Arbor Week Activity Guide

60 Pages·1997·73.7 MB·English

by  Missouri Department of Conservation

MJ
CON.Fo 2:
Ar 1/2/997
-
.
·CaanrDdei stroiSf'e veudtliionngs
A
tt hneu rstehryse,e edlfoirny gosuc rl asshraovoem
beegnr adceodu,n taenbddu ndTlheedtn.h, ea yr e
placiencdo lsdt oruangtesi hli ptpoe dy Uosuu.at lhley
seedlwiirnleglas yc ohu src howoilt thwidol1a yasf ter
leavtihnnegu rsTehrsyee. e dlfoiran lgtlshfo eu rthg rade
clasis(lye osub ru ildianrgri_inowvn iebel u ln dTlhee.s e
seedlYviinnleglest d ob ed istriabmuotnteghdc e l asses.
Folloawriiedn egfoa rsc araen d �istorfyi obuurt iAornb or
Dasy eedlings:
A Pritoo rd istriboufst eieodnl ings
Haveea csht udebnrtia nc gl epalra sbtaiagcb out the
sizoefa b rewarda pfpreorhm o me.
B.When steheed lairnrgisv e
1.Pour cold twhoaetp eeernn odif tn htbeou ndle
toke espe edrloiontgs bmuontio swtte ,t .,
2.Ipfo ssirbelfer,i gseeraetdel( i3n3g-sd4 e0g rees);
otherpwliasiceane,c ooslh.a dpelda_Pc reo.t ect
-seedlfirnofgmrs e ezwihniwgco,hu klitdlf:i le _m.
3.Don ootp etnh beu ndulntieyl o aur ree atdoy
di_tsribtuhtseee eqltiosn tgusd ents.
C.Atd istribtuitmieon
1.Packiangdei vsiedeudalli ngs.
Wratph reo ootfes a cshe edilpnia npgte orw els.
Ditph wer appterdei enw a taenrpd l aictneh e
plastic bag.
Titeh bea cgl osaebdo tvhere o outssi ng string,
tapoert wist-ties.
2.Revipelwa nitnisntgr uocnt.iToRhniesg h tiTnree
ThRei gPhaltc peo stweirts ht udeEnmtpsh.a size
thafotrt hsee edtloil niigvt ers,o omtuss btek ept
moiusntt iiitlsp l anted.
3.Bes ureea csht udehnaatss eedtlrieaneng d
ThRei gThrtei enT hRi';i gPhaltc peo ster
I
4.Encousrtaugdee tnopt lsa tnhtet irre aesss o on
asp ossible.
. GARNETT IBLRARY
..
ArbWoeAreck t iGvuiitdye
TABLOEF C ONTENTS
DeFaoru GrratdhTe e a.c.h.e.r. ..............2. ..............................
.A NBeewgn ii.g..n . . . . ... . .. .. . .. . .. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . . . . . . . . . 2
ThHei stoAofrr byDo ya.r ...............:... ..'. . 3.. .........
Da1y· oAfr bWoereM ko:rt eh aLne a.v.e.s. ......·.. .....,...4 ...-. ...... .......
Da2yo Afr bWoereA kc:ot roTn r teoSe o .i.l · ·. .·. .·. .·. .·1. 2. .........
Da3yo Afr bWoekr:eT rCeoeo .k.i.e.s. ...........1.8. ........................
Da4yo Afr borT'rWeaeeneUsdks. : . . ·············•···········23
Da5yo Afr bWoereA kr:bD oarCy e remony. ..3.0. .
ResoSuercc.te.i .o.n. ... ......... ......·.3.4.. .....
AdditAicotni.avi.lt. i.e.s. ..... ........ .......3..4.. ... ..
WheArrete h Ien crEeddiib.bl.le.es. .?. .... ..36
ForFeasctCt rso ss.w.o.r.d.:. . ........... ....... ..3..7 . ...............
'MisrsisoF' uor.eY setsst.e.r day .. 3.9
MissFoourr:eiTos'dtsa.s y. . .. 41
To CuotrN ottoC u.t.?. ...........................4..2.. ..................
ThretaoHt esa lthty.s, Fores .....,.. .......4..3.. .....
AM icro'wTarCveoeeoR keice.i" p e .. ...4.5. ....
ArbDoarPy o e.t.r.y. ....:._.. ............. ......... ...... .4..5.. .. ..
Son.g.s.. .... .....................-...4.8. ................................
