Beruflich Dokumente
Kultur Dokumente
Week
One:
Monday
Tuesday
Thursday
Friday
SLO: 6.1
SLO: 6.1
SLO: 6.1
SLO: 6.1
Identify reasons
why trees and
forests are valued.
Students meeting
this expectation
should be aware
that forests serve as
habitat for a variety
of living things and
are important to
human needs for
recreation, for raw
materials and for a
life-supporting
environment.
Week
Two:
Wednesday
Pre
assessment
activity
Activity:
Introductio
n to a
forest
SLO: 6.2
SLO: 6.2
SLO: 6.2
SLO: 6.2
SLO: 6.2
Describe kinds of
plants and animals
found living on,
under and among
trees; and identify
how trees affect and
are affected by
those living things.
Identify the
What is a consumer?
Use examples from the
prior example
What is a decomposer?
Week
Three:
SLO: 6.3
Describe the role of trees
in nutrient cycles and in
the production of oxygen.
Week
Four:
difference
between forests,
habitats, and
ecosystems
Start with forests
Page 5 activity
Introduce
vocabulary
words:
producers,
consumers,
composers
SLO: 6.3
Describe the role of trees
in nutrient cycles and in
the production of oxygen.
Water cycle
What is a
producer?
Use
examples
from the
prior
example
Are they a
plant or
animal?
Where do
they live?
Why are
they
important?
How do
they affect
the things
around
them?
SLO: 6.3
Describe the role of
trees in nutrient
cycles and in the
production of
oxygen.
SLO: 6.3
Describe the role of trees in
nutrient cycles and in the
production of oxygen.
Oxygen cycle
Show video and have a
discussion
Create our
own charts
of the
nutrient
cycle
SLO: 6.3
SLO 6.4
SLO 6.4
SLO 6.4
Week
Five:
Do trees and
water cycle
activity (p. 35)
Do Experiment
Make hypothesis
Check our
hypothesis
Map out
the water
cycle based
on their
findings
SLO: 6.5
SLO: 6.5
SLO: 6.5
SLO: 6.5
Identify characteristics of
at least four trees found
in the local environment.
Students should be
familiar with at least two
deciduous trees and two
coniferous trees.
Examples should include
native species such as
spruce, birch, poplar, and
pine and cultivated
species, such as elm and
crab apple
Characteristics
of four tree
species activity
Identify
characteristics of at
least four trees
found in the local
environment.
Students should be
familiar with at
least two deciduous
trees and two
coniferous trees.
Examples should
include native
species such as
spruce, birch,
poplar, and pine
and cultivated
species, such as elm
and crab apple
Provide
examples
of two
deciduous
trees
(white
birch/
poplar)
Provide
Review
Talk about coniferous
Relate to deciduous
Deciduous or
Coniferous? activity for
similarities and
differences (journal
activity)
Week
Six:
examples
of two
coniferous
trees
(Spruce
and pine
tree)
In groups
they can
take the
examples
and find
the
characterist
ics
SLO: 6.6
Describe and
classify leaf shapes,
leaf arrangements,
branching patterns
and the overall
form of a tree
Talk about
the shapes
of a leaf
and leaf
margins
(Linear,
oblong,
etc)
Jigsaw
Give each
group a
shape and
margin
Have
experts
SLO: 6.6
SLO: 6.6
SLO: 6.6
Week
Seven:
SLO: 6.7
Interpret the growth
pattern of a young tree,
distinguishing this years
growth from that of the
previous year and from
the year before that.
Students meeting this
expectation should
recognize differences in
colouration and texture
of new growth and old
growth, and locate scars
that separate old and new
growth.
Week
Eight:
split up and
teach the
rest of the
class
SLO: 6.7
Tree cookie
activity
SLO: 6.8
Identify human uses of
forests, and compare
modern and historical
patterns of use.
Identify
SLO: 6.7
SLO: 6.7
SLO: 6.7
SLO: 6.8
SLO: 6.8
Presentations
Have students
be detectives.
Give samples
of tree cookies
and have them
tell what they
think the trees
life has been
like.
Have 6 stations
with different
pictures for
them to look at
Week
Nine:
human uses of
trees.
Group
brainstorm
What do we use
forests
for
today? What did
they use forests
for in the past?
Show a short
video
Have
students
write on chart
paper what we
use chart paper
for today
And what forests
were used for
SLO: 6.9
Identify human actions
that enhance or threaten
the existence of forests
Finish
presentations?
Wiggle room
day.
Have
a
fun
activity at the
end
Have 12
stations set
up. Each
group gets
a ten year
span of
history and
what the
forests
were like.
They then
need to
interpret
and draw
that onto
their chart
paper.
SLO: 6.9
SLO: 6.9
SLO: 6.9
SLO: 6.9
Identify human
actions that
enhance or threaten
the existence of
forests
Easter
island
example
Talk about
the overuse
of trees
Show Fern
Gully or
read the
Lorax
Week
Ten:
SLO: 6.10
SLO: 6.10
SLO: 6.10
SLO: 6.10
Identify an issue
regarding forest use,
identify different
perspectives on that
issue, and identify actions
that might be taken.
Identify an issue
regarding forest
use, identify
different
perspectives on that
issue, and identify
actions that might
be taken.
True noble
example of the
trees not
growing
Alberta and BC
do not burn trees
on purpose so
they gt to old
age, which
makes them
susceptible to
disease.
Saskatchewan
burns theirs and
they are stronger
against disease.
Fire burning
forest policy)
Clean up day
Week
Hand out study
Eleven
guide
:
Project
Week
Twelve
:
Give the
students
examples
of issues
and split
them into
developers
and
conservatio
nists
(clear cut
logging, )
Explain the
issues at
hand and
then have
them
debate both
perspective
s.
Class study day
Project
Project
Project
Project