Boston School Forest

Fifth Grade

Curriculum


Introduction

The mission of the Boston School Forest is to provide the youth of Stevens Point area schools educational opportunities that foster personal growth as well as awareness, knowledge, and appreciation of the natural world leading to sound stewardship of the earth.

Environmental education programs that are the most effective emphasize students’ involvement and interaction with the natural environment. The Boston School Forest is the living laboratory for our youth to study, learn from, and explore. The Boston School Forest curriculum is intended to provide classroom teachers, school forest staff, and volunteers with lessons, activities, and background information on the environmental education topics studied in our living laboratory, the school forest.

The Boston School Forest’s curriculum is designed to correlate directly with the Stevens Point Area Public School District curriculum. Our goal is to have students benefit the most from their school forest experiences. They will develop a deeper understanding of the concepts learned at the school forest if they are prepared and have time to reflect and review concepts learned.

The curriculum contains optional pre and post fieldtrip lessons that are flexible and brief. Teachers can apply their professional knowledge and insight as to how extensively these activities will fit into their teaching plans. These activities aren’t intended to add an additional burden to our very busy classroom schedules. It is hoped that they can be of help to teachers and enhance the learning experiences of our students.

When teachers have a multi-aged or split grade class, they can choose which school forest lessons they would like to have the school forest staff teach. Contact the Environmental Education Coordinator to make arrangements.

The first curriculum written for the school forest in the 1967-1968 school year has been lost in time. It is intended that this renewed effort will be continued into the future with regular updates and additions. The curriculum writers invite teachers to share their ideas and suggestions for additional activities that will enhance this document. All contributors’ activities included will be acknowledged in updated copies of the curriculum.

The following people deserve acknowledgement for their time, dedication and thoughtful insight into the planning and development of this document; Allison Bancker, Jerry Corgiat, Karen Dostal, Pat Hoffman, Kathy Kruthoff, Lori Lampert, Judy Mansavage, Cris Miller, Casey Nye, and Susan Zook.


Curriculum

Scope and Sequence

Students in the Stevens Point Area Public School District visit the Boston School Forest each year from Kindergarten through 6th Grade. The visit occurs in a designated season and engages students in activities related to an age-appropriate theme.

Environmental Education Curriculum Topics
Grade / Environmental Appreciation / Sensory Awareness / Adaptations / Biodiversity / Ecology / Ecosystems / Energy / Forestry / Habitat / Life Cycles / Outdoor Recreation / Service Learning / Taxonomy
K /  /  /  /  / 
1 /  /  /  /  /  / 
2 /  /  /  /  /  /  /  /  / 
3 /  /  /  /  /  /  /  / 
4 /  /  /  / 
5 /  /  /  /  / 
6 /  /  /  /  / 
Seasons and Themes by Grade Level
Grade / Season / Major Theme(s)
K / Winter / Basic Needs
1 / Winter / Life Cycles through the Seasons, Animal Groupings
2 / Spring / Pond and Forest Ecosystems, Life Cycles
3 / Fall / Biodiversity, Food Chains, and Webs
4 / Winter / Wisconsin Forests, Seasonal Differences
5 / Fall / Orienteering, Classification, and Characteristics of Trees
6 / Spring / Wilderness Survival, Service Learning

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Stevens Point Area Public Schools

Fifth Grade Boston School Forest Curriculum

Curriculum Areas:
Environmental Science, Social Studies, Language Arts, Math, Physical Education / General Topic:
Orienteering, Tree Classification / Subtopics:
Trees, Classification
Standards and Benchmarks / Teaching Strategies & Student Activities / Teacher Resources / Assessment tools

Science

F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms
F.8.6 Understand that an organism is regulated both internally and externally
F.8.7 Understand that an organism's behavior evolves through adaptation to its environment
C.8.3 Design and safely conduct investigations that provide reliable quantitative or qualitative data, as appropriate, to answer their questions
C.8.4 Use inferences to help decide possible results of their investigations, use observations to check their inferences / LEAF - “Me as a Tree”
Use a dichotomous key to identify objects
Review the uses of a compass
Explain how the compass works

Know the features of a compass

Know how to use a compass / LEAF worksheets and manual
Dichotomous Key / Observations
Dichotomous key can be graded for accuracy in its application

Stevens Point Area Public Schools

Fifth Grade Boston School Forest Curriculum

Curriculum Areas:
Environmental Science, Social Studies, Language Arts, Math, Physical Education / General Topic:
Orienteering, Tree Classification / Subtopics:
Trees, Classification
Standards and Benchmarks / Activities / Teacher Resources / Assessment tools
Environmental Education
A.8.1 Identify environmental issue * questions that can be investigated using resources and equipment available (see SC Inquiry; LA Research)
A.8.2 Collect information from a variety of resources, conduct experiments, and develop possible solutions to their investigations *
A.8.3 Use techniques such as modeling and simulating to organize information gathered in their investigations * (see Mathematics [MA] Process)
A.8.4 Use critical-thinking strategies to interpret and analyze gathered information (see SC Inquiry)
B.8.1 Describe the flow of energy * in a natural and a human-built ecosystem * using the laws of thermodynamics (see SC Physical Science) / What tree is that?
Orienteering / Boston School Forest Activities / Observations
Completion of tree activity
Completion of compass course