AdventiuRnre easgd. i.n........-:-................. .........5 . 0. .
Vid.e.o..s . . ··,•··5·1···
TrTereu nks. .. ....5.2. .....
Sour,ocfIe nsfo rm.a.t.i.o.n. ....... ...·..·.·.•.·.·.·.·.·.5.3..
MissDopeaurrtim oeCfn otn serFvoarDteiissottn .r ic..t .s..5.4. ..
MissDoeupr�aeirn ottCf onsepnrE vdautciaDtiisot.nr. i.c.t.s5. 5. ......
Gl;5oasry. ..·.. .. ........5.5. .............
·Dea,r Fourth Grade Teacher:
T
his Arbor Week Activ1ty Guide is dedicated to songs, games and activities that can be used thro~gh
helping your students learn more about trees and out the entire year. Also inclwded is information about
conservation through hands-on learning experiences. Missouri's forest industry, planting·trees and addresses
Every lesson in this guide centers around a particular fur.additional resource information.
th_eme for each day of Arbor Week and provides you,. Our "Adventures in Reading" section will help those
the educator, with interesting ahd useful background of you who are working in a whole language classroom or
information. You may want,t o choose a few or m~ny of using literature-based units with your students. Besides ·
the daily activities that will enable your students t6 · a large selection of literature.you also will find a list of
,learn about the signincance of trees in their lives and tny videos that will enhance your Arbor Week program.·
contrfbutions trees make to Missouri's environment and This Arbor Week hctivity Guide is to be used in cori-.
economy. The activities in this guide can supplement • junction with the distribution of seedling tre:es .. Each year
' your lessons in science, language arts, social studies, , the statewide Arbor Week Program results in the distrib
math, music, art and physical education. You will ution of about 140.000 seedling trees and'nearly 4,000
even -And an Arbor Day Ceremony to end your wee~ Arbor Week ,(\c'ti_vity Guides. If you have not received your
of activities. · _s eedling trees by the nrst Friday in April please call the
Included in this guide are_ col9rful posters to enhance State Forest Nursery ih Licking, Mo., at 573/674-3229.
your teaching and "Kid's Pages" that can be reproduced After you_ receive your trees please store them in a cool,
for student use. . In addition, each daily lesson provides moist location until you·are ready to distribute them to
measures for assessment of learning, rubrics for us_e as your students. • -
a grading guide and activities that easily can -At into,your
stl'..ldents' portfolios. A resourc·e section is provided that HAPPY ARBOR WEEK!
contains additional lessons, poems about Arbor Di:IY,
·••'••·················································'···························· .. -·-·········.· ······························.· ··············' ··································································································
A· New Beginning·
TREES~ -A CROSS-CURRICULAR THEMATIC UNIT
T-he lessons in this Arbor Week Activity Guide are rugs, comfortable chaics and a bookshelf or stack
to
designed be interwoven with ~ach oth~r. They incorpo able crates. lnvfte the stui.lents to share their own
r.ate the use of higher level and critical thinking skills. They favorite tree books._
are designed to encourage f1uency, creativity and expan
2. Create a science table for displaying tree and forest
sion of ideas. In apdition, the lessons are designed to .
related items such as tree cookies, seeds,br.anohes,
meet the different learning styles of your stud~nts. Each
· leaves, tree-bark, etc.
le~son ends with performance assessment activities.
The rubric provided is ·meant to be f1exible so you can · 3. Create an art studio and gallery. Find a space where
assess khowledge learned based on the activities you ~tudents can do leaf and bark rubbing~. make col-
'
.
have chosen to use. When completed, you can put these lages of seeds, leaves, ~ark, twigs or express'therr
assessments into the students' portfolios. The Resource creativity in' ways best suited for them. Display their ,
Section of this book is a grea:t source for additional artwork in a special location.
lessons, information and ideas. As you begin your Arbor
4. Invite students to design.a tree bulletin board or
Week activities, consider the;ie ideas:
mural to go with different lessons in this guide. .
