenerate waste (such as items that are completely used orreused), that are not toxic, or that con be recycled orcomposted. Students can reread their “profiles” to the classand can vote on the best packaging for each comparisongroup. Students should state the reasons why they chose thatparticular item.


y # 9Now that students have developed this new packaging, askthem what the incentive would be for companies to want toadopt it. Do students think their designs will be moreexpensive or less expensive to produce? Have students takencost into consideration with their design? Do the designmodifications that take any possible toxicity and thecompany’s needs into consideration. How does this newpackaging design differ form the original product and theoriginal design modifications?


472Source Reduction

Social StudiesCivics and GovernmentA. Rights, Responsibilities, andParticipationStudents will understand therights and responsibilities ofcivic life and will employ theskills of effective civicparticipation.


y # 10Have students write letters to the actual productmanufacturing company expressing their concerns aboutproduct packaging and what they have learned about wasteprevention and reduction. Students can include in this lettertheir new packaging designs. Have them explain the benefitstheir new product packaging would have for the company, theconsumer, and the environment. Have them use the samecampaign they used to initially sell the product to the class.



Enrichment #1Have students research a company that produces less-toxicproducts, products made with recycled materials, or productswith reduced packaging. The Body Shop, Tom’s of Maine,Patagonia, and Huffy Bikes are a few examples of suchcompanies. Students should write reports and present them tothe class. Students can research other companies thatvoluntarily change their manufacturing processes to reducewaste and toxic emissions.Enrichment #2(This activity can be used as an extension to part A and cancoincide with a field trip to the local grocery store forActivity #3.) Have students choose a dozen products andprices. Then, have students select 12 similar types ofproducts that have reduced packaging and list their names andprices. Next, have students compare prices between the twodifferent types of items. As a class, discuss the outcome. Ingeneral, are the over packaged items more expensive or less?Did the students come up with a standard outcome or does itvary?


473Recycling and Economics

Activity Title: RECYCLING AND ECONOMICS Activity Guide Page #: 42



Subject Area(s): Economics, Environmental Science, Math, Social Studies Grade Level(s): 9-12



Social StudiesEconomicsA. Personal and ConsumerEconomicsStudents will understand thateconomic decisions are basedon the availability of resourcesand the costs and benefits ofchoices.

Middle Grades 5-82. Identify and analyze the factorsthat contribute to personal spendingand savings decisions.

Activity #1To get the students thinking about recycling, ask them if they canthink of any items they or their families have ever purchased thatwere made form recycled materials. Record their responses. Toadd to this list, brain-storm additional products that are made formrecycled materials.

y #2To illustrate the amount of recycles products in the currentmarketplace, have students conduct a survey of recycled products.The Student Page “Recycling Data Form” will serve as a datacollection sheet for the survey. The survey can be completedseveral ways: . . .

y #3Before students begin the survey, review with them the instructionfor the “Recycling Data Form.” Explain that students shouldchoose at least 10 items in each of the four categories and recordwhether the item is made of recycled materials, is recyclable, andcan be recycled in your community.

y #4If students are participating in a grocery store survey, have themtake a random sampling of products among each category.

y #5After students have gathered the data, have them perform thecalculations in class for each of the four categories.Activity #6Go over the following questions of your students and record youranswers. . .




Middle Grades 5-81. Demonstrate knowledge ofeconomic concepts of supply,demand, price, the role of money,and profit and loss.

Activity #1Ask students what “supply and demand” is and why they think theconcept is important to economic markets. How does “supply anddemand” apply to recycling? Have students describe what theythink the supply and demand are for the following materials:

y #2Draw simple supply and demand curves on the black-board, or usethe sample “Supply and Demand Curves for RecycledNewspaper” that is provided as figure 3.3. Explain the concept ofmarket supply and demand as it relates to recycled materials.

y #3Using the “Supply and Demand Curves for Recycled Newspaper”ask students the following questions.Activity #4Review with students the Student Page titled Table 3.4,“Classification of Recyclable and Compostable Material, 1992.”Ask students the following questions

y #5Ask students how supply and demand can be influenced by thegovernment (through legislation), by consumers (through theirpurchasing decisions), and by home recyclers (through their reuseand recycling practices). Have students give examples of each.

