Title:                                                  FIRE ECOLOGY

Time Frame/Length of Unit:                        2-3 Weeks (longer with extensions)

Author/Teacher:                           DK                                                               Grade Level: 5^th-6^th

 

Unit Theme

Fire is a natural and healthy part of a diverse and robust forest.

 

Academic Objectives:  List school standards to be achieved in this unit of study

Processes of Scientific Investigation Design, plan, and conduct a variety of simple investigations Identify that changing (manipulating) a different variable in a previously given simple experiment will give a new result (response.) Identify and develop a testable question, and state a hypothesis. Relate observations and data to a testable question. Develop and communicate logical conclusions and make predictions based on evidence from an experiment. Models are used to represent events and objects Identify that basic models are used to understand scientific processes and/or objects that may be difficult to study. Life Science:  Populations and Ecosystems There is interaction and interdependence between and among nonliving and living components of ecosystems. Identify and describe the influence of nonliving components on living components of an ecosystem. Identify and describe the interaction of organisms in an ecosystem. Explain the effects of human population on an ecosystem. Know that organisms are well suited for the environment in which they live. Know the benefits and drawbacks to different sources of renewable and nonrenewable energy sources.

 

Unit Plan Differentiated Learning Key:

IB:  Interest Based Learning	LM: Logical-Mathematical	BK:  Bodily-Kinesthetic	I: Interpersonal	N: Naturalist
VL: Verbal Linguistic	VS: Visual-Spatial	MR: Musical-Rhythmic-Patterns	IP: Intrapersonal

Induction Set of Learning: Creative introduction to the unit topic; activating prior knowledge in the students; unit immersion in the classroom environment and across domains of study.
Description:	IB	VL	LM	VS	BK	MR	I	IP	N
Group Thinking Map – Students create tree maps and share what they already know about forests and fire ecology		X		X			X
Selected clips from “Fire Wars”  -- Students will view selected clips to spur interest in the unit		X		X
Personal Stories – Students who have been affected by fire will have an opportunity to share in small groups	X						X		X

Learning Activities: (Include remedial, on grade level and advanced instruction demonstrating performance level differentiation instruction among small groups)
Description:	IB	VL	LM	VS	BK	MR	I	IP	N
Guided Notetaking – Students will learn key terms and take 3 column notes from interactive and illustrated PowerPoint slides		X		X	X	X		X
Every Tree for Itself – (PLT pg 117) Students will simulate how trees compete for their essential needs.  They will also simulate how manipulating different variables such as the amount of water, light, and nutrients affect a tree’s growth.	X	X	X	X	X	X	X	X	X
Tree Cookies – (PLT 327)  -- Students will learn how to infer history from studying cross sections of trees.		X	X	X	X	X	X	X	X
Trees in Trouble (PLT 332 part A) – Students will recognize characteristics and features of healthy vs. unhealthy trees.		X	X	X	X	X	X	X	X
Nothing Succeeds Like Succession (PLT 345) – Students will explore basic relationships between species diversity and ecosystem changes.  They will identify successional states in ecosystems based on plant and animal species.  They will draw conclusions about the process of succession based on study test plot in different stages of succession.	X	X	X	X	X	X	X	X	X
Living With Fire (PLT 350) – Students will describe the three elements of the fire triangle and explain how controlling or eliminating one of them can help prevent or control a fire.  They will describe ways to reduce the risk to homes from wildfires.		X	X	X	X	X	X	X	X
Matchbox Forest Activity – Students will simulate a wildfire and manipulate different variables to see the effect of each on fire behavior.  They will make predictions, design a test, conduct the test, and evaluate outcomes.  They will reflect on the experiment and synthesize what they  have learned.	X	X	X	X	X	X	X	X	X
Wildfire – Preventing Home Ignition Video  -- Students will learn how to mitigate fire danger around the home by viewing this 19 minute video.		X		X				X
Forest for the Trees – (PLT 291)  Students will understand how forest resources are used to provide products and other benefits.	X	X	X	X	X		X		X
Forest Consequences – (PLT 138)  Students will evaluate options for managing or using a piece of forested land.  They will make a land use decision and explore the consequences of that decision.	X	X	X	X			X		X

Formative Assessment for Learning: (i.e., Pre-tests, Student Interview, Anecdotal Notes)
Description:   (Include remedial, on grade level and advanced assessments)	IB	VL	LM	VS	BK	MR	I	IP	N
Circle Maps		X	X	X		X	X
Key Terms Worksheets		X	X	X		X		X
Reflections on Activities (Pass out the door)	X	X	X	X	X	X	X	X	X

Summative Assessments for Learning: (i.e., Quizzes, Test, Projects with performance assessment evidence of check-lists, rubrics or observations)
Description:	IB	VL	LM	VS	BK	MR	I	IP	N
Unit Test		X	X	X	X	X		X
Activity Worksheets	X	X	X	X	X	X	X	X	X

 

Learning Synthesis and Culmination (I.E., Socratic Session, Service Learning Project, Learning Celebration Project )
Description:	IB	VL	LM	VS	BK	MR	I	IP	N
Monitoring Forest Health (PLT Focus on Forests p33) – Students will conduct a forest health checkup of a local forest area.  They will evaluate the ecological services provided by trees and forests.	X	X	X	X	X	X	X	X	X

Resources:	Have	Need
Project Learning Tree Environmental Education Activity Guide Curriculum	1
Project Learning Tree Focus on Forests Curriculum	1
Tree Cookie Set	1	1?
“Fire Wars” Video	1
Matchbox Forest Kit	1	2-3
Wildfire -- Preventing Home Ignition Video	1

Extension Opportunities: (Field Trip, Guest Speaker, Service Learning Project)

Local Firefighter or Forest Representative

Trail Cleanup

Activities in PLT Fire box