1. · Develop a reading corner - a quiet place for trea-
5 , Plug in the computer and let students ehj oy the
suring books. Display several -Action and nol'lnction - · CD-ROM Habitactics which is either in your school
books about trees and forests· Adventures in
· library or available from the Missouri Department
Reading, in the Resource Section, will give you a list of Conservation. Check the Resource-Section for
of bobks that your students rr)ight enjoy. M,ake your
information on ordering.
reading area inviting by including carpeting, pillows,
•·
ThHei 5otAfor r�yo rDay
Ar bDoariy ps u raenAl mye rtircaadnti htaito-n
origifnraaov tmie soditf oh fneu tbuyor neme a n,
JS:t erMloirntogoNf ne .b raHsekw aab.so irnn
uppNeerYow r skt aotnAe p 2r_i12l8, 3A 2sa.
youmnagn ,·foMlolrtootwnhme eod v emoefn t
pionweeesrtswa anirdd1n. 8 5h4es etotnle d
th.weesbta ontfkh Mei ssRoitJvnreeitra h re
presteonwothfN ebraCsikNtaey b.r .a.s ka
alowniogtt hh setra ottfeh sGe r ePalta ins,
·haadl mnoots rte ael5t htohurege .hg icolni'msa te
'
ansdo wielsr uei tfaQgbrrl oewt ihneTgmhl .ea wnads
morvea lufoargb rloew ing agricultura� crops.
sol ietmtplhewa aspsil sa ocnre adi sing t�r ees.
Mortloovnte rdefo erts h ebieraa untfodyrt he
beau,etnivnfmiuerlntoth cerye aHteae ndhd.iw si fe �
#lli1\�i �-��\
·lovneadta unrtdeo getthhpeelyra ntthgeerd o unds ,'� \\\V\11 1i 1 '
otfh heiorm" eA,rL boodrwg iert,ah"ar need x otic ,�1,1\w) \11 l11
•
trefersao olmvl te hrwe o rld. trMeogerrstae onwnd 's
flourainshdheb e edg taoen n couhrinaseg ieg h­
botrops l atnrteH eets h.ce onn ctehieved
id_eopafl anttrieaneolgsvl t e hrbe l eak
plaolfNn esb rAassaj k oau.r annatdlh eieds itot for
Nebran�srtkn ae'ws_l? phaebp eegtraos,n p rheiaisdd ea
ofp lanttrieHneigfess l. l poiwo nmeiesrtsshet edr ees ThAer bDoairyd qeuai scpkrlteyona edi ghboring
thsautr rotuhnefodirermdh e orm ietnsh e ea sBtu.t statDeusrt.ih nge -1o8t7hs0etsra ptaessls eegdi sla-
mosotaf l tlh.ne eye tdreedae sws i ndbtroke eal<teshp e titooon b seArrvbDeoa rMy i.s s-Aoruosrbtis erved Arbor
sofirlbo lmo waisfn ufoger,hl e attihnehgio rma ess. Daiy1n 8 8T6h.le e gislattuhraide sa t ydob e esc elta red
shafdreto hmhe o stu ann,fod rb uilding ma·atseifordrr,ie ha aelp sp.reacnipdal tainoottfnir neTgeo sd.a y
Mortwornoa tbeot urtpe lea n·thiiinans rg t iacneldd-­e isw ec eletbhreeav teoennt t hfi er sFtr idianAy p ril.
torHieae lnsc.o uirnadgievtdiop d luatanrlteas en sd Schoqoulijsco kilintyneh tder' pe lea·n. ttirnagd ition.
askceidov rigca ns_ia zngadrt oiouoefpnv sek ritynjo do iFnougrratdhse t udtehnrtosu tghhseot uaottMf ei ssouri
inM.o rtboenc awmeel l-fokrhn iaosrw tnia cnwldhe ehsne conttihntiursea daistt hipeoaynr tiicAnir pbWaoetree k
becaSmeec reottfha Nerye brTaesrkrahi ect oonryt,i anc­tiEvaicytheit aehrspe .ly a anbto1 u4t0 ,s0e0e0d ling
uetdos trtehsvesa loutfere se s. treiecnse leborAfar tbDioaoryn .