Middle Grades 5-81. Demonstrate knowledge ofeconomic concepts of supply,demand, price, the role of money,and profit and loss.

Part D, Activity #1To help students understand the costs associated with MSWdisposal, have them brainstorm a list of factors that add to therising cost of waste disposal. Spend a few minutes with the classdiscussing these costs.Activity #2Part of the disposal cost increase is the fact that we have morewaste to dispose of. Ask students what factors contribute to theincreasing generation of MSW in the United States?Activity #3The cost of disposal can be quite high in some areas, yet someways exist to gain income from waste. Have students develop alist of what communities might do to generate revenue form theirwaste. Explain to students that incorporating MSW managementpractices such as recycling and composting within a communitycan lead to increased revenue.Activity #4Table 3.5, “Recovered Recyclable Materials” on the Student Page“Costs and Revenues” gives relative prices for different recyclableproducts. Have students calculate the missing numbers in the



chart and answer the following questions.Activity #5Students can learn about MSW management costs for their owncommunity. Provide them with Table 3.6, MSW managementcosts from the Student Page “Costs and Revenues.” For studentsto complete the table, they will need to obtain a detailed budgetfrom the local office of public works or the MSW managementoffice.


Secondary Grades1. Describe the factors (i.e., physical,capital, technology, monetaryresources) that impact thedevelopment and the distribution of aproduct.

EnrichmentHave students research the types of products made form recycledmaterials. For instance, recycled aluminum cans can be used innew automobile bumpers and car doors, as well as carpet andother products; and glass can be used in road construction.Assessment OpportunityReview students’ surveys, graphs, and computations forunderstanding. Collected data, computation, snd analysis canbecome part of a portfolio students put together on recycling andeconomics. In addition, the following questions can be used toassess students’ learning.


476Composting

Activity Title: COMPOSTING Activity Guide Page #: 61







Middle Grades 5-83. Explain how cultures differ intheir use of similar environments andresources.

Part A, Activity #6Pass out copie3s of the Student Page “Composting CaseStudies.” This page provides students with a briefdescription of municipal composting programs in differentareas in the United States and abroad. Have students read“Composting Case Studies.” After considering these casestudies, have students generate a list of the advantages anddisadvantages of community composting. Then discuss thefollowing questions.


477Waste-to-Energy

Activity Title: WASTE-TO-ENERGY Activity Guide Page #: 75



Subject Area(s): Environmental Science, Language Arts, Social Studies Grade Level(s): 9-12





Part B Activity #1In this activity, students will explore various sides of theissue of using WTE facilities. Begin by having studentsread the Student Page “Building a Waste-to-Energy Facilityin Branfield.” The case study portrays a town that is facedwith the dilemma of whether or not to build a WTE facilityActivity #2After students have read the case study, discuss the majorpoints of the dilemma with the class. Emphasize htat thereare many viewpoints about the issue. Numerous groupshave an influence on the final outcome. Make sure thatstudents have an understanding of the problem thecommunity must deal with, that is, deriding whether or notthey want to build a WTE facility.Activity #3Next, explain to the class that they are going to play theroles of the Branfield community citizens who must makethe decision of whether or not to build a WTE facility.


478Landfills

Activity Title: LANDFILLS Activity Guide Page #: 87

Objective(s): Students will: 1) learn the importance of liners in landfills for pollution prevention; 2) discover the various social and environmental factors involved with thesiting of a landfill.

Overview: Students will create "miniature landfills" to simulate the movement of leachate in a landfill and to demonstrate the importance of liners. Students will experimentwith different soil types and liners to discover the most effective barrier. In addition, students will learn about the many considerations that must be taken into account whenidentifying a landfill site.

Subject Area(s): Biology, Earth Science, Environmental Science, Social Studies Grade Level(s): 9-12





Part B, Activity #2After completing the experiment in Part A, students shouldunderstand that soil type is a major factor to be consideredwhen siting a landfill. Ask students what other factorsshould be considered when proposing a site for a landfill.Record their comments. Review with the class the StudentPage “EPA Federal Regulations for Municipal Solid WasteLandfills,” which is an overview of important regulations toconsider when planning a landfill.


