BSF Third Grade Lesson Outline



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Boston School Forest

Fifth Grade

Curriculum

Introduction

The mission of the Boston School Forest is to provide the youth of Stevens Point area schools educational opportunities that foster personal growth as well as awareness, knowledge, and appreciation of the natural world leading to sound stewardship of the earth.

Environmental education programs that are the most effective emphasize students’ involvement and interaction with the natural environment. The Boston School Forest is the living laboratory for our youth to study, learn from, and explore. The Boston School Forest curriculum is intended to provide classroom teachers, school forest staff, and volunteers with lessons, activities, and background information on the environmental education topics studied in our living laboratory, the school forest.

The Boston School Forest’s curriculum is designed to correlate directly with the Stevens Point Area Public School District curriculum. Our goal is to have students benefit the most from their school forest experiences. They will develop a deeper understanding of the concepts learned at the school forest if they are prepared and have time to reflect and review concepts learned.

The curriculum contains optional pre and post fieldtrip lessons that are flexible and brief. Teachers can apply their professional knowledge and insight as to how extensively these activities will fit into their teaching plans. These activities aren’t intended to add an additional burden to our very busy classroom schedules. It is hoped that they can be of help to teachers and enhance the learning experiences of our students.

When teachers have a multi-aged or split grade class, they can choose which school forest lessons they would like to have the school forest staff teach. Contact the Environmental Education Coordinator to make arrangements.

The first curriculum written for the school forest in the 1967-1968 school year has been lost in time. It is intended that this renewed effort will be continued into the future with regular updates and additions. The curriculum writers invite teachers to share their ideas and suggestions for additional activities that will enhance this document. All contributors’ activities included will be acknowledged in updated copies of the curriculum.

The following people deserve acknowledgement for their time, dedication and thoughtful insight into the planning and development of this document; Allison Bancker, Jerry Corgiat, Karen Dostal, Pat Hoffman, Kathy Kruthoff, Lori Lampert, Judy Mansavage, Cris Miller, Casey Nye, and Susan Zook.

Curriculum

Scope and Sequence

Students in the Stevens Point Area Public School District visit the Boston School Forest each year from Kindergarten through 6th Grade. The visit occurs in a designated season and engages students in activities related to an age-appropriate theme.

|Environmental Education Curriculum Topics |

|Grade |

|Grade |Season |Major Theme(s) |

|K |Winter |Basic Needs |

|1 |Winter |Life Cycles through the Seasons, Animal Groupings |

|2 |Spring |Pond and Forest Ecosystems, Life Cycles |

|3 |Fall |Biodiversity, Food Chains, and Webs |

|4 |Winter |Wisconsin Forests, Seasonal Differences |

|5 |Fall |Orienteering, Classification, and Characteristics of Trees |

|6 |Spring |Wilderness Survival, Service Learning |

Stevens Point Area Public Schools

Fifth Grade Boston School Forest Curriculum

|Curriculum Areas: |General Topic: |Subtopics: |

|Environmental Science, Social Studies, Language Arts, Math, Physical |Orienteering, Tree Classification |Trees, Classification |

|Education | | |

|Standards and Benchmarks |Teaching Strategies & Student Activities |Teacher Resources |Assessment tools |

| | | | |

|Science |[pic]LEAF - “Me as a Tree” |LEAF worksheets and manual |Observations |

|F.8.1 Understand the structure and function of cells, |[pic]Use a dichotomous key to identify objects | | |

|organs, tissues, organ systems, and whole organisms |[pic] Review the uses of a compass |Dichotomous Key |Dichotomous key can be graded for accuracy in |

|F.8.6 Understand that an organism is regulated both |[pic]Explain how the compass works | |its application |

|internally and externally |[pic]Know the features of a compass | | |

|F.8.7 Understand that an organism's behavior evolves |[pic]Know how to use a compass | | |

|through adaptation to its environment | | | |

|C.8.3 Design and safely conduct investigations that | | | |

|provide reliable quantitative or qualitative data, as | | | |

|appropriate, to answer their questions | | | |

|C.8.4 Use inferences to help decide possible results of| | | |

|their investigations, use observations to check their | | | |

|inferences | | | |

Stevens Point Area Public Schools

Fifth Grade Boston School Forest Curriculum

|Curriculum Areas: |General Topic: |Subtopics: |

|Environmental Science, Social Studies, Language Arts, Math, Physical |Orienteering, Tree Classification |Trees, Classification |

|Education | | |

|Standards and Benchmarks |Activities |Teacher Resources |Assessment tools |

|Environmental Education |What tree is that? |Boston School Forest Activities |Observations |

|A.8.1 Identify environmental issue * questions that | | |Completion of tree activity |

|can be investigated using resources and equipment |Orienteering | |Completion of compass course |

|available (see SC Inquiry; LA Research) | | | |

|A.8.2 Collect information from a variety of resources,| | | |

|conduct experiments, and develop possible solutions to | | | |

|their investigations * | | | |

|A.8.3 Use techniques such as modeling and simulating | | | |

|to organize information gathered in their | | | |

|investigations * (see Mathematics [MA] Process) | | | |

|A.8.4 Use critical-thinking strategies to interpret | | | |

|and analyze gathered information (see SC Inquiry) | | | |

|B.8.1 Describe the flow of energy * in a natural and a| | | |

|human-built ecosystem * using the laws of | | | |

|thermodynamics (see SC Physical Science) | | | |

Stevens Point Area Public Schools

Fifth Grade Boston School Forest Curriculum

|Curriculum Areas: |General Topic: |Subtopics: |

|Environmental Science, Social Studies, Language Arts, Math, Physical |Orienteering, Tree Classification |Trees, Classification |

