{"id":201,"date":"2012-03-01T16:35:55","date_gmt":"2012-03-01T16:35:55","guid":{"rendered":"http:\/\/learn.uppersouthplatte.org\/?page_id=201"},"modified":"2016-03-30T00:33:06","modified_gmt":"2016-03-30T00:33:06","slug":"trees-in-the-forest","status":"publish","type":"page","link":"https:\/\/uppersouthplatte.org\/learn\/trees-in-the-forest\/","title":{"rendered":"Trees in the Forest"},"content":{"rendered":"

I would like to thank you for choosing this topic. I have not found a textbook that covers the \"Tree\"<\/a>important science that focuses on our nation\u2019s forests and fire regime. In fact, if you look at most of the science textbooks the Hayman Fire is mentioned only in reference to poor air quality standards. The burden falls upon Colorado\u2019s teachers to learn on their own. Thank you for making the time to learn. I highly recommend Project Learning Tree workshops to learn more. Contact the Colorado State PLT coordinator at 303-278-8822 to learn more or visit the Colorado PLT website at www.coloradoplt.org<\/a>.<\/p>\n

At the Coalition for the Upper South Platte (CUSP), we find this particular topic very close to our hearts. Your students will either be working on restoration of the burn area or prevention of another catastrophic burn. They will learn a little forest history, how trees function, and what forests need to thrive. \u00a0Our deepest desire is for the students to be able to articulate the unique qualities of a Ponderosa Front Range Forest, and in time, as they mature as students, understand how the forest’s health relates to all of us.<\/p>\n

Cordially yours,<\/p>\n

Theresa Springer<\/em><\/p>\n

Environmental Education Coordinator<\/p>\n

Theresa@uppersouthplatte.org<\/a><\/p>\n

Service learning activities offered by CUSP in the areas of habitat restoration, forest health, and fire mitigate would complement this module. \u00a0To schedule a service learning activity please <\/span>click here<\/a>.<\/p>\n

\n

Teachers Guide Background Information<\/strong>
\nHayman Fire<\/strong>
\nIt is extremely hard to separate the human hardships from the ecological damage of the\u00a0Hayman fire. I found it impossible. I am proud to say CUSP, as a watershed protection\u00a0group, feels the same way. Perhaps it was because our immediate concern was for the\u00a0victims of the fire \u2013 the private property owners. People cried on our shoulders, vented\u00a0their frustrations, and gave us their utmost trust. It was a very humbling experience. It is\u00a0one thing to watch a disaster on TV, far removed from the devastation, it is quite\u00a0another to step into a disaster area and become one of the rocks the victims depend\u00a0upon. Our souls have forever been changed. We raked and seeded, sand bagged, built\u00a0erosion control barriers, planted trees, shoveled mud, and organized thousands of\u00a0volunteers. It is not over. The restoration will take many decades.\u00a0Preventing another catastrophic fire is possible, though it will take a very long time. My\u00a0goal is to impress upon you that fire is a part of the natural cycle. This service learning\u00a0project your students are participating in provides a snapshot into one type of forest\u00a0ecosystem. I have found through the years, the idea of a healthy forest in people\u2019s\u00a0minds relates to the forest they visit or to the forest where a house is, but rarely to\u00a0both. The science presented here represents a quick and easily understandable\u00a0investigation into ponderosa pine dominated forest stands.<\/p>\n

Teacher Master Guide<\/a>\u00a0in pdf<\/strong> format<\/p>\n

\n

Time<\/strong>
\nStudents should work on the module in the classroom before going out into the field for a service learning activity.
\nThere will be a pre and post assessment. Classroom teaching time will be 4 to 4.5 hours,
\nincluding the assessment time.
\nPre-Assessment<\/em>: 15 minutes
\nParts of a Tree<\/em>: 50 minutes for the first half and 20 minutes for the second half.
\nPhotosynthesis<\/em>: 20 minutes for setup; 30 minutes for\u00a0results, reading, and journal . This activity will
\ntake longer and require more guidance for 4th graders.
\nTree density<\/em>: 60 to 90 minutes
\nDiscussions<\/em>: putting it all together 30 minutes
\nPost-Assessment<\/em>: 15 minutes.
\nTeacher\u2019s guide readings will take 1 to 2 hours. There are links and resources in the
\nguide that will help extend this into a more in-depth unit.<\/p>\n

Objectives<\/strong>
\nStudents will: (1) name the parts of a tree; (2) understand how different parts of a tree
\nhelp the tree function; (3) review photosynthesis; and (4) draw a connection between
\ntree density and carrying capacity<\/p>\n

Student inquiry question: How does the spacing of trees affect fire severity?<\/p>\n