479WHERE DOES YOUR GARBAGE GO?

Activity Title: WHERE DOES YOUR GARBAGE GO? Activity Guide Page #: 98








Part B, Activity #1To get students thinking about solid waste practices inother communities, ask them how they think othercommunities would differ from their community. Forexample, compare your community to one or more of thefollowing:Activity #2Now students can try to find out about the MSW practicesin other communities. This exploration can be done bycontacting another school that is outside your communityand that is interested in exchanging information from theStudent Page “Community Municipal Solid Waste.” Toobtain the address of another class in the United States withwhich you can exchange data, copy and fill out the“Community Municipal Solid Waste Exchange Box” formfound on this page.


Adopt-a-Forest 480

Activity Title: TAKE ACTION: SUCCESS STORIES AND PERSONAL CHOICES Activity Guide Page #: 106






Social StudiesCivics and GovernmentB. Purpose and Types ofGovernmentStudents will understand thetypes and purposes ofgovernments, their evolution, andtheir relationships with thegoverned.

Secondary Grades2. Assess the different jurisdictions androles of local, state, and federalgovernments in relation to an importantpublic policy issue.

Part A, Activity #1Begin the lesson by asking students how they haveobserved positive strides taken in their community county,or state to manage MSW. Examples might includedevelopment of recycling programs, efforts to reuse certainproducts, and steps taken to implement safe waste disposalfacilities.Activity #2Explain to students that while we still have a long way togo in dealing with MSW, we have made great progress.This progress is revealed through success stories such asthe one discussed on the Student Page titled “Success inSeattle.” Have students read “Success in Seattle.” Thendiscuss the following issues:

Social StudiesCivics and GovernmentA. Rights, Responsibilities, andParticipationStudents will understand therights and responsibilities ofcivic life and will employ theskills of effective civicparticipation.

Middle Grades 5-82. Evaluate and defend positions oncurrent issues regarding individual rightsand judicial protection.

Part B, Activity #1Now that they have investigated some or all of the wastemanagement activities, have your students return to the 4.4-pound bag of garbage in Activity 1. (Or create a bagaccording to the suggestions in that activity.) Have themdecide what should be done with each piece of waste fromthe bag.Activity #5After students have looked at what they could have donewith their trash, have them decide what is feasible. Forexample, if the community does not have a recycling plan,recycling may not be feasible. However, students maywant to try and create a recycling program.


Adopt-a-Forest 481


Part C, Activity #1Hold a class brainstorming session that focuses on ways toreduce waste in your school.Activity #2After brainstorming for 15-20 minutes, share with studentsthe information on the Student Page titled “WasteReduction Tips for Schools.” Review the suggestions andsee if students have additional ideas.Activity #3Next, share with students the Student Page titles “SchoolWaste Reduction and Recycling Case Studies,” whichhighlights various schools that have implemented programsto reduce the amount of waste discarded.Activity #4Have students invite an administrator or another schoolofficial to class for a discussion of that person’s ideas. Thispresentation will give students an opportunity to find outwhat actions are feasible and what limitations exist.Activity #5Now that students know what is feasible, divide them intogroups and have them develop a 2-week pilot strategy toreduce waste for their school. (Depending on the size ofthe school, the pilot plan could be for one classroom,several classrooms, or the entire school.) Groups can basetheir ideas on the information form the Student Pages orcan develop a new plan.Activity #6Have students propose their plans in experimental formwith a hypothesis (that is, if I do ____, then waste shouldbe reduced by x amount). The plan can focus on areduction in a particular waste item or on overall reduction.Each group should present its plan to the class.Activity #7 Before students begin their experiment, have them recordthe amount of waste discarded at school for a week.Determine what items are the major components of thewaste (the information form the school waste inventory inActivity 1 can be used) and whether any items can bereduced, reused, recycled, or composted.Activity #8Now put the pilot plan into action and record the amount of


Adopt-a-Forest 482

waste or specific waste items found in various waste cansthroughout the target areas for at least 2 weeks. If the planincludes recycling or composting, record the amount ofmaterial collected for recycling or composting. After the 2week period, have students analyze their data and compareit to the date recorded before the experiment.Activity #9As a class or school project, students may want toimplement the plan on a wider basis and involve additionalpeople or groups. Invite key school personnel identified inStep 4 to come to your class for the presentation of aschool-wide plan that they want to implement.