Stevens Point Area Public Schools

Fifth Grade Boston School Forest Curriculum

Curriculum Areas:
Environmental Science, Social Studies, Language Arts, Math, Physical Education / General Topic:
Orienteering, Tree Classification / Subtopics:
Trees, Classification
Standards and Benchmarks / Activities / Teacher Resources / Assessment tools
B.8.2 Explain how change is a natural process, citing examples of succession, * evolution, * and extinction
B.8.4 Map the levels of organization of matter; e.g., subatomic particles through biomes (see SC Physical Science)
D.8.3 List reasons why an individual or group chooses to participate or not participate in an environmental issue * or problem *
F.8.2 Explain the importance of characteristics (such as, trust, patience, self-discipline, respect, and open-mindedness) that enable people to function together to resolve environmental issues * / What tree is that?
Orienteering / Boston School Forest Activities / Observation
Completion of compass course
Completion of dichotomous key activity

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Boston School Forest

Fifth Grade Lesson Outline

I.  Purpose
These lessons provide options for classroom teachers to extend students’ experiences at the Boston School Forest. You are encouraged to use the pre- and post-field trip fifth grade lessons in whole or in part to help introduce and reinforce basic concepts and vocabulary, to extend enthusiasm generated at the forest, and to challenge students to assimilate their knowledge beyond the forest visit. The optional follow-up family activity letter is included for you to copy and send home if you choose.
II.  Pre-Field Trip Options
a. The First Forest by John Gile/Meeting Trees by Scott R. Sanders Sheet
b.  Parts of a Compass Activity
c. Classification Activity with Dichotomous Keys / 15
III.  Post-Field Trip Options
a. “Me as a Tree” Activity 1 (activity sheet comparing parts of trees to human parts)
b.  “Me as a Tree” Activity 2 (activity sheet and game comparing basic needs of trees to human needs)
c. “Me as a Tree” Activity 3 (discussion and game comparing life stages of trees to human life stages)
d.  Plans and ideas you have / 19
IV.  Family Extension Activities
a.  Tree Trivia / 23
V.  Boston School Forest Activities
a.  Orienteering
b.  What Tree is That? / 24
VI.  Appendix 1. Multiple Intelligences Chart / 28
VII.  Appendix 2. EE Subgoals Model / 29
VIII.  Appendix 3. Boston School Forest History / 30
IX.  Appendix 4. Location and Directions / 34


Boston School Forest

Fifth Grade Pre-Field Trip Option

District Curriculum Topic: Forestry, Environmental Appreciation

School Forest Theme: Wilderness Survival, Tree Classification

Topics: Parts of a Compass, Classifying Trees, Appreciation of Trees

Alignment to State Standards: EE A.8.2, A.8.4, A.8.6, E.8.2

Multiple Intelligence Connections: Visual-Spatial, Logical-Mathematical

Lesson Length: 30 minutes for each option

Supplies/Technology:

·  “Get to Know Your Compass” activity sheet (attached)

·  Dichotomous key (attached)

·  The First Forest by John Gile, Meeting Trees by Scott Russell Sanders, or another book of your choice to read aloud

Process: (Strategies and Activities)

Choose one or more of the following options:

  1. Parts of a Compass. Follow the “Get to Know Your Compass” lesson sheet found here. Direct students to label the parts of the compass.
  2. Dichotomous Keys. Explain the Multi-Stage Classification Form found here. This is an example of a dichotomous key. See the example shown here for classifying candy wrappers.
  3. Direct students to choose items to be classified.
  4. Instruct them to compare the items and complete their chart according to attributes they list.
  5. Have students share/explain findings from their charts.
  6. Tree Stories. Read/discuss a picture book with a tree emphasis. Suggestions: Meeting Trees by Scott Russell Sanders, The First Forest by John Gile, or another of your choice.


Get to Know Your Compass

Read the following definitions for the parts of a compass. Use the definitions

to help you fill in the blanks to label the compass parts on the diagram.

PARTS OF A COMPASS VOCABULARY

Compass: A device used to determine geographic direction especially a magnetic needle mounted on a pin so it is free to pivot until aligned with the magnetic field of the earth.

Base plate: The rectangular plate on which the compass housing is mounted.

Direction arrow (direction of travel arrow): The arrow on the base plate of the compass which points in the direction of travel when the compass is oriented properly. Also called the “nose” because it faces the same direction as your nose when used correctly.

Housing: The circular moveable “house” of the magnetic needle which rests upon the base plate. The housing has markings for 0 to 360 degrees around the outer perimeter.