Time and Objectives<\/a>\u00a0in\u00a0pdf<\/strong>\u00a0format<\/p>\n

\n

Teacher Resources
\n<\/strong>Supplies<\/a>
\nStandards, STEM, & Application<\/a>
\n<\/a>Background Information<\/a><\/p>\n

 <\/p>\n

Activities
\n<\/strong>Activity 1<\/strong>– PLT<\/a>
\nActivity 2<\/strong> – Photosynthesis<\/a>
\nActivity 3<\/strong>\u00a0– Part 1<\/a>
\n<\/strong>Activity 3<\/strong> – Part 2<\/a>
\n<\/a>Activity 3<\/strong> – Part 3<\/a><\/p>\n

 <\/p>\n

Student Activities<\/strong><\/p>\n

Activity 3 – Part 1:<\/strong> Student Reading<\/a>
\nActivity 3 – Part 2:<\/strong> Student Reading<\/a><\/p>\n

 <\/p>\n

Documents & Materials
\n<\/strong>Pre and Post Assessments
\n<\/a>Tree Factory
\n<\/a>The Parts of a Tree Worksheet
\n<\/a>Functions of the Tree Parts Worksheets
\n<\/a>Vocabulary<\/a>
\nExcerpts from Anatomy of a Tree<\/a><\/p>\n

\n
\n

Suggested Reading<\/span><\/h1>\n<\/div>\n

National Wildfire Coordination Group, \u201cWildland Fire in the United States.\u201d Boise, Idaho.<\/p>\n

U.S. Department of Agriculture-Forest Service and your State Forester. \u201cThe True Story of Smokey Bear.\u201d Western Publishing Company, Inc. and the Ad Council, 1960<\/p>\n

Lifetime Learning Systems, Inc., \u201cSmokey and Friends What you can do to Prevent Wildfires.\u201d A division of Weekly Reader, and the Ad Council.\u00a0 2002<\/p>\n

USDA \u201cFaces of Fire.\u201d U.S Forest Service, Fire and Aviation Management- March 1998<\/p>\n

Merrill R. Kaufmann, USDA US Forest Service, Peter Marchand, Catamount Center for Geology of Southern Rockies\u00a0 and Ayn Shlisky, The Nature Conservancy, \u201cGood Fire, Bad Fire.\u201d US Government Printing Office:2006-775-242\/M3847 Region No.8<\/p>\n

Patrick Cone, \u201cWildfire\u201d Minneapolis, MN. First Avenue Editions, The Learner Group. 1997<\/p>\n

\n

Links<\/span><\/h1>\n<\/div>\n

Photosynthesis\u00a0http:\/\/www.teachervision.fen.com\/tv\/printables\/botr\/botr_022_11-11.pdf<\/a><\/p>\n

Project Learning Tree\u00a0http:\/\/csfs.colostate.edu\/pages\/project-learning-tree.html<\/a><\/p>\n

A Year in the Life of a Mountain Pine Beetle\u00a0http:\/\/csfs.colostate.edu\/pdfs\/Buford_MPB_Book.pdf<\/a><\/p>\n

A Year in the Life of a Mountain Pine Beetle Coloring Book\u00a0http:\/\/csfs.colostate.edu\/pdfs\/BufordColoringBookFINAL.pdf<\/a><\/p>\n

Trees: The Carbon Storage Experts\u00a0http:\/\/www.dec.ny.gov\/lands\/47481.html<\/a><\/p>\n

Urban Forest\u00a0http:\/\/www.coloradotrees.org\/why.php<\/a><\/p>\n

Life of a Tree\u00a0http:\/\/www.arborday.org\/kids\/carly\/lifeofatree\/<\/a><\/p>\n

\n

References<\/span><\/h1>\n<\/div>\n

Colorado State Forest Service\u00a0http:\/\/csfs.colostate.edu<\/a><\/p>\n

Trees: The Carbon Storage Experts\u00a0http:\/\/www.dec.ny.gov\/lands\/47481.html<\/a><\/p>\n

Urban Forests\u00a0http:\/\/www.coloradotrees.org\/why.php<\/a><\/p>\n

Living with Fire: Protecting Communities and Restoring Forests Findings and Recommendations of the Front Range Fuels Treatment Partnership Roundtable, May 2006\u00a0http:\/\/www.centerwest.org\/publications\/pdf\/livingwithfire.pdf<\/a><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

I would like to thank you for choosing this topic. I have not found a textbook that covers the important science that focuses on our nation\u2019s forests and fire regime. In fact, if you look at most of the science textbooks the Hayman Fire is mentioned only in reference to poor air quality standards. The […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-201","page","type-page","status-publish","czr-hentry"],"_links":{"self":[{"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/pages\/201","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/comments?post=201"}],"version-history":[{"count":37,"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/pages\/201\/revisions"}],"predecessor-version":[{"id":1762,"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/pages\/201\/revisions\/1762"}],"wp:attachment":[{"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/media?parent=201"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}