Social StudiesCivics and GovernmentB. Purpose and Types ofGovernmentStudents will understand thetypes and purposes ofgovernments, their evolution, andtheir relationships with thegoverned.

Middle Grades 5-83. Contrast the roles of local, state, andnational governments by investigating,evaluating, and debating a current civicissue.

Enrichment #1In small groups or individually, students can researchMSW practices in other countries and present their findingsto the class. The presentations may be conducted in theform of a roundtable discussion, allowing time forquestions and comparisons. (To maximize diversity, youmay want to assign each group or individual to a specificregion form which each may choose a country of interest.)





Subject Area(s): Biology, Chemistry, Environmental Science, Math, Vocational Agriculture Grade Level(s): 9-12Standard Performance Indicators



Georgraphy Skills and Tools Enrichment #2As the students begin to form a detailed


Adopt-a-Forest 483

#1 Use and construct maps to describegeographic location.

picture of their adopted forest, encouragethem to bring the information together inthe form of an interpretive “guide” thatwill be useful to people who might visitthe forest. It is important to keep in mindthat the area studied does not necessarilyhave to be a “forest” in the sense of thedeep woods. A park, a universitycampus, a downtown greenway withtrees, or even an abandoned lot in whichshrubs and trees have taken root can be aplace of interest to a community with thehelp of a brief guide describing thefeatures of the site.






Subject Area(s): Biology, Environmental Science, Language Arts, Geography, Math, Social Studies Grade Level(s): 9-12Standard Performance Indicators



Geography Human Interaction of Environments.

#1 Explain factors which shapes places& regions over time (e.g. physical &actual).

Activity #3Be sure the list includes recordingmeasurements and observations of trees,shrubs, herbaceous plants, wildlife, andthe site’s physical characteristics andsoils. In addition to these features,students will attempt to measure the lessobvious components of the forest, suchas the insects, other invertebrates, andmicroorganisms that make up the “cast ofthousands.” If you plan to do the ForestExchange Box Extension Activity, youmay want to share this with your studentsto motivate them to collect the data.Activity #4Break the group into teams of four toeight students. Explain to students thatafter they have roped off sections of theforest into plots, they will take differentmeasurements of those areas.Measuring the Forest Activity #10On the “Inventory Recording Form,”have students mark “F” for flat, “S” forsloping, and “H” for hilly. Although thisanalysis can be approximated at the locallevel, a topographic map from the U.S.Geological Survey will give your



students an accurate and graphic pictureof the topography around their chosensite and will help them better understandthe effects of regional topography on asmall area.Activity #11To enable students to determine the soiltype have them take soil samples down toexamine and measure the depth oforganic litter and humus. Students willdetermine soil moisture using thesesamples.Discussion and Follow-up activity #2Come to a consensus on the topographyand physical characteristics of the forest.Consider whether the site is rolling, flat,hilly, or mountainous and whether thesoil was dry, mesic, or hydric. Recordthis decision on the board.Activity #8Ask students what type of soil was foundin the forest at different depths? Is there aclass consensus? What is the pH atdifferent depths? Do the students thinkthat the soil of the area helps todetermine the plants and animals at thesite? Were there any signs or remnants ofhuman activity in the soil? Have studentshypothesize about how they got there.Extension Activity #4When the box arrives form yourexchange group, open it with the studentsand examine the contents. If your sitestudy teams are still in place, distributethe contents of the box according to teamspecialties, and have the teams prepare acomparative analysis report of theirmaterials. The following are somequestions you might have them consider.



Geography

Elementary grades 3-4

Human Interest of Environment.

#3 Use a variety of materials &geographic tools to explain how thephysical environment supports andconstrains human activities.