|Education | | |

|Standards and Benchmarks |Activities |Teacher Resources |Assessment tools |

|B.8.2 Explain how change is a natural process, citing |What tree is that? |Boston School Forest Activities |Observation |

|examples of succession, * evolution, * and extinction |Orienteering | |Completion of compass course |

|B.8.4 Map the levels of organization of matter; e.g., | | |Completion of dichotomous key activity |

|subatomic particles through biomes (see SC Physical | | | |

|Science) | | | |

|D.8.3 List reasons why an individual or group chooses | | | |

|to participate or not participate in an environmental | | | |

|issue * or problem * | | | |

|F.8.2 Explain the importance of characteristics (such | | | |

|as, trust, patience, self-discipline, respect, and | | | |

|open-mindedness) that enable people to function | | | |

|together to resolve environmental issues * | | | |

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Boston School Forest

Fifth Grade Lesson Outline

|Purpose |

| |

|These lessons provide options for classroom teachers to extend students’ experiences at the Boston School Forest. You are |

|encouraged to use the pre- and post-field trip fifth grade lessons in whole or in part to help introduce and reinforce basic |

|concepts and vocabulary, to extend enthusiasm generated at the forest, and to challenge students to assimilate their knowledge |

|beyond the forest visit. The optional follow-up family activity letter is included for you to copy and send home if you choose. |

|Pre-Field Trip Options | 15 |

|The First Forest by John Gile/Meeting Trees by Scott R. Sanders Sheet | |

|Parts of a Compass Activity | |

|Classification Activity with Dichotomous Keys | |

|Post-Field Trip Options |19 |

|“Me as a Tree” Activity 1 (activity sheet comparing parts of trees to human parts) | |

|“Me as a Tree” Activity 2 (activity sheet and game comparing basic needs of trees to human needs) | |

|“Me as a Tree” Activity 3 (discussion and game comparing life stages of trees to human life stages) | |

|Plans and ideas you have | |

|Family Extension Activities |23 |

|Tree Trivia | |

|Boston School Forest Activities | 24 |

|Orienteering | |

|What Tree is That? | |

|Appendix 1. Multiple Intelligences Chart | 28 |

|Appendix 2. EE Subgoals Model | 29 |

|Appendix 3. Boston School Forest History |30 |

|Appendix 4. Location and Directions |34 |

Boston School Forest

Fifth Grade Pre-Field Trip Option

District Curriculum Topic: Forestry, Environmental Appreciation

School Forest Theme: Wilderness Survival, Tree Classification

Topics: Parts of a Compass, Classifying Trees, Appreciation of Trees

Alignment to State Standards: EE A.8.2, A.8.4, A.8.6, E.8.2

Multiple Intelligence Connections: Visual-Spatial, Logical-Mathematical

Lesson Length: 30 minutes for each option

Supplies/Technology:

• “Get to Know Your Compass” activity sheet (attached)

• Dichotomous key (attached)

• The First Forest by John Gile, Meeting Trees by Scott Russell Sanders, or another book of your choice to read aloud

Process: (Strategies and Activities)

Choose one or more of the following options:

1. Parts of a Compass. Follow the “Get to Know Your Compass” lesson sheet found here. Direct students to label the parts of the compass.

2. Dichotomous Keys. Explain the Multi-Stage Classification Form found here. This is an example of a dichotomous key. See the example shown here for classifying candy wrappers.

a. Direct students to choose items to be classified.

b. Instruct them to compare the items and complete their chart according to attributes they list.

c. Have students share/explain findings from their charts.

3. Tree Stories. Read/discuss a picture book with a tree emphasis. Suggestions: Meeting Trees by Scott Russell Sanders, The First Forest by John Gile, or another of your choice.

Get to Know Your Compass

Read the following definitions for the parts of a compass. Use the definitions

to help you fill in the blanks to label the compass parts on the diagram.

PARTS OF A COMPASS VOCABULARY

Compass: A device used to determine geographic direction especially a magnetic needle mounted on a pin so it is free to pivot until aligned with the magnetic field of the earth.

Base plate: The rectangular plate on which the compass housing is mounted.

Direction arrow (direction of travel arrow): The arrow on the base plate of the compass which points in the direction of travel when the compass is oriented properly. Also called the “nose” because it faces the same direction as your nose when used correctly.

Housing: The circular moveable “house” of the magnetic needle which rests upon the base plate. The housing has markings for 0 to 360 degrees around the outer perimeter.

Magnetic needle: A magnetic strip suspended on a pivot that is painted red on the end that points toward Magnetic North (in the northern hemisphere.)

Shed Arrow: The hollow red arrow within the housing.

Index Line: Short white line on the dial of the housing used to set the degree reading for direction of travel.

Multi-Stage Classification Using a Dichotomous Key

| |

|Type of objects to be classified: ________________________ |

| | |

|Attribute:___________________ |Not:____________________ |

| | |

| | | | |

|Attribute:_______________ |Not:___________________ |Attribute:_______________ |Not:___________________ |

| | | | |

| | | | | | | | |

|Attribute: |Not: |Attribute: |Not: |Attribute: |Not: |Attribute: |Not: |

| | | | | | | | |

|__________ |__________ |__________ |__________ |__________ |__________ |__________ |__________ |

| | | | | | | | |

| | | | | | | | |

1.