OnJ anu4a1,ry8 7M2o.r i-Aorpnsr to paot sreede JS.t erMloirntagoc:nh ifaemveae rdo tuhnwedtJ rld
plandtatoiy bn ecg a l"lAerDdba oTyrh. -Ai"rs As rtb Doary fo rh iisd oeAfar bDoarHy ew. a psr ooutfdh s eu ccess
wahse olnAd p 1r0i1.l8 7P2r.iw zeegrsie v teoin n diviodAfur abDloasray n ndo t"eOdt,hh l_oeirdr aeyps·o uspteoh ne
ancdo unfotrpi reosp pelralntythl iean rgng uemsobtfe rp asAtr.bD oarpy r opfoorts hefesu tEuarceah.ne "dv ery
treoents h daatMy o.rt eh oannme i ltlriewoeensr e trpelea nteda sals itrvaeinmndigstn hdwaeetar bl ela r
planotnte h-Ader Asrtb Doarcy e leo_briirN nae tbirasrkeas.p onfosrip brioltieotcufitruei tsnWu gerc eah.ne tlop
OnM ar1c21h.8 74N.e brGaosvkeaRr onboFerur rtn asm aktehf eu tbuertebt ype errf ortmhsiiinsmg ap clte:
. offipcrioacllAlaryib Dmoaerayd sa t rpelea nhtoilnigd' apyl.aa nt tr.ieneg
3
\
Day 1 of Arbor Wee
Objectives: Students will be able to explain the soil. Roo~s grow >E"s they search for air, water and minerals.
main parts of a tree a_nd identify how these parts · The root system varies in size and function. Large sup-·
work together. - portive roots keep the tree in place. In short, they keep
the tree from tipping over in a storm. These large roots
Vocabulary: air, absorb, bark, cambium, crown (canopy)',
branch into smaller and smaller roots called -Ane roots.
deciduous, evergreen, heartwood, minerals, phloem, photo
These -Ane roots are covered with root hairs. The tiny _
synthesis, root hairs, roots, sap, sapwood, trunk, xylem
roots or root hairs absorb approximately 95 percent of
Poster: Anaton;iy of a Dogwood the water and minerals need_ed by the tree. _ 1
····························································································:.:···············:············· Decaying organic material 8eaves an~ wood) on top of
BACKGROUND INFORMATION
the grount! provides ample food for millions of insects,
This unit will help you learn about the different parts worms and other creatures. These tiny creatures do a lot
of a tree, and you 1;1,JII -And out about some of the many to help trees. As they tunnel about in the surface layers
products trees give us. . searching for fQod, they create porous spaces for air,
From the tree's roots buried in the ground, to the water and minerals that the roots need.
highest leaves in its crown, each part of a tree plays a
TRUNK
role i,n helping it grow and survive. Following is-a short
Page 11 provides a peek inside a <tree.
description of each part and its important role.
,. The trunk conbists of four layers of plant tissues. The
TREES HAVE THREE MAIN PARTS: outer layer is bark. It protects the tree from injury and
the roots, the trunk and the crown (canopy). insects. Trees lik~ maple and beech have smooth bar.k.
ROOTS Oaks, some hickories, and persimmon have thick, rough
No one has ever seen an entire tree. That's.because more bark. Some have bark that naturally peels off, like
than half of the tree is found below ground. . sycamore and river birch.
The roots are almost always underground and· often Just inside the bark are the next three layers. The
spread·as far as twice the height c?f the tree. Most·of cambium (KAM-bee-uhm) is the growing region and is only
the tree's root system grows in the top 12 inches of the one cell wide. As it divides, it produces phloem (FLOW
uh,m) to the outside of the tree and xylem (ZEYE-lem)
toward the inside.
Fun Root Tips:
The phloem has vessels that move sap from the leaves
to the rest of the tree. The phloem is som~times called
Most of a tree's root system is in the upper
the inner bark.
· 6-12 inches of soil.
The xylem contains the vessels that bring water and
A tree's_r oot system spreads out 2 to 2 I times
nutrients up from the roots to the leaves. Xylem also is
it5 height.
called sapwood.
Roots often ar.e infected with a fungus called
Ol0er·xylem cells become part of the heartwood. The .
mycorrhiz9e This fungus lives symbiotically with
heartwood is dead, woody tissue in the center of the
the tree. The fungus incre~ses the tree's root area
tree. Its main job is to support the tree. As sapwood
and thus 'increases the amount of water and
becomes heartwood, a darkening of the wood occurs (n
minerals that can be absorbed __·.
many species. This darkening is caused by tannins, dyes
4
anodi sltso irtneh dhe e artTwhoeocsdhe.e miocftaelnso ubrl oio_csdh anntehlreooduuv greh i ns.
maktehh ee artwodoedc rameyos ries tant. Thter uonfok ub ro dilysi tkhteer uonfakt reweh.i ch
helupsss t asntdr aaingtdha Rtla li.ys oeau rrm osv er
CROWN
yohuera Odua.rr mcsab nec ompatrote hbder anches
Thter upnrko vsiudpepfosor tr htbe r anacnhtdeh se
, o·f t;;,,r eLee.ao vfte hste r ceaegn r saubn lji:utga hsot u -r
brancahreceso vewrieltdeh a Tvheesbs.re a nacnhde s
-Angceargnsr oabbj ects.
