![\"Picture](\"http:\/\/uppersouthplatte.org\/learn\/wp-content\/uploads\/2013\/02\/Picture-1-300x241.png\")
<\/p>\nDear Teachers,<\/p>\n
Creating this lesson series about wood has been a challenge. As John Muir said \u201cWhen we try to pick out anything by itself, we find it hitched to everything else in the universe.\u201d\u00a0 Every facet of the forest is connected to more pieces of interesting science and information.\u00a0 It is hard to know where to start and when to stop.<\/p>\n
I grew up here in the outdoors of Colorado and made forestry my career. We had wildfires when I was a child, but they were relatively small and far from homes. There were occasional insect outbreaks that killed parts of the forest but I thought Nature could, and would, take care of itself. How these ideas can change through the years!<\/p>\n
<\/p>\n
As an adult I can see that by taking the forest for granted, we have blindly allowed our forests to become dangerously unhealthy. I have also learned the tree rings have a story to tell. By looking back at past tree growth, fire history and climate trends, we discover ways to maximize the forest health of the future.<\/p>\n
Tree ring dating is a fascinating science that takes place around the world.\u00a0<\/p>\n
Samples of wood from structures, artifacts and even fossils are carefully preserved in archives to provide links in time and place.\u00a0 The age of dwellings at ancient archeological sites, like Mesa Verde, can be determined by small samples of the wood used in tools and buildings.\u00a0<\/p>\n
The influence of climate on all living things cannot be overstated. Science continues to move toward understanding the forest and the potential effects of changing climate to develop wise management practices. Here in Colorado, the tree ring data is being used by Colorado State University, Rocky Mountain Research Station and others to describe the forest conditions before settlers took up permanent residence, before there were any records. Using tree rings we can discover visible evidence of the frequency of fire, invasive insect activity, and even speculate on the growing conditions (climate) locally for several centuries.\u00a0<\/p>\n
Trees are a valuable renewable resource in our lives and in our environment. While we take steps to ensure future forest health, researchers are looking for better ways to harvest trees and methods to use every bit of those trees to make products we use every day. A healthy, sustainable forest is a worthy goal in my mind.\u00a0 Understanding tree growth and response to climate change is just the first step. Though we can\u2019t control the climate, we can influence stewardship and responsible management for renewable forests. We all need healthy forests and a reliable supply of wood and wood products for the future.\u00a0<\/p>\n
I hope these lessons are interesting for you all. With today\u2019s internet search options, the information available for more exploration is unlimited.\u00a0 The forests of the future are in your hands.<\/p>\n
Marti Campbell, Forester
Coalition for the Upper South Platte<\/p>\n
\u00a0Teacher’s Guide<\/strong><\/p>\n About the Curriculum\u00a0<\/span><\/p>\n The Trees and Wood Products Module was designed to teach students about the many uses of wood and the importance of forest health for maintaining a robust supply of this renewable resource. \u00a0The module consists of four units – tree rings, climate, harvest, and wood products – plus a summary lesson and activity to tie all the topics together. \u00a0Each lesson includes a lesson plan, background readings, and a PowerPoint presentation with notes and\/or an activity. \u00a0The final lesson includes an assessment that covers concepts from all four units. \u00a0This\u00a0Teacher’s Guide<\/a> will give you more detailed information about this module.