Dichotomous Key

Sample Classification

| |

|Type of objects to be classified: ___Candy Wrappers______________ |

| | |

|Attribute: ____Paper__________ |Not: ___Paper_____________ |

| | |

| | | | |

|Attribute: __Waxy_______ |Not: __Waxy___________ |Attribute: __Foil_______ |Not: ___Foil__________ |

| | | | |

| | | | | | | | |

|Attribute: |Not: |Attribute: |Not: |Attribute: |Not: |Attribute: |Not: |

| | | | | | | | |

|Rectangular |Rectangular |Red |Red |Silver |Silver |Round |Round |

| | | | | | | | |

|A |B |C |D |E |F |G |H |

A wrapper classified in slot B would be a not rectangular, waxy, paper candy wrapper. A wrapper in H would be a not round, not foil, not paper candy wrapper. This is an activity that can be done on the chalkboard. Adhere a magnetic strip to each wrapper.

Boston School Forest

Fifth Grade Post-Field Trip Option

District Curriculum Topic: Forestry, Environmental Appreciation

School Forest Theme: Assimilate information from the Boston School Forest

Topics: Classifying Trees, Appreciation of Trees

Alignment to State Standards: EE A.8.2, A.8.4, B.8.2

Multiple Intelligence Connections: Interpersonal, Linguistic-Verbal, Visual-Spatial

Lesson Length: 30-40 minutes for each option

Supplies/Technology:

• LEAF Lesson Plans and activity sheets (attached)

Process: (Strategies and Activities)

Choose one or more of the following options. Follow the attached LEAF lesson plans.

1. “Me as a Tree” Activity 1 - Students compare the parts of a tree to the parts of a human and discuss how these parts have similar functions. (Activity sheet)

2. “Me as a Tree” Activity 2 - Students compare the basic needs of a tree with those of humans. (Activity sheet and game)

3. “Me as a Tree” Activity 3 - Students compare the life stages of a tree with the life stages of humans and discuss similarities. (Game with Life Stage cards used to play a variation of “Pit”)

The LEAF Lesson Guide contains grade-level specific forestry units. The guide is obtained by taking a LEAF course. For more information and upcoming dates visit the LEAF website at: uwsp.edu/cnr/leaf or call (715) 346-4956.

“Me as a Tree” Activities

PROCEDURE

INTRODUCTION

1. Begin by showing students pictures of trees or observing actual trees in the schoolyard. Ask students to make comparisons between different trees. (One tree has dark brown bark and another has light brown; one tree has leaves and another has needles, etc.)

2. Next, ask students to compare trees with people and provide examples of what they have in common and why. (Accept any reasonable responses. People have legs and arms and trees have branches.) Ask what makes trees and people different. (Trees can’t move; trees have green leaves, etc., again accepting reasonable answers.)

3. Explain that, in the next activities, students will be comparing trees and humans.

ACTIVITY 1

1. Tell students that they will be comparing the parts of a tree to the parts of a human and discussing how these parts have similar functions. Display the overhead transparency of the Student Page 1. Trees and Humans, and distribute a copy of the page to each student.

2. Explain that all of the choices for the parts are listed at the bottom of the page and students should write them in the blanks. Each numbered part on the tree diagram corresponds with a numbered part on the human diagram with a similar function. The functions are listed on the left side of the page as clues to determine what the parts are.

3. Once students have completed their worksheets, have them help you fill in the blanks on the overhead transparency. As you fill in each pair of numbers, explain more about the function that corresponds with the number. (See Teacher Key 1, Trees and Humans Key.)

4. After completing discussion of Student Page 1, Trees and Humans, point out that just as veins and arteries in humans have specialized jobs (veins transport blood containing waste and arteries transport blood containing oxygen), the xylem and phloem in a tree have specialized jobs too.

5. Display the overhead transparency of Student Page 2, Inside a Tree, and hand out a copy of the page to each student. Tell students that the job of xylem, phloem, and other layers of a tree are described on this handout. Have students read the description of the tree layers and write the answers in the blanks.

6. When students are finished, ask volunteers for their answers and write them on the overhead. (See Teacher Key 2, Inside a Tree Key.)

EXTENTION: Weave forestry education throughout your curriculum and strengthen language arts skills by having students journal their thoughts. After each activity, assign students to make journal entries that relate to the activity. Prompt them with questions to answer. For example: assign students to write a one-page journal entry of their life as if they were a tree. They should describe the important tree features and what those features do.

ACTIVITY 2

1. Explain to students that trees and humans both have basic needs. Basic needs are things that an organism must have in order to survive. Display the overhead transparency of Teacher Page 1, Basic Needs of Trees and Humans. Ask students what the basic needs of a human are. Fill in their answers on the overhead in the triangle chart titled Basic Needs of a Human. (See Teacher Key 3, Basic Needs of Trees and Humans Key.) Explain why nutrients and sunlight are not basic needs of humans if those answers are given. (Although people need nutrients, we get those things from food which is a basic need. Sunlight provides us with vitamin D but it is not the only source. Nutrients and sunlight become secondary to the basic need for food.)