leamvaekusep t hter ecer'ooswrc n a noTphlyee. a avrees
_D iscountsehs i tnhga t ctardneot e hsaw tec annot
altshote r ekei'tcshU esnie.nn ge frrgosymu nlciagrh­t,
dop:r odu'tcheeo iwrnfo od
bodni oxaintddhe we,a taenrmd i nearbaslosbr ybt ehde
rootthsle.e amvaek"sefo oTdh.pi"rs o coefus ssit nhge fREFAEC TORY
9Un'esn etromg ayk foeo idcs a lplheodt osy.n th.eYo us'inlsele Sd:l iopfps a pgerrey.ea ncr unit n fotuor
Somter eleipski,ean nesd p rukceete.hp e niere dle6s- foloetn .ga.tw hisd e-aorpweehane s rteu dceannts
...y ear-Wreoc uatnlhdle. ts reee evse r.gO rteheelnri�k.e b uiatl rde e.
·mapaln-eads hl.o otsheel ierae vveefsra Byle lfo.tr hee y
drohpo,w etvheewryit, lu lars np ectaocrualnrageroed r, Getting Wsrtitathfereol t leodpw:ai rnotgfast roene
ydlTorwet.e hsal to otsheel ierai vtneh sae u tuamrne sepasrlaiotpfpe as p aenrdd i strtihbetumott hece l ass.
·cadlelceidd. uous Yowuin lelet doa djtuhsnetu mbdeerpse nodnti hneg
Yoaul msiog ht-A-Aonwdea rnfsdr uoiftt hste r iene .soifyz oecu lra ss.
thcer o.Tw hn-Aeo wearnfsdr uailtltsor wet eors e pro­
Heartwo1o d
ducteh emsTehlfevr eousfai. nto atkr ieasen a corn.
Sapwood3
waltnruetpe rso ducea nwpdai ltnnreue bteessta, hr e ir
Taproot 1
seei�cnso nSeosm.fe r uairtteas s stuyca.hsa pples
Latreoroatl2s
anda.ches.
pe Cambium5 .
Phloem 6
CURRICULUM
Bark 8
BraWiank e-(UQpu:e satsikobenytds h t ee acthoer '
Leaves- 4
stasrttu dtehnitnsk ing}
·Total= ·3 0s liopfps a per
Havyeoe uv pelra iyanet dr ee?
Hodwi ydo uus yeo turre -e? Howt od oi tl:n trtC?hdteuo cpoeifh c ot wr eger.soa wn d
Whadtot reneeset dos uravnigdvr eo w? whatth ey·tnose uerdbv yia vsekt ihnBegr aWiank e-Up
Hodwo t regeetsth etshei snigntsch eec ya nnwoatl kq?u estliiosantttse h dbe e gionftn 1'liuinnsgUi stte.h e
Hodwo fo oadn wda tgeerat r otuona dlp la rts BackgIrnofournmdta oat nisowtneh req suee stions.
oft hter ee? Tesltlu dtehnatttsh eayrg eo itnocg r eaat trebe ye
actoiunttgh t er peaer jtu<Sds its cuOsnscteehds e:t u­
Itnh lies_ wseas rogeno itnolg e aarbnot uhtde i fferent
denatrsiea n l argoep eanr epaa.so sut th sel iopfps a per
parotfast raenehd o tyvh epsaera tlwslo rtkog ether.
identtihrfyeoi elnaegcs ht udietsnop t l ay.
Studewni1tleslat rhanen swteotr h eqsuee stwihoenns
·A stkh set udtehnqetus e stjeinao ncoshft hfoel low­
thedyot haec ti'vTirteye Factory."
insge cttioko enteshp e tmh inking.
SCIENCE HEARTWOOD
AREW E REALSLYo D IFFERFERNOTfM R EE5? Whamta kuepts h cee notfte hrte r aenegd i viets
Wheynoc uo mpyaoruert soaet lrfe e,-A riysmotpu rr esst­re(nhgetahr twTohoed)_?s tpuodretnrht,;:ie yairntg­
simoing bhett h aiittis m posWseai rbsefod e i.ff erenwto.os dh osutladin tndh cee nottefhr oe p eanr ea.
