What’s inside this handbook?

1) An introduction to forest health.

2) An introduction to systems thinking.

3) Six activities that teach forest health using systems thinking as a guide.

1. Forest health: What does this handbook cover?

Forest health touches on issues ranging from:• The beneficial roles of insect pests and tree disease

pathogens in a forest.• Management-related forest health issues.• The impacts of exotic, invasive species.• Forest fragmentation and urban encroachment.

1. Forest health: What will your students learn?

We hope that students will learn to:

• Consider forest health from various viewpoints.

• Understand interrelationships and feedback mechanisms.

• Visualize spatial and temporal mechanisms of forest system functions.

• Appreciate the variety of threats to forest health.

• Consider their role as future forest stewards.

1. Forest health: What will your students learn?

We hope that students will learn to:

• Consider forest health from various viewpoints.

• Understand interrelationships and feedback mechanisms.

• Visualize spatial and temporal mechanisms of forest system functions.

• Appreciate the variety of threats to forest health.

• Consider their role as future forest stewards.

1. Forest health: What will your students learn?

We hope that students will learn to:

• Consider forest health from various viewpoints.

• Understand interrelationships and feedback mechanisms.

• Visualize spatial and temporal mechanisms of forest system functions.

• Appreciate the variety of threats to forest health.

• Consider their role as future forest stewards.

1. Forest health: What will your students learn?

We hope that students will learn to:

• Consider forest health from various viewpoints.

• Understand interrelationships and feedback mechanisms.

• Visualize spatial and temporal mechanisms of forest system functions.

• Appreciate the variety of threats to forest health.

• Consider their role as future forest stewards.

1. Forest health: What will your students learn?

We hope that students will learn to:

• Consider forest health from various viewpoints.

• Understand interrelationships and feedback mechanisms.

• Visualize spatial and temporal mechanisms of forest system functions.

• Appreciate the variety of threats to forest health.

• Consider their role as future forest stewards.

2. Systems thinking: Why does this handbook use it?

Forests are dynamic ecosystems. Systems thinking helps teach about dynamics.

Systems thinking is a higher order thinking skill. It helps students think critically by looking for and understanding the systems underlying various phenomena.

?

2. Systems thinking: What is a system?

A set of components that interact with each other in various ways resulting in changes to the collective whole. The whole system displays emergent properties and behaviors as a result of the relationships among its parts.

2. Systems thinking: An example

What do I need to know to keep my trees alive?

2. Systems thinking: Elements of systems

There are many elements of systems, including:

1. Interdependence2. Feedback loops3. Inputs and outputs4. Micro- to macro-

systems

2. Systems thinking: Elements of systems

There are many elements of systems, including:

1. Interdependence2. Feedback loops3. Inputs and outputs4. Micro- to macro-

systems

Japanese mimosa

Southern magnolia

+–

2. Systems thinking: Elements of systems

There are many elements of systems, including:

1. Interdependence2. Feedback loops3. Inputs and outputs4. Micro- to macro-

systems

InputNumber and location of

bark beetles +

Number and types of trees

+ Environmental

conditions=

OutputEpidemic

outbreak of beetles?

2. Systems thinking: Elements of systems

There are many elements of systems, including:

1. Interdependence2. Feedback loops3. Inputs and outputs4. Micro- to macro-

systems

3. Six forest health activities featuring systems thinking elements

3. Six forest health activities featuring systems thinking elements

Each activity includes:

• A lesson summary • List of Next Generation

Sunshine State Standards• List of materials• Time considerations• Behavioral objectives

Each activity includes:• Background

information • A “Thinking in

systems section”

Each activity includes:• Instructions on how to prepare for, conduct,

and assess each activity

Each activity includes:Suggestions on:• How to optimize the

learning experience• Points for discussion

and reflection• Student pages and

answer keys where applicable

Each activity includes:

• Extension ideas • Additional

resources, including the University of Florida’s SFRC Extension website for complementary resources.

Thanks!

Your suggestions and enthusiasm have driven the making of these materials. We’d love to hear your feedback on how these activities perform with students.

Good luck and enjoy teaching!