2. Ask students what the basic needs of a tree are and fill in their answers on the overhead in the triangle chart titled Basic Needs of a Tree. (See Teacher Key 3, Basic Needs of Trees and Humans Key.) Explain why things like food and shelter are not basic needs of trees if those answers are given. (Trees create their own food and don’t need shelter.)

3. Ask students to make comparisons between the two and write the similarities on the third triangle.

4. Make two headings on the board: “Trees” and “Humans.” Tell students they are going to list the basic needs that trees or humans compete for. Define competition if needed. Have students study the triangle charts that show the basic needs of a human and of a tree. Ask students which of these things humans or trees compete for. Remind students that trees are not mobile like humans. They cannot move to a new area if something is lacking. Write students’ ideas on the board. (The free list should include nutrients, sunlight, water, and space. All of these can be limiting to a tree’s growth because they are not always in abundance. Air is plentiful and does not need to be competed for. The human list may contain food, water, and space. Depending on the type of society a person lives in, these items may not be in abundance.)

ACTIVITY 3

1. Tell students that they will now compare the life stages of a tree and a human. Have students work in pairs to list the steps in the life of a human. Give students five to ten minutes to come up with ideas and write them on a piece of paper. After the time is up, have groups share ideas. Use the top half of the overhead transparency Teacher Page 2, Life Stages of a Human/Life Stages of a Tree, to list ideas and then explain the stages (birth, growth, maturity, reproduction, decline, death). NOTE: Cover the bottom portion of the transparency until students brainstorm the life stages of a tree in the next step.

2. Repeat the above steps with a tree using the bottom half of the overhead transparency Teacher Page 2, Life Stages of a Human/Life Stages of a Tree (germination, growth, maturity, reproduction, decline, death).

3. Pass out one copy of Student Page 3, Life Stages Picture Cards, to each pair of students. Have students cut apart the squares and draw and color each life stage of a tree and of a human. Remind students that pictures must be classroom appropriate and easily understood by others. When students are finished, collect the two sets of cards from each group. NOTE: This portion of the activity could be given as homework.

4. Next students will be playing a game called PIT using the Life Stages Picture Cards they created.

Directions for PIT:

a. Make sure that you have a complete set of human and tree life stage cards for each pair of students.

b. Shuffle all the human and tree life stage cards the class created.

c. Designate an area in the center of the room to be the PIT.

d. Pass out any 12 cards to each group.

e. Explain that when you say “GO,” each group is to put the cards in the correct order of the life stages of a tree and human. Each group will try to complete two separate life stage sets, one for the tree and one for the human.

f. If a group has doubles of a card, they need to go to the PIT area to exchange their duplicate card(s) with someone from another group. They may only trade with a group that has the same number of cards to trade. (If a group has three cards, they can only trade with another group with three cards. If no one at the PIT has the same number, they must wait until someone with three cards comes to the PIT.) They may not look at the card(s) being traded until they return back to their partner.

g. The first group to create both a human life state set and a tree life stage set wins.

5. After you have a winner, give all the groups time to create complete human and tree life stages. Go through the correct answers.

Boston School Forest

Fifth Grade Family Activity

Dear Parents,

Today your child had a field trip to the Boston School Forest. Our topics of study were orienteering and the classification and characteristics of trees. Here is an activity your family may enjoy doing together. This will allow your child to share some of what she or he experienced today at the forest and build on that learning.

Boston School Forest

Fifth Grade Field Trip Program

Environmental Education Curriculum Topics: Environmental Appreciation, Forestry, Outdoor Recreation, Service Learning, Taxonomy

School Forest Theme: Orienteering, Classification, and Characteristics of Trees

Alignment to State Standards: EE A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.2, B.8.4, D.8.3, E.8.2

I. Orienteering

• Review with students the uses of a compass:

o Find a direction (hunters, hikers)

o Get to a destination (travelers)

o Determine locations and distances (map makers)

• Explain that a compass works because the magnetic needle aligns itself to the earth’s magnetic field and points north.

• Discuss the features of a compass with students:

o Compass is a circle

o Points on a circle are measured in degrees (0-360)

o Degrees are marked on the dial – each mark equals 2 degrees

o Circular dial turns

o White index mark under dial identifies current degree setting

o Magnetic needle points north (N) when held level

o Arrow inside circle (‘shed’) – points to N on dial

o Direction arrow on rectangular base – points straight ahead when held correctly

• Discuss with students how to use a compass:

o Hold compass properly - magnetic needle finds north

o Find other cardinal directions once North is found

o Set compass to a certain reading (bearing)

Use compass to get to a specific destination

1. Set degree reading

2. Turn body to put red in shed

3. Use direction arrow to walk toward landmark

o Use compass to find a specific direction

1. Point direction arrow at landmark

2. Turn dial to put red in shed

COMPASS PRACTICE

Boston School Forest

Compound

Compass Practice - Boston School Forest Compound

Compass Practice A: Start at Light Pole

From the light pole, walk 35 paces in the direction of 220 degrees to find a fallen log.

From the log, walk 10 paces in the direction of 130 degrees to find a hidden den.

From the hidden den, walk 16 paces in the direction of 40 degrees to a fallen c tree.

Compass Practice B: Start at Flagpole

At the flagpole, walk 32 paces in the direction of 125 degrees to find a squirrel’s feeding area on a stump.

From the feeding stump, walk 29 paces in the direction of 330 degrees in search of a people feeding area.