Assessment Opportunity Activity #1Question #2. How is your adopted forestused by people?Question #3. What might we do to keepfurther damage form occurring? Whichhuman actions might have a positiveeffect on the ecosystems?


Home Sweet Home 487




Subject Area(s): Ecology, Geography, Science Grade Level(s): 9-12Standard Performance Indicators



Geography

Secondary

Human Interaction with Environments.

#1 Explain factors which shape places &regions over time (e.g. physical &cultural factors).

Part A, Activity #4Have students, as teams, determine whatissues about their exotic plant or animalworld be subject to public debateconcerning how to deal with the presenceof that plant or animal in the localecosystem.

Civics & Government

Secondary

Rights, Responsibilities & Participation.

#1 Develop and defend a position on apublic policy issue with our democracy.

Assessment OpportunityEach team will make a PSA (publicservice announcement-either TV orradio), poster, display, or pamphlet thatwill educate the public about an exotic,tell how to discourage (or encourage) itsintroduction, and explain what effect the“visitor” has on the environment.






Subject Area(s): Biology, Environmental Science, History, Language Arts, Social Studies Grade Level(s): 9-12Standard Performance Indicators



Civics & Government

Secondary Grades

Rights, Responsibilities & Participation

#1 Develop and defend a position on apublic policy issue with our democracy.

Part A, Activity #3Divide students into six “gypsy mothmanagement teams” under the followingheadings:Activity #4Explain to the class that, at a monthlystaff meeting, each team will beadvocating a particular method ofcontrolling gypsy moths. Each team’sjob is to insist that its method ofmanagement is the best and to convinceothers at the staff meeting that it is.Activity #6Bring the teams together to start the staffmeeting.Activity #7Give the class approximately 10 minutesto decide which method should beadoptedActivity #8After the class has decided whichmanagement method to adopt, have theleader from each team summarize whyhis or her team favors or opposes themethod that was chosen.Activity #9Have the students answer the followingquestions:



Middle Grades 5-8 #4 Identify ways in which citizens in apluralistic society manage differences ofopinions on public discussion.

Part B, Activity #1Have each team present its individualgoals, and then all the teams must find acommon goal at the end. Give students afew minutes in small groups to discussstrategies.

Geography

Middle Grades 5-8

Human Interaction of Enviroments.

#1 Analyze how technology shapes thephysical & human characteristics ofplaces & regions including Maine.

Enrichment, Activity #1Pass out copies of the Student Page “TheInsecticide Predicament.” Give students afew minutes to read the article.

Economics

Secondary

Personal and Consumer Economics


Enrichment, Activity #2Solicit responses to the followingquestions, and discuss student responsesand viewpoints.

Economics

Secondary



Assessment OpportunityHave students write a report or give apresentation that addresses the followingquestions about gypsy moths.






Subject Area(s): Ecology, Environmental Science, Math Grade Level(s): 9-12Standard Performance Indicators



Part A, Activity #6Give each team a piece of white paperand five transparent overlays. Using thestory of “Tree Tops Valley,” have eachteam draw a sequence of pictures to showforest succession on the overlays.

Geography

Secondary

Skills or Tools

#1 Use mapping to answer complex &geographic & environmental problems.

#4Include topographic characteristics ofyour forests.






Subject Area(s): Ecology, Environmental Science, Math, Science Grade Level(s): 9-12Standard Performance Indicators



Economics

Secondary Grades

Personal & Consumer Economics


Part A, Activity #1Ask the students to list what they thinkare the benefits and drawbacks of usingfire to manage a forest. Then ask them todiscuss their reasons for the pros andcons they have listed.

Geography

Middle Grades 5-8

Skills or Tools

#2 Develop maps, globes, charts, models,& databases to analyze geographicalpatterns on the earth.

Activity #2Have students use the information on theStudent Page “Fire in the 1980s” todiscuss the acreage burned in each fire.They could develop a chart comparingthe areas burned.

History

Middle Grades 5-8

C.Historical Inquiry, Analyses &Interpretation.


