Lesson 5
 
OVERVIEW OF LESSON PLAN:
In this lesson, students learn about the causes and effects of the spread of
tree diseases in the United States, and research certain American species of
trees and the diseases that commonly threaten them. They then synthesize
their knowledge by creating pamphlets that help readers identify examples of
healthy and ailing trees.
 
SUGGESTED TIME ALLOWANCE:
45 minutes- 1 hour
 
OBJECTIVES:
Students will: 
1. Explore the shared and varied traits of trees.
2. Research certain American species of trees and the diseases that commonly
threaten them. 
3. Synthesize their understanding of trees and tree diseases by creating
pamphlets from the United States Forestry Service that aim to help part
visitors identify certain examples of healthy and ailing trees.
 
 
RESOURCES / MATERIALS:
-student journals
-pens/pencils
-paper
-classroom blackboard
-markers or colored pencils (enough for all groups)
-resources for researching trees and tree diseases (science and biology
textbooks, encyclopedias, books on trees and tree diseases, computers with
Internet access)

TEKS:

5.1)  Scientific processes. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations

5.2)  Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(B)  collect information by observing and measuring;

(C)  analyze and interpret information to construct reasonable explanations from direct and indirect evidence;

(D) communicate valid conclusions

Engage
1. Students respond to the following prompt, written on the
board prior to class: "On a piece of paper, draw a tree, including as much
detail as possible." After a few minutes, divide students into five small
groups and have them share their images. What features do their drawings
have in common? How do their images differ? After they have had the
opportunity to share in small groups, each group should report back to the
class. Create two columns on the board, labeled "Shared Traits" and "Varied
Traits," and as students share their tree features, write their ideas in the
appropriate columns on the blackboard.
 
Explore:
Explain to students that today they will be working for the United States
Forestry Service to create pamphlets to be distributed throughout United
States parks to help visitors identify different types of trees and the
diseases that currently threaten them. In order to educate the park
visitors, their pamphlets will need to include basic identifying features of
the tree species and symptoms of the diseases that they may detect. Regroup
students into five groups, and have each group select a slip of paper or
index card with the name of a type of tree (chestnut, elm, oak, dogwood, and
Port Orford cedar). Using all available resources, each group completes the
following tasks (written on the board for easier student access):
--Draw an image of a healthy example of the tree. This should include
close-up images of a leaf, bark, and any flowers, seeds or fruits that the
tree produces. 
--Describe the ideal conditions for this tree to thrive, and list the
regions where this tree is commonly found.
--Explain how other plants and/or animals are dependent on this tree for
their survival. 
--List the symptoms of this disease and explain how it is commonly spread.
Explain:
After completing their research, each group develops an
illustrated pamphlet that synthesizes their findings. Students should
display them on the bulletin boards or walls of the classroom. Each group
might also present their research to the class, allowing other students to
draw parallels or point out differences between their researched tree
diseases and that being presented.
 
Elaborate:
--What is the relationship between globalization and the spread of disease
in plants, animals and humans?
--How is the aesthetic value of a certain type of tree related to the
attention it receives during blight?
--How do trees play important roles in an ecosystem?
--How can genetic research possibly offer solutions for ailing tree species?
--How can biological diversity protect tree and animal species from disease?
 
 
Evaluate
Students will be evaluated based on their initial drawings, participation in
class discussion, and thoughtful participation in their group research and
pamphlet creation.