From the picnic table, walk 14 paces in the direction of 220 degrees.

Where do you end up? _________________________

Compass Practice C: Start at Fire Pit

From the fire pit, walk 12 paces in the direction of 290 degrees to find a stump.

From the stump, walk 14 paces in the direction of 22 degrees to find a brush pile.

From the brush pile, walk 37 paces in the direction of 152 degrees.

Where do you end up? _________________________

Compass Practice D: Start at Birdhouse

From the birdhouse, walk 32 paces in the direction of 280 degrees to find something that gives you direction.

From the directional post, walk 27 paces in the direction of 6 degrees to an entrance.

From the entrance, walk 16 paces in the direction of 157 degrees to find a woodpile.

Compass Practice E: Start at Yellow Post

From the yellow post, walk 26 paces in the direction of 360 degrees to find a place where kids used to “go”.

From the men’s side, walk 10 paces in the direction of 100 degrees to find a marked tree.

From the tree walk 19 paces in the direction of 208 degrees.

Where do you end up? ________________________________________

BOSTON SCHOOL FOREST COMPASS COURSE

✓ Begin at the START point in the gathering.

✓ Look for a COLOR-CODED LETTER on a tree. Write it down. The letters are part of a scrambled code.

✓ The letters must be found IN ORDER. If you don’t find one, go back and try again.

✓ See if you can unscramble the letters to interpret the code.

✓ Come immediately when you hear the whistle – time’s up!

II. What Tree is That?

Adapted from What Tree is That? by Barb Thompson, West Salem School Forest.

Materials: Dichotomous key for trees of the Boston School Forest

• Before the activity begins, mark 6-10 trees with numbered pieces of paper.

• Discuss with students the meaning of the word dichotomous = two forks.

• Explain that dichotomous keys contain clues to help you identify an organism. Review the activity done in class. Or, quickly key out the group: Female and not female, glasses and not glasses, etc…

• Have students find a partner. Pass out a BSF dichotomous key to each pair of students. Explain how to use the key and review vocabulary.

• Take students on a dichotomous tree hike. As they find the numbered trees, have each pair use the key to correctly identify each tree.

• Select one of these trees to study further. Explain that a forester has the job of managing forests. One goal of the BSF is to sustainably manage our forest so it will have a healthy diversity of plants and animals. Another goal is to ensure that future generations of children will have a school forest to learn in and enjoy.

1. Have students measure and record the height of the tree using a tangent height gauge.

2. Take a bore sample to age the tree.

3. Use Biltmore sticks to estimate the number of logs in the tree.

4. Measure the DBH (diameter at breast height) of the tree.

III. Closing the Day

Review with the students the activities of the day. Ask them what they learned and enjoyed. Encourage them to share these activities and what they learned today with their family in the backyard or neighborhood park. Refer to the take-home activity their teacher may have for them.

Appendix 1. Multiple Intelligences – “The Eight Smarts”

|Disposition/Intelligence |Sensitivity to: |Inclination for: |Ability to: |

|Verbal-Linguistic Intelligence |Meanings, structures, and |speaking, writing, listening, |speak effectively (religious leader, |

|Word Smart |styles of language |reading |politician) or write effectively |

|Rudyard Kipling | | |(poet, editor, journalist, novelist, |

| | | |copywriter) |

|Logical – Mathematical Intelligence|patterns, numbers, and |linking pieces, making |work effectively with numbers |

|Number Smart |numerical data, causes and |calculations, forming and testing|(accountant, statistician, economist)|

|Thomas Edison |effects, objective and |hypotheses using the scientific |and reason effectively (engineer, |

| |quantitative reasoning |method, deductive and inductive |scientist, computer programmer) |

| | |reasoning | |

|Spatial Intelligence |colors, shapes, visual |representing ideas visually, |create visually (artists, |

|Picture Smart |puzzles, symmetry, lines, |creating mental images, noticing |photographer, engineer, decorator) |

|Leonardo da Vinci |images |visual details, drawing and |and visualize accurately (tour guide,|

| | |sketching |scout, ranger) |

|Bodily – Kinesthetic Intelligence |touch, movement, physical |activities requiring strength, |use the hands to fix or create |

|Body Smart |self, athleticism |speed, flexibility, hand-eye |(mechanic, surgeon, carpenter, |

|Sean White | |coordination, and balance |sculptor, mason) and use the body |

| | | |expressively (dancer, athlete, actor)|

|Musical Intelligence |tone, tempo, melody, pitch,|listening, singing, playing an |create music (songwriter, composer, |

|Music Smart |sound |instrument |musician, conductor) and analyze |

|Ludvig van Beethoven | | |music (music critic) |

|Interpersonal Intelligence |body language, moods, |noticing and responding to other |work with people (administrators, |

|People Smart |voice, feelings |people’s feelings and |managers, consultants, teachers) and |

|Oprah Winfrey | |personalities |help people identify and overcome |

| | | |problems (therapists, psychologists) |

|Intrapersonal Intelligence |one’s own strengths, |setting goals, assessing personal|mediate, reflect, exhibit |

|Self Smart |weaknesses, goals, and |abilities and liabilities, |self-discipline, maintain composure, |

|Helen Keller |desires |monitoring one’s own thinking |and get the most out of oneself |

|Naturalist Intelligence |natural objects, plants, |identifying and classifying |analyze ecological and natural |

|Nature Smart |animals, naturally |living things and natural objects|situations and data (ecologists and |

| |occurring patterns, | |rangers), learn from living things |

|Aldo Leopold |ecological issues | |(biologist, botanist, vetenarian), |

| | | |and work in natural settings (hunter,|

| | | |scout) |

Appendix 2. EE Subgoals Model

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Appendix 3. Boston School Forest History in Brief

In the 1930’s H.R. Nobel, local agricultural agent, asked for donations of land to establish school forests in Portage County. In 1937, Mr. Harry D. Boston donated 80 acres. The land is shared by; UWSP (20 acres), catholic schools (15 acres) and the public schools (45 acres).