Activity #3Pass out copies of the Student Pages:“The Season of Fire-YellowstoneNational Park, 1988” and “BiologistsAdd Fuel to Yellowstone Fire.” Givestudents time to read the information;then discuss the following questions.Activity #4Give students the option of arguing “for”or “against” using fire as a managementtool for their adopted forest ecosystem.

Geography

Secondary Grades

Skills and Tools


Part B, Activity #1Share the following scenario with yourstudents: page 87Activity #2



Divide you students into several groupsand have each team draw a rough map ofLotsatrees National Forest, indicating thebordering features.Activity #3Have students create a number ofscenarios to show fire managementdecisions

Civics & Government

Secondary

Rights, Responsibilities & Participation.

#1 Develop and defend a position on apublic policy issue. Let them debate pros& cons of prescribed burn.

Scenario AManagers of Lotsatrees National Forestwant to use a prescribed burn to reducethe amount of fuel, or underbrush anddead wood, in one section of the forest.They suggest doing this because so muchfuel has built up in that area that they feara disastrous fire could occur if droughtconditions continue.

Project Learning Tree Links – Secondary Modules/Visual & Performing Arts


Activity Title: Fire Management Page: 96

Objective(s): Students will: 1) research plant and animal species that depend on forest fire and will determine interrelationships; 2) examine controversial issues influencingdecisions about controlling wildfires near the wildland-urban interface.

Overview: Students will learn about the many interdependencies of forests and fire in healthy ecosystems. They will research plant and animal species that depend on fire, andwill determine some of their relationships. They will also look at problems that occur when humans live in or near forested areas.

Subject Area(s): Environmental Science, Ecology, Social Studies Grade Level(s): 9-12Standard Performance Indicators



Geography

Secondary

Human Interactions with Environments.

#1 Explain factors which shape places &regions over time (e.g. physical &cultural).

Part AForest Health & Fire. Doing one activity.#1 Ask students if they know examplesof the relationships between fire andhealthy forest ecosystems.

#2 Pass out copies of “One Crisis in OurForests” and “Fire Suppression EqualsBigger, Hotter and More RestructiveWildfires” All one questions!

Civics & Government

Secondary Grades

A. Skills and Tools Scenario B.Have students set up a town debate.Should debate pros & cons of theproposed commercial development.EnrichmentThe people speak out.

#2, #3 & #4: Support how to set up onerole-play.Assessment OpportunityEvaluate students performances in theactivity by observing their presentationsand arguments during the debate.

Geography

Secondary Grades

B. Human Interactions withEnvironments

#3 To identify and evaluate problems,students may include a written report,maps of the terrain and “field reports”.Information should include fire history ofthe forest. Are people living in theforest?



Civics & Government

Secondary Grades

Rights, Responsibilities & Particiaption.

#1 Develop and defend a position on apublic policy issue within ourdemocracy.

#4 Have your students create a forestmanagement plan to change theunhealthy forest to a healthy forest.

Civics & Government

Middle Grades 5-8

Rights, Responsibilities & Particiaption

#2 Evaluate and defend positions oncurrent issues regarding individual rightsand judicial protection.

Part B.The Wildland Urban Interface. Doing theActivity.#1 Have students use the “ProtectingYour Home From Wildfire” graphic todiscuss.Students discuss steps they can take inliving responsibly in and around theforest.

Civics & Government

Middle Grades 5-8

Rights, Responsibilities & Particiaption

#2 Evaluate and defend positions oncurrent issues regarding individual rightsand judicial protection.

#3 Using information provided in thegraphic have students design a home orresort community that would exemplify“living responsibly” in the wildlands.


Activity Title : Who Owns America's Forests? Page: 30



Subject Area(s): Social Studies, Geography, Math, Art Grade Level(s): 9-12Standard Performance Indicators



Secondary#1 Create a visual to communicate anidea.

#9 Use skills and knowledge of arts,

Part B, Activity #4Once they’ve gathered the information,the teams should decide how to presenttheir information to the rest of the group.They can create tables, figures, or maps;

The assessment component suggest selfevaluation; the last step of indicator #1.This activity enhances meaning in SocialStudies, Geography, and Science. Tomeet the requirements for both #1A and



enhance meaning in other disciplines. can make up travel guides; and so on. #9A students project must include artwork.



