Week

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.

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.

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.

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 lifesupporting environment.

Week
Two:

Wednesday

Pre
assessment
activity
Activity:
Introductio
n to a
forest

Introduce the inquiry

question
To what extent do we
value trees and
forests in our
community?
Introduce the final
project
Show a video
http://www.wondervil
le.ca
/asset/forestresourcemanagementspecialist

Comparing charts with

video
http://content.blackgold.ca
/ict/Division2/forest
Management/index.htm

Reinforcing the four

categories. Write the
categories on the board.
Have students give
reasons why forests are
important for each
category.
Relate to pets

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.

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.

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.

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.

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?

Levels of the forest

activity page 7

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

Nutrient Tag (pg.

16)
Go over safety
rules

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.

Are they a plant or

animal? Where do they
live? Why are they
important? How do they
affect the things around
them?

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?

Bill Nye video and

worksheet

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

Describe the role of

trees in nutrient
cycles and in the
production of
oxygen

Identify general characteristics

that distinguish trees from other
plants, and characteristics that
distinguish deciduous from
coniferous trees.

Identify general characteristics that

distinguish trees from other plants,
and characteristics that distinguish
deciduous from coniferous trees.

Identify general characteristics

that distinguish trees from other
plants, and characteristics that
distinguish deciduous from
coniferous trees.

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

Part 1 unit test

What is a tree activity

Review and have a tree

drawn on the board. Have
students label the tree
Talk about deciduous trees
(play video/ have a
discussion/ and create a
example drawinf in their
books)

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

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

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

Have a leaf walk

Set up a scavenger hunt
for students to find two
deciduous and two
coniferous trees in the
yard. Have them collect a
leave from each tree and
put it in the journal. Then
have them explain why
they came to that
conclusion.

Tree bark activity

Group discussion with table
group about findings

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

Describe and classify leaf shapes,

leaf arrangements, branching
patterns and the overall form of a
tree

Describe and classify leaf shapes,

leaf arrangements, branching
patterns and the overall form of a
tree

Describe and classify leaf shapes,

leaf arrangements, branching
patterns and the overall form of a
tree

Leaf types and

arrangements
Show a video
Computer day
Interact with Trees are
terrifictravel with Pierre

Talk about the branching

patterns
Activity: Branching
Patterns and Tree Shapes:
Also teach branch location.
Hand out the patterns of
location and ask them to
make notes beside.

Part 2 unit test

(Optional) Continue
activity and do the
plasticine part

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

Go through the tree

cookie activity on
the smart board.
Have students in the
computer lab then
play the game on
wonderville
SLO: 6.8

SLO: 6.8
Identify human uses of
forests, and compare
modern and historical
patterns of use.

Identify

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.

Identify human uses

of forests, and
compare modern
and historical
patterns of use.
the

SLO: 6.7

SLO: 6.7

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.

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.

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.

Computer lab day

Have students go through
the PBS presentation on
the life of a tree
http://www.pbslearningme
dia
.
org/asset/lsps07_int_treeli
fe/
Create a
worksheet for
students to fill in
the blank
throughout

Review the tree

cookie and tree
growth
Read the story of
the tree
As a class go over
a timeline
Prepare for the
next day by as a
class going
through a tree
cookie.

SLO: 6.8

SLO: 6.8

Identify human uses of forests, and

compare modern and historical
patterns of use.

Identify human uses of forests, and

compare modern and historical
patterns of use.

Have students finish up

their drawings and

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.

practice their presentation.

Have students pre present
their drawing to make sure
that they have all the main
points

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

Identify human actions that

enhance or threaten the existence
of forests

Identify human actions that enhance

or threaten the existence of forests

Identify human actions that

enhance or threaten the existence
of forests

Jigsaw for why our

ecosystem is suffering.
Have experts then share
with the rest of the class
(air pollution,
deforestation, etc)

Have students brainstorm

what we can do to help the
forests
Reforestation/regeneration
Respecting the forests when
hiking/camping

Why is the forest

ecosystem important?
First explain what the
forest ecosystem is and
then have them come up
with the ecosystem
together. Then ask what
if this is taken away?
What about if this is
taken away?
Brainstorm in groups
and then bring it back to
the class
Enhance or Threaten
activity in their journals

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.

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
conservationists
(Ski resort/water park in
Banff)
Explain the issue at hand
and then have them debate
both perspectives

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

Part 3 Unit Test

Review/Hand Out Project

Project

Project

Project

Project

Introduce a current event

with an endangered
species. Ask if the
developer should care
that this is the habitat for
the species?