.C onstihdeecsroe m parisons: tighhtimesun s calneds..c" shIua pntpIs.o u rptp;o rt."
Whadto eyso turrne eeet dos urv(iInvte ee?dc sl ean
SAPWOOD
aitro b reathwea,t etrod riannkds unshtiong er ow.
Whattr answpaotrtetoars lp la rotfts h ter (es eap ­
Itc ombianiearsn dwa terw itthh een erfrgoym t he
weodT)h?se a-pwsotoudd jeo1nhnta sn dfosr.mats om all
sunt om akseu gaforrfo odY).oa ul nseoefo do dw,a ter
ciracrloetu hnhede artTwhoseot du.d sehnotcushl adn t,
ancdl eaaitnros urvive.
"GursglluGeru.pr sgllueTr,rp a.n swpaotarestr.t "h ey
Loaotky our-abntodhd beyo doyfat reet.r ieTseh e
raitsheeh iarnudpas n ddo wn.
covewriebtdah wr hki pcrho tieftcr toisml lnelsisk.ej ust_
ousrk pirno tuesfc rtogsm e ramnsid l lUnnedsteshr.e
bartkhs,ea ipcs h annteo,:;1l 1pe1ad ro ttfsh ter eel.ijkues t
RooTs INCREDIBLE EDIBLE PARTY
How does ti-Te water get inside the tree (it's absorbed You'{/ need: different food products that come from
by the roots)'?Have the ~proot sit with his back trees.
against th(: sapwood and have the lateral roots liecfown
Ask the students to think about products from trees
on the ground with their feet toward the sapwood and
that they have eaten during the past several'days. weeks
_ their arms and -Angers ~pread out 'to represent root
or months. Have the stude,nts bring in edible tree prod
: hairs. Have the roots make sucking noises.
ucts. Here are so.me suggestions for tree foods to
LEAVES munch on at the party:
Where does the water in the sapwood travel ( to the
Fruits: apples, apricots. avocados, cherries, coconuts.
leaves)'? Then have the heartwood hold the ends of the ·
dates, -Ags, grapefruits, lemons, limes, olives, .
four pieces of yarn cut earlier. Give the other end of each
oranges.peaches.pears,prunes,bananas .
piece to the students who represent leaves. Ask the
Nuts: almonds. cashews. chestnuts, pecans, walnuts,
·1eaves what they do all day (make food through photo- •
hazelnu,t s ·
synthesis). Have the leaves -Autter·their hands and .
Candy: maple sugar candy, chocolate
chant. W_e make food; we make f9od.''
Spices: allspice, cinnamon, cloves, nutmeg
PHLOEM Food !rorn sap: syrup. chewing gum
Ask the leaves what happens to all the food that the
Have an incredible partyl
lea".'es make (it gets transported to the rest of the
tree)'? Ask everyone wh"!lt part of the tree transports · For extensions to this "'!Ctivity, see Social Studies
the food from the leaves to the rest of the tree activity Where Do Those Incredible Edibles Come From'?,"
(phloem)'? Have the phloem stu~ents join hands and Math activity "Measuring the Incredible Edibles,"
form a_ large circle around the tree. Then have! them Resource activity 'Where Are The Incredible Edibles'?"_
simula,te the role of the phloem by reaching above their
heads and_grabbing for food, then squatting and opening LANGUAGE ARTS
their hands:releaslng the food while chanting, "Food for' Read The Giving Tree by Shel Silverstein. Have the
the treel" students think about a tree that has special memories
for them. Ask the students to draw their '-'Giving Tree"
CAMBIUM·
and write a short story telling about this special tree.
Have we left out an important part of the tree'? What
layer produce6 ntw sapwood and,.phloem to keep the ADVENTURES IN READING
tree growing (cambium)'? Have the cambium students See "Adventures in Reading," page 50, for books to share
form a circle around the sapwood. The cambium should with students.
be between the sapwood and phloem. Tell them to sway
SPRINGBOARD FOR WRITING
from side to side and chant, 'New phloem. sapwood and
· Imagine that you are a tree in your backy0rd.
cambium. New phloem. sapwood and cambium.''
Wha-t would you say to:
BARK the children playing beneath you'?