On May 11th, 1937 Governor Phillip La Follett planted the first tree on the property during a dedication ceremony. Between 1937 and 1958 school children helped to plant over 111,000 trees.

The forest was used by P.J. Jacobs high school classes (instructor Ray Gilbertson. County agent Pinkerton help annual meetings there with county teachers.

In 1938 a fire tower was erected and connected by phone to the state nursery in Nekoosa. It was moved to the State Fair Grounds in West Allis in 1950.

In 1964 the first pulp cut took place under the management of county forester, Gerald Ernst. The conservation classes at P.J. Jacobs did the cutting and piling during the winter. This was the first income from the school forest and was instrumental in funding the first building construction at the forest.

During the 1967-1968 school year, curriculum director Roger Bauer started curriculum committees. Dennis DeDeker and Steve Bogaczyk were co-chairs of the Outdoor Education Curriculum Committee. (Steve is a current member of the BSF Committee). The Boston School Forest was recognized as a valuable educational site. Curriculum materials were written and activities planned. In April 1968 Steve Bogaczyk and Uldine James spent the day at the forest with sixth graders. In 1969 an open shelter and outhouse was built to accommodate these groups.

Between 1970 and 1979 the school forest was used by high school classes and occasionally by sixth grades classes. Vandalism was a problem and the shelter was badly damaged.

Many changes and improvements continued through the 80’s and 90’s! High school students built the first two cabins in 1979-1980.

The discovery center classroom trailer was moved in from Washington School, and the open shelter was closed in and improved, this is now Nobel Lodge.

The 1980-1981 school year saw the first of the annual donations from school PTO’s.

Sally Ellingboe was hired in 1983 as the Environmental Education Coordinator, working with K-6 students and Dennis DeDeker’s high school students.

A total of 5 cabins were built along with the caretaker’s residence with labor provided by high school students and teachers between 1980 and 1983.

1993-1995 plans were made and fund-raising took place for the building of Oelke Lodge. During this campaign a total of $281,777 was donated by the community!

Ground breaking for the new lodge was held on Arbor Day, April 28, 1995. Students first moved into Oelke Lodge in Feb. 1997.

In 1995 the bridge over the pond was built by the Wisconsin Army National Guard.

In 1999 and 2000 the low and high ropes elements were added.

In 2001 the state of Wisconsin required the BSF to become licensed as a camp. Improvements to meet this requirement were made to the cabins, and Nobel Lodge. The BSF received a camp license in June of 2001. The facility inspected yearly in order to maintain the camp license.

Sally Ellingboe retired September 6th of 2002. A dedication ceremony was held and the pond, dug back in 1985, was named Ellingboe pond in her honor. Karen Dostal was hired as the new E.E. coordinator.

In 2003 the school forest received an $18,000 grant form the Wisconsin Environmental Education Board. The project entitled A Forest for the Future: Biodiversity and Sustainable Forestry at the Boston School Forest funded the development of a sustainable forestry management plan to promote biodiversity at the school forest. Nick Snavely was hired during the summer of 2003 to do research and develop the new management plan.

A new environmental education curriculum was written during the 2003-2004 school year by teachers Casey Nye, Judy Mansavage, Allison Banker, Lori Lampert, Kathy Kruthoff, Susan Zook, Cris Miller and school forest staff Pat Hoffman and Karen Dostal. The curriculum was implemented in the 2004-2005 school year.

McIntee Forest Products was hired in May of 2004 to do the most extensive tree harvest at the school forest. 400 cords of red pine and 40 cords of white pine were harvested. Some of the logs went to Stora Enso in Wisconsin Rapids for paper pulp. The rest was sold to Biewer Lumber in Prentice WI for lumber. The harvest was started in November of 2004 and finished in February of 2005.

During the summer of 2004 Logan Rostad and Jordan Hoerter earned their Eagle Scout status by completing cabin projects. Logan worked on Pine cabin and Jordan completed the interior of Elm cabin. The batton on board paneling that was installled was milled on site from logs harvested where the prairie now exists. The milling of the logs was done by Tim Osborne, Tech. Ed.teacher at P.J. Jacobs Jr. High. He was assited by Mark, Karen and Robin Dostal, Gary Glennon and Chris Piche.

In November of 2004 fifth grade students helped to clear and plant the prairie in front of the Discovery Center.

In the spring of 2005 6th grade students from the district worked to restore the trails, stack brush to be chipped and plant trees as a restoration of the forest. Over 1800 seedlings were planted. Tree species include: Red, White and Burr Oak, Sugar Maple, Green Ash, Black Cherry, and Prairie Crab , Wild Plum and White Spruce. Shrubs include: Ninebark, Red Osier, and Silky Dogwood.