\u00a0<\/p>\n Objectives<\/span><\/p>\n These objectives, as they relate to Colorado standards and STEM, can be found in the Objectives, Standards, and STEM Connections<\/a> document.\u00a0 Time The estimated time for the whole module is 3.5-4.5 hours in the classroom.<\/p>\n Trees Inside and Out Lesson – estimated 45-60 minutes Supplies<\/span><\/p>\n A list of supplies is included in each lesson plan in a box at the top right of the page. For most lessons, teachers will need access to a projector for PowerPoint presentations and a computer with Internet access for YouTube videos. \u00a0All background materials, presentations with notes, and activity materials can be found below under their respective lessons.<\/p>\n Trees Inside and Out Lesson<\/b><\/b> Climate\/Tree Rings Lesson <\/b><\/b><\/b>Forest<\/strong> Harvest Lesson<\/strong> Wood Products Lesson Summary<\/strong>\u00a0<\/b>Lesson Extra Firewood Activity Additional Resources<\/strong><\/p>\n Video Reference Sheet<\/a>\u00a0– Includes links to all videos included in the lesson plans and additional videos of interest.<\/p>\n Laboratory for Tree Ring Research, Univ. of AZ. http:\/\/ltrr.arizona.edu\/about\/treerings<\/a><\/p>\n Ultimate Tree Ring Web Pages, Univ. of TN.\u00a0 http:\/\/web.utk.edu\/~grissino\/<\/a><\/p>\n NASA Earth Observatory – Paleoclimatology Spark UCAR NCAR “Build a Tree” Dendrochronology Activity\u00a0 My NASA Data – Analyzing Tree Rings to Determine Climate Change Lesson http:\/\/mynasadata.larc.nasa.gov\/lesson-plans\/climate-change-lessons\/?page_id=474?&passid=95<\/a><\/p>\n My NASA Data\u00a0http:\/\/mynasadata.larc.nasa.gov\/<\/a><\/p>\n ESF – Where did your house grow? http:\/\/www.esf.edu\/pubprog\/house\/default.htm<\/a><\/p>\n Forest Products Laboratory http:\/\/www.fpl.fs.fed.us\/<\/a><\/p>\n National Geographic – Fires of Life\u00a0\n
<\/a><\/p>\n
<\/span><\/p>\n
Climate\/Tree Rings Lesson – estimated 45-60 minutes
Forest Harvest Lesson –\u00a0\u00a0estimated 45-60 minutes
Wood Products Lesson – estimated 45-60 minutes
Summary Lesson – estimated 45-60 minutes
Extra Firewood Activity – estimated 10-20 minutes<\/p>\n
\n
Trees Inside and Out Lesson Plan<\/a>
Teacher Introduction – Tree Rings<\/a>
<\/a>Student Reading – Parts of a Tree<\/a>
PowerPoint Notes for Teachers – From the Forest
<\/a>From the Forest PowerPoint<\/a>
Tree Ring Samples<\/a>
PowerPoint Notes for Teachers – Tree Ring Extras<\/a>
Tree Ring Extras PowerPoint<\/a>
Tree Ring Student Worksheet<\/a>
Vocabulary – Parts of a Tree<\/a><\/p>\n
<\/strong>Climate Lesson Plan<\/a>
Teacher Introduction – Climate<\/a>
Student Reading – Trees Rings Have a Story to Tell
<\/a>Climate Records – 1997 to 2006<\/a>
Climate Student Worksheet<\/a>\u00a0\u00a0
Climate Worksheet KEY<\/a>
Interactive Tree Ring Climate Student Worksheet
<\/a>Interactive Tree Ring Climate Student Worksheet KEY<\/a><\/p>\n
<\/b><\/b><\/b>Forest Harvest Lesson Plan<\/a>
<\/b><\/b><\/b>Teacher Reading – Where did your house grow?
<\/a>Tree Habitats Reference<\/a>
<\/b><\/b><\/b>Harvest Background for Students Reading<\/a>
<\/b><\/b><\/b>PowerPoint Notes<\/a> for Teachers – Thinning<\/a>
<\/a><\/b><\/b><\/b>Thinning the Forest PowerPoint<\/a>
<\/b><\/b><\/b>PowerPoint Notes for Teachers – Harvesting the Forest<\/a>
<\/b><\/b><\/b>Harvesting the Forest PowerPoint<\/a><\/p>\n
<\/strong>Wood Products Lesson Plan<\/a>
Wood Products – Teacher Background<\/a>
Wood Products – Student Reading<\/a>
PowerPoint Notes for Teachers – Wood Products<\/a>
Wood in Many Forms PowerPoint<\/a>
Wood Products Worksheet <\/a>
<\/a><\/p>\n
<\/strong>Summary Lesson Plan<\/a>
Wood Industry Business Plan
<\/a>Trees and Wood Products Assessment\u00a0<\/a><\/p>\n
<\/strong>Firewood Activity<\/a><\/p>\n
\n
http:\/\/earthobservatory.nasa.gov\/Features\/Paleoclimatology\/<\/a><\/p>\n
https:\/\/spark.ucar.edu\/tree-ring-interactive<\/a><\/p>\n
http:\/\/www.nationalgeographic.com\/eye\/wildfires\/phenomena.html<\/a><\/p>\n