Activity Title: Take Action! Page: 47

Objective(s): Students will: 1) learn about problems and issues facing forests in and around their community; 2) find out how to become involved in forest-related issues3)develop and carry out an action plan to help understand and resolve a local forest-use issue or problem.

Overview: Your students will learn about what one group of students in New Mexico did to help reclaim a state park, and then they will take part in a project to help forests intheir own community.

Subject Area(s): Social Studies Grade Level(s): 9-12Standard Performance Indicators



Secondary

#1 Create a visual to communicate anidea.

Activity #2After researching issues in step #2 of theactivity students take action by doingseveral activities including the option toproduce a brochure or poster to educate.* Issues effecting local forests.

This performance indicator can only bemet if students choose to make anillustrated poster and/or brochure.








Secondary

#3 Analyze interpret and evaluatemeaning in visual arts intended topersuade.

Part CStudents compare pamphlets andbrochures produced by various publicand government agencies foreffectiveness. Students share theircritiques.

This activity will be more successfulmeeting the performance indicator if PartB is done first. Part B has students setcriteria for an effective brochure. Thebrochures compared must utilize graphicart principles and/or contain illustrationsto meet the performance indicatordescription.









Secondary

#9 Use skills of arts elements to enhancemeaning in other disciplines.

Part A ExtensionStudents create a poster after researchinga species or ecosystem that is currently indanger.

The poster must utilize graphic artsprinciples and/or illustrations to meet theperformance indicator.


Activity Title: Source Reduction Page: 29







Demonstrate an understanding that thearts are a means of renewal andrecreation, as well as an occupationalopportunity.

Part A, Activity #6 and #7Students select a product they think isover packaged to design new packagingfor students then create the package topresent to the class.

This activity allows the student todemonstrate an understanding of the artsas an occupational opportunity.


Adopt-a-Forest 498




Subject Area(s): Environmental Science, Language Arts, Social Studies Grade Level(s): 9-12Standard Performance Indicators



Secondary Grades

#1

Part B, Activity #3Students will take on the roles of varioustown members who are deciding whetheror not a waste-to-energy should be builtin their town.

This activity includes the creation of aperforming arts piece. Reflection andself evaluation requirement would needto be added by the teacher.





Subject Area(s): Biology, Chemistry, Environmental Science, Math, Vocational Agriculture Grade Level(s): 9-12Standard Performance Indicators



Secondary


Part C, Enrichment #2After completing a scientific study of agiven area, students make a nature guideto the area. The guide includesillustrations of fauna and flora, a map andinformation.

This activity enhances biology, chemistryand social studies.


Home Sweet Home 499




Subject Area(s): Ecology, Geography, Science Grade Level(s): 9-12Standard Performance Indicators



Secondary


Assessment OpportunityIn teams students will make a publicservice announcement for TV or radio, apamphlet, display, or poster on how toencourage or discourage the introductionof an exotic plant or animal to a habitat.

Research is necessary for activitysuccess. While working in reams eachindividual student must have aperforming role or hands-on role invisual presentation to meet alignmentrequirements. This activity enhancesmeaning in science and geography.






Subject Area(s): Ecology, Environmental Science, Math Grade Level(s): 9-12Standard Performance Indicators



Secondary


Part A, Activity #6Students draw a sequence of pictures toshow succession; the first on paper theothers on transparent film to use asoverlays.

Each student on the team must participatein the illustrating of the succession story.This enhances meaning in the areas ofbiology and social studies.


501Paper Civilizations




Subject Area(s): Ecology, Environmental Science, Math, Science Grade Level(s): 9-12Standard Performance Indicators



Secondary

#1 Create a performance piece tocommunicate an idea.

Enrichment #1Students role-play a public hearing afterthe Yellowstone fires to debatemanagement of the forests.Assessment OpportunityStudents assess how well they supportthe role they were assigned.

Each student must have a role-playingpart and participate in the assessmentcomponent to complete the performanceindicator.

project learning tree links/english language arts · 2016. 8. 29. · have students use their...

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