What -Anal component of the tree is missing'? Is it some~ the child that asks you if yow have a heart'?
thing that protects the tree (bark)'? Have the bark the kids. who carve-their name in you_r bark'?
students lock arms and form a circ)e that faces out from the children in your neighborhood who climb you'?
the center of the tree. Ask them to look tough and 'have the animals that use you for their home'?
them march in place while chanting, We are bark. Please
keep out." SOCIAL STUDIES
WHERE Do THOSE INCREDIBLE EDIBLES COME FROM?
When the tree is completely assembled, ftave all students
You'll need: world map-or glooe.
act out and chant their parts simultaneously. If you
want, you can end the exercise by telling the students Before indulging in your incredible edible feast, have the
that becawse their tree is old, it falls over.-Let everyone students locate on the map where each product is
carefully fall down. grown. Discuss the type of climate and geographical
Adapted from _Project Learning Tree features needed for the tree to grow. Discuss whic~
products are grown in Missouri. How many can you -And
For an extension to this activity. use Kid's Page 10,
in your own town'?
Anatomy of a Dogwood
6
'
7
PERFORMANCE ASSESSMENT
MATH
MEASURING THE INCREDIBl-E EDIBLES
TA5'K STATEMENT
You'll need: metric or standard ruler, gram scale
Students will demonstrate their knowledge of rhe
Before eating your incredible edibles, measure the length, differ(;!nt parts of the tree.
width, circumference and weight of the different items.
INDIVIDUAL A55E55MENT
, Have the students record their answers.
Each student is to have the necessary art materials
-How BIG 15 THAT TREE? to create a model of a tree. They are to include and label
In early t1mes people used different parts of their bodies tree parts and be arle to explain what each p__art does
to measure different things. What part of their body or how it is used (orally or with labels). Kid's Page 10,
could they use to measure a tree or leaf? Using different Anatomy of a Dogwood, may also be used.
body parts such as hand span, foo~ and arm span or
GROUP A55E55MENT
length of-Anger or n(?se, nave the student make these
Students.. will make a -Aeld guide of trees in their school
measurements. Have the student remeasure using a
yard or in the neighborhood. To be included are drawings
metric or standard ruler. Hqw accurate was each type of
and measurements of leaves, estimates of tree size, bark
measurement? Why did different students get dLfferent
rubbings and how w~ use this tree.
answers for their measurements?
See Field Guide Assessment, page 8.
For an additional measu'ring activity, use Kid's Page 9.
How Big Is This Tree?
RUBRIC
Answers for this activity:
' DAY 1 STANDARD
Shining Sumac= 6 m, Flowering Dogwood = 12 m
To demonstrate an understanding of the main parts of a•
Shortleaf Pine = 27 m, Persimmon = 18 m
tree: crown, heartwood, roots, root ha_irs, sapwood, xylem,
caml,ium, phloem, sap, fruits, nuts, branches, ba.rk and
MUSIC,AND ART.
leaves.
:soNG FEST
Have the students learn one of the songs provided on , QUALITY OF PERFORMANCE
pages 48 and 49. · -- 4 =Exceeds perforrriance standard
. 3 = Meets performance standa~d ·
LYRICAL LINES
2 = Developing toward performance standard
Write your own tree lyrics to a familiar tune such as
1 = Many errors made, does not meet standard
London Bridge, Bingo, Home on the Range, etc. . ....
RUB-A-DUB
Have the students do leaf. pine n·eedle or bark rubbing.
Gently_place paper over a leaf or the bark of a tree.
· Using big crayons, 'colored chalk or oil pastel crayons, rub
acros~ the paper capturing the imprint of the leaf, needle
or bark. Also have them note characteristics such ;:,s
color, texture, thickness or thinness. Compare the fea-
. tures of each rubbing and the tree it came from.
PHYSICAL EDUCATION
JUMP ROPE JINGLE
Try thisjingl~ as the students enjoy jumping rope:
Oak tree, oak tree you're for me
How many are there in Missouri?
Red oak, white oak, post oak, too
Bur oak, pin oak to name a few .
Swamp white, scarlet, and now blackjack
These name colors and that's a fact
Oak tree, oak tree you're for.me
How many are there in Missouri? --
(Count 1, 2: 3, etc.)
7
Field ·Guide A55e55ment
__
______
Name: --------'-- .:__ ____:_
_T ype of Tree
,,.
Average·Leaf Width
Average Length _______ ____:__------=-=:____ ___ __.!___ __
Height of Tree
Leaf Drawing:
Bark Rubbing:
How do we use this· kind of tree?
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