In November of 2005 the BSF worked with the USWP fine arts department’s with the Grain Project. Five environmental sculptors from around the world created and installed art in the Stevens Point Community. Urs P. Twellmann of Bern, Switzerland created 3 spheres from branches found on the school forest site. Children were able to observe his work daily. The spheres were located at the turn of the driveways and visible from the entrance to the school forest.

In May of 2006 an new totem pole was erected on the south east side of the pond. The pole was carved from a white spruce and a white pine that blew down in a windstorm in early December of 2005. The main pole is white spruce. The elephant ears and sun’s rays are carved from the white pine. Bill McKee’s Wood Design class in the art dept. of UWSP created the design work and carved the pole. Mrs. Kate Hardina’s 6th grade class from McDill helped to put up the pole. The art students and the 6th graders carried the pole to the site and all helped to hoist it into place.

Matthew Roland earned his Eagle Scout rank during the summer of 2006. His project was to make new cedar signs for the school forest. The signs were made from recycled cedar utility poles.

2007 marked the 70th anniversary of the Boston School Forest. On Friday May 11th a celebration ceremony was held. State Senator Julie Lassa attended and presented a citation to commemorate the occasion. Secretary of State Doug LaFollett addressed the gathering and helped students plant a memorial tree ( Service Berry, Amelanchier grandiflora). The Jefferson School of the Arts drumming club lead by teachers Joan Curti, Doris Blanche provided entertainment. Third Grade student, Rachel Trzebiatowski sang an original song. Several of the original tree planters from the 1930’s , 1940’s and 1950’s attended and were recognized during the ceremony. Tree planters who were able to attend included; John Worzella, Jane Brooks-Wheritt, Louis Rozner, Betty Polebilski, and and Noel McCormac. Five generations of the Boston Family were in attendance. Great-Grandmother Bea Boston, Harry Boston’s niece and her grandson Bill Boston hung a portrait of Mr. Harry Boston in Oelke lodge.

On July 27th and 28th , 2007 the BSF staff along with Graduate Student, Emily Hill held the first of 5 Leave No Family Inside events for the year. Families learned camping skills and Leave No trace Ethics during the camp-out in July. In October, families learned Geocaching and Questing skills. In February family participants came to cross-country ski and snowshoe during the first winter of normal snowfall in Wisconsin in many years. On Earth Day 2008 families attended a birding festival celebrated with games, birding hikes and a program on owls featuring Archimedes the great horned owl and his friend Gina Maria Javurek. The LNFI programs were funded through grants from the Wisconsin Environmental Education Board and The Community Foundation of Portage County.

Karen Dostal was given the School Forest Administrator of the Year Award and Pat Hoffman was given the Teacher of the Year Award at the Midwest Environmental Education Convention in October.

Eagle Scout projects completed this year include the following: Andrew Roland completed the interior remodeling of Oak Cabin. Joe Banovetz built an interior room with a pocket door in Elm cabin. Chris Denny completed the interior remodeling of Maple Cabin. Adam Ziehr installed new split-rail fencing around the prairie and pond.

The four-year-old Kindergarten classes attended environmental programs for the first time in May and June. Teachers, volunteers, Patty Schulz, Curtis Meshak and Lydia Davis, and BSF staff lead the young explorers on hikes and ended the program with playtime in the newly developed Nature Play Area.

In 2008, grants from the Wisconsin Environmental Education Board and Community Foundation of Portage County were awarded in May for $4438 and $1060 respectfully. These grants funded the development of a new Discovery Center in the basement of Oelke Lodge. The old trailer that housed the Discovery Center since 1983 was cleaned, remodeled and turned into the ski and snowshoe shack during the summer of 2008. Eagle Scout Michael Desteffan assisted with the Discovery Center move. Michael Storch developed a ski trail on the west side of the property for ski trail access from the new ski shack.

During 2009, Teresa Johnson designed and built five interactive exhibits in the discovery center. Luke Williamson and members of the Environmental Education and Naturalists Association painted the mural in the mammal exhibit. Eagle Scout Bryce Gunderson remodeled the kitchen cabinets in Noble Lodge. Eagle Scout Dylan Sadogierski built nest boxes for the song bird trail and Matthew Gates completed an invasive plant removal project on the east side of the property.

Our family programs, funded by a grant from the Community Foundation of Central Wisconsin, in 2010-2011 were very well attended by the community. There was an open house with hikes, outdoor games and indoor nature crafts in October. The Cross County Ski day brought in over 200 participants between 10 a.m. and 4 p.m. The Snowshoe Adventure night had 60 hikers. The theme for the Earth Day Festival in April was Sustainably Lifestyles. 25 families and over 100 participants played games, enjoyed picnic dinners and learned about “living green”.

J.T. Kowalski, Jim Jacobs and Nick Stiltson completed Eagle Scout projects. J.T. built 12 new Leopold benches, Jim rebuild the retaining walls around Oelke Lodge and Nick built a play cabin for the Nature Play area.

Teresa Johnson and Julie Dopp began the year as new BSF program facilitators in 2010.

On May 17, 2011 the BSF held a Solar Celebration. Jill Schafer’s second grade class recited a poem to open the celebration and sang a song in closing. Teresa Johnson, Julie Dopp and Sue Anderson wore giant puppet costumes representing the sun, water and the forest. They greeted all of the participants. Don Keck brought a facsimile check for $78,050 and presented it to Karen Dostal and Dr. Weninger. Tom Brown president of the Midwest Renewable Energy Board, Patti Dreier, Portage County Executive, Jamie Molica form the K12 Energy Education Project and Gretchen Marshall the State Outdoor Education Specialist all had words to share with the gathering. The solar power plant will produce 26,000 kWh’s per year.