Magnetic needle: A magnetic strip suspended on a pivot that is painted red on the end that points toward Magnetic North (in the northern hemisphere.)

Shed Arrow: The hollow red arrow within the housing.

Index Line: Short white line on the dial of the housing used to set the degree reading for direction of travel.

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Multi-Stage Classification Using a Dichotomous Key

Type of objects to be classified: ______
Attribute:______/ Not:______
Attribute:______/ Not:______/ Attribute:______/ Not:______
Attribute:
______/ Not:
______/ Attribute:
______/ Not:
______/ Attribute:
______/ Not:
______/ Attribute:
______/ Not:
______

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Dichotomous Key

Sample Classification

Type of objects to be classified: ___Candy Wrappers______
Attribute: ____Paper______/ Not: ___Paper______
Attribute: __Waxy______/ Not: __Waxy______/ Attribute: __Foil______/ Not: ___Foil______
Attribute:
Rectangular
A / Not:
Rectangular
B / Attribute:
Red
C / Not:
Red
D / Attribute:
Silver
E / Not:
Silver
F / Attribute:
Round
G / Not:
Round
H

A wrapper classified in slot B would be a not rectangular, waxy, paper candy wrapper. A wrapper in H would be a not round, not foil, not paper candy wrapper. This is an activity that can be done on the chalkboard. Adhere a magnetic strip to each wrapper.

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Boston School Forest

Fifth Grade Post-Field Trip Option

District Curriculum Topic: Forestry, Environmental Appreciation

School Forest Theme: Assimilate information from the Boston School Forest

Topics: Classifying Trees, Appreciation of Trees

Alignment to State Standards: EE A.8.2, A.8.4, B.8.2

Multiple Intelligence Connections: Interpersonal, Linguistic-Verbal, Visual-Spatial

Lesson Length: 30-40 minutes for each option

Supplies/Technology:

·  LEAF Lesson Plans and activity sheets (attached)

Process: (Strategies and Activities)

Choose one or more of the following options. Follow the attached LEAF lesson plans.

  1. “Me as a Tree” Activity 1 - Students compare the parts of a tree to the parts of a human and discuss how these parts have similar functions. (Activity sheet)
  1. “Me as a Tree” Activity 2 - Students compare the basic needs of a tree with those of humans. (Activity sheet and game)
  1. “Me as a Tree” Activity 3 - Students compare the life stages of a tree with the life stages of humans and discuss similarities. (Game with Life Stage cards used to play a variation of “Pit”)

The LEAF Lesson Guide contains grade-level specific forestry units. The guide is obtained by taking a LEAF course. For more information and upcoming dates visit the LEAF website at: www.uwsp.edu/cnr/leaf or call (715) 346-4956.


“Me as a Tree” Activities

PROCEDURE

INTRODUCTION

  1. Begin by showing students pictures of trees or observing actual trees in the schoolyard. Ask students to make comparisons between different trees. (One tree has dark brown bark and another has light brown; one tree has leaves and another has needles, etc.)
  1. Next, ask students to compare trees with people and provide examples of what they have in common and why. (Accept any reasonable responses. People have legs and arms and trees have branches.) Ask what makes trees and people different. (Trees can’t move; trees have green leaves, etc., again accepting reasonable answers.)
  1. Explain that, in the next activities, students will be comparing trees and humans.

ACTIVITY 1

  1. Tell students that they will be comparing the parts of a tree to the parts of a human and discussing how these parts have similar functions. Display the overhead transparency of the Student Page 1. Trees and Humans, and distribute a copy of the page to each student.
  1. Explain that all of the choices for the parts are listed at the bottom of the page and students should write them in the blanks. Each numbered part on the tree diagram corresponds with a numbered part on the human diagram with a similar function. The functions are listed on the left side of the page as clues to determine what the parts are.
  1. Once students have completed their worksheets, have them help you fill in the blanks on the overhead transparency. As you fill in each pair of numbers, explain more about the function that corresponds with the number. (See Teacher Key 1, Trees and Humans Key.)
  1. After completing discussion of Student Page 1, Trees and Humans, point out that just as veins and arteries in humans have specialized jobs (veins transport blood containing waste and arteries transport blood containing oxygen), the xylem and phloem in a tree have specialized jobs too.
  1. Display the overhead transparency of Student Page 2, Inside a Tree, and hand out a copy of the page to each student. Tell students that the job of xylem, phloem, and other layers of a tree are described on this handout. Have students read the description of the tree layers and write the answers in the blanks.
  1. When students are finished, ask volunteers for their answers and write them on the overhead. (See Teacher Key 2, Inside a Tree Key.)

EXTENTION: Weave forestry education throughout your curriculum and strengthen language arts skills by having students journal their thoughts. After each activity, assign students to make journal entries that relate to the activity. Prompt them with questions to answer. For example: assign students to write a one-page journal entry of their life as if they were a tree. They should describe the important tree features and what those features do.