Appendix 4. Location and Directions

The Boston School Forest is located on Lincoln Avenue off of Business 51 in Plover, WI.

Take Division St. / Business 51 south to Plover, WI or take US 51/I39 and Exit 153 (Plover- Amherst). Turn west onto Plover Road/ County B. Turn left onto Division St. / Business 51 south.

From Division St. / Business 51, turn onto Lincoln Avenue (the same intersection as the Village of Plover water tower).

After about one mile, look for the sign on the left and the driveway on the right. You will turn right (off Lincoln Ave. into the Boston School Forest's front parking lot).

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We have not inherited the

earth from our fathers,

we are borrowing it

from our children.

May 2005

Updated 2011

Stevens Point Area Public School District

1900 Polk Street

Stevens Point, WI 54481

715-345-7383

Parts of a Compass, Dichotomous Keys, Tree Stories

Objectives:

• Students will practice the skill of orienteering, use a dichotomous key, and increase appreciation of their environment.

Instructions:

2. Write the name of the objects to be classified in the top box.

3. Write one attribute to make a binary classification.

4. Continue writing attributes to fill up the chart.

5. Present an unknown to demonstrate that every item can be classified using this method.

Examples of other items that could be classified:

1. Students

2. Pencils

3. Potato Chips

4. Doughnuts

5. Jelly Bellies

Me As a Tree Activities

Objectives:

• Students will recognize similarities and differences between trees and humans including parts, needs, and life stages.

Answers

1) c – 1/3 of the US is covered by forests. 2) c – Each American uses, on average, over 1 ton of wood and paper products each year. That equals a 100 foot tree with a diameter of 18 inches! 3) All of them! 4) d – 40 gallons. 5) True. A bristlecone pine in California is 4,600 years old. 6) The Sugar Maple. 7) b – Trees “sleep” in the winter when they stop growing and photosynthesizing. 8) White pines have 5 needles per bundle – the same as the number of letters in “white.” 9) Absorb carbon dioxide and give off oxygen. A large tree gives off enough oxygen for 4 people in a day! 10) True. One large tree can release up to 100 gallons of water into the air each day, and also filters dust particles out of the air.

Tree Trivia

Trees are truly terrific! How many reasons can your family root out?

If one of these questions leaves you scratching your heads, don’t worry –

it’s a perfect chance to branch out and learn something new!

1. How much of the United States is covered by forests?

a) 1/10 b) 1/5 c)1/3

2. How much wood does the average American use each year?

a) 500 pounds b) 1000 pounds c) over a ton d) over two tons

3. Which of the following products contain something that comes from a tree?

a) pencil b) toilet paper c) tire d) paint e) chewing gum f) shampoo g) Twinkies

4. How many gallons of maple sap boil down into one gallon of syrup?

a) 5 b) 10 c) 20 d) 40

5. The oldest living thing on Earth is a tree. True or False?

6. What is Wisconsin’s state tree? ______________

7. When do trees sleep?

a) At night b) In the winter c) Never

8. In a white pine, how many needles are in each bundle? ______

9. Trees absorb ________ and give off _________.

10. A tree is a natural air filter and humidifier. True or false?

ANSWER: Over a ton of wood each year. Each year the average American uses over 43 cubic feet of wood and 681 pounds of paper or the equivalent of one 100-foot tall tree, 18 inches in diameter.

Objectives:

• Students will use investigation and classification skills to identify trees.

• Students will learn about sustainable forestry practices and the jobs of a forester.

• Students will develop outdoor recreational skills for enjoyment, personal growth, and to develop an appreciation of the outdoors.

Compass Objectives:

By the end of this lesson, students should:

• State how a compass works

• Use a compass to find specific points in the forest

•

RED

306º - 14 paces ( )

82º - 12 paces ( )

96º - 18 paces ( )

40º - 13 paces ( )

102º - 16 paces ( )

244º - 20 paces ( )

260º - gathering

ORANGE

252º - 21 paces ( )

15( - 15 paces ( )

292º - 26 paces ( )

206º - 15 paces ( )

260º - 32 paces ( )

324º - 18 paces ( )

100º - gathering

GOLD

174º - 20 paces ( )

64( - 19 paces ( )

116º - 24 paces ( )

33º - 27 paces ( )

155º - 14 paces ( )

60º - 11 paces ( )

280º - gathering

GREEN

165º - 16 paces ( )

296º - 19 paces ( )

242º - 18 paces ( )

20º - 16 paces ( )

252º - 27 paces ( )

347º -17 paces ( )

80º - gathering

WHITE

223º - 19 paces ( ) 77º - 20 paces ( )

305º - 11 paces ( ) 286º - 23 paces ( )

330º - 11 paces ( ) 240º - 19 paces ( )

93º to the gathering

Tree Identification Objectives:

By the end of this lesson, students should:

• Be able to suggest ways in which plant species differ

• Know that a key is a set of clues that help identify a particular organism or group of organisms

• Understand how to use a dichotomous key

• Be able to describe the similarities and differences between two living things

• Be able to sort living organisms into groups with common features

• Be able to create a dichotomous key for a set of organisms

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