a ctivi–trees - hardwood forest · pdf filephotosynthesis is the way trees make their...

ACTIVI–TREESPresented By The Hardwood Forest Foundation

THE MAGICAL TREE:Forest Games

THE MAGICAL TREE: Forest Games

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WORDS TO KNOW ■ An ECOSYSTEM is made up of all living and non-

living things in a particular place or environment.

■ An ORGANISM is a living thing.

■ The CROWN includes the leaves and branches of a tree.

■ The BARK is the protective covering of the tree trunk and branches.

■ The TRUNK is the stem of a tree.

■ The ROOTS are underground. They feed and anchor the tree

■ ��PHOTOSYNTHESIS is the way trees make their own food out of sunshine, air and water. A green substance called chlorophyll is in the leaves of trees and other plants. Sunshine is trapped inside the chlorophyll. The tree combines the sun with a gas called carbon dioxide and with water to make food in the form of different kinds of sugars.

■ ��PRODUCERS are the plants in an ecosystem. They make their own food from sunlight, water and air.

■ ��CONSUMERS are the animals in an ecosystem. They eat plants or other animals.

■ ��DECOMPOSERS are living things like fungi and bacteria that break-up dead animals and plants to carry on the natural process of returning important nutrients to the soil.

MATERIALS■ ��PREPERATION – Handouts: Words to Know What are the Parts of a Tree? – Background Information What is an ecosystem?

■ ��ACTIVITY – Handout: Script for tree-part noises – Five lengths of yarn, each measuring about 10 feet long – A cross cut section of a tree - aka - ‘tree cookie’

■ ��REVIEW – Handout: Open Response Question


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BUILDING THE TREETo build the tree, you will need the whole class’s participation. There are six parts, each of which calls for one or more students. After you cast each part, have that individual or group both their positions and their lines.

The activity is designed for 25 students. If there are more than 25, add the others as leaves or bark. If you have fewer than 25, combine the leaves with the sapwood.

1. As the students what makes up the center of the tree and gives the tree its strength. (The heartwood. It used to be living sapwood, but is now dead. It is still important because it holds up the branches and the growing wood so that the leaves can catch the sunshine.

2. As the students where the tree finds the water it needs to make food. (Roots absorb it, deep from the earth. Hundreds of roots stretch out from the tree in all directions, sometimes hundreds of feet. The root hairs such up water trapped by the soil.)

Pick three people with long hair to be the tree’s roots. They lie on the floor, face up, with their feet touching the heartwood’s feet and hands- with fingers spread out to indicate all the little rootlets tunneling through the soil. Their job is to find water deep in the earth and send it to the tree. They should practice long, loud, slurping sounds. When you (or the leader) say, “Roots, find the water,” they are to respond with their longest, loudest slurp.

3. How does the water get to all parts of the tree? (The sapwood sends it up. For a big tree, the sapwood may send up hundreds of gallons of water a day, at speeds faster than a car on an interstate.)

Choose five students to be the sapwood. They should hold hands around the tree, facing inward and being careful not to step on any part of the roots (including the hair). They crouch on their knees, and then, when you (or the leader) say, ‘Sapwood, send up the water,’ they stand up quickly, raising hands in their hair while saying, ‘Wheeeeeeeee!’ The sound begins in the low tones and quickly becomes very high and squeaky.

4. Where does the food come from? (The leaves are busy using their chlorophyll and the process of photosynthesis to make the food and send it back down through the phloem- cambium layer.)

Choose five students to be the leaves and give each two 10-12 feet lengths of yarm. One of these is anchored to the sapwood layer and the other to the phloem/cambium laye. These students go as far from the tree as their strings will allow, flutter their fingers and chandt, ‘Yum, yum, yum’ when you give the command, ‘Leaves make food.’

5. How does the food get back to the rest of the tree? (Through the cambium/phloem layer, or inner bark. This is the layer that adds a new growth ring to the tree every year.)


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The five phloem/cambium students are to join hands around the tree, facing inward. At your signal, ‘Phloem/cambium, the food flows down,’ they reach above their heads and grab for food, then crouch down and release the ‘food’ from their hands, while saying, ‘Woooo!’ This note begins in a high, squeaky voice and quickly descends to a very low note.

6. What surrounds the tree to protect it? (The bark. The bark is the tree’s bodyguard, its security force. You try to keep out insects and disease. If a predator chews a hole in you, you grow a new layer.)

All the remaining students become the bark. They stand around the rest of the ‘tree,’ face forward, scowl and- if there are enough of them- lock arms. They march in place and chant, ‘Keep out, keep out, keep out’ when the leader says, ‘Bark, save us all.’

7. If the group is very cooperative, you might hold back one student and send them in as a beetle to try to break apart the bark’s defense. (Use some caution in this, however, because you don’t want the tree to fall apart.)

Once everyone is in place, practice the living tree. Start the heartwood and the bark first. Follow with, ‘Roots, find the water’ (encourage long slurps), then add, ‘Sapwood, send up the water.’ After the sapwood finds the rhythm with its ‘Wheeee’ add the leaves ‘Make food!’ and the phloem/cambium layer with its ‘Woooo.’ After a little rehearsal, the result should be a wonderful symphony.

CONCLUDING THE GAMEAsk the students to name the six parts of the tree and how they contribute to accomplishing photosynthesis.

EVAULATION– Open Response Questions– Trees are like factories. They make their own food

from sunlight, water and air. A. Name three parts of a tree. B. Explain how each part helps the tree feed itself.

ADAPTATIONS FOR OTHER AGESStudents on other grades enjoy this activity, even though it may not target the academic standards for their level. Just adjust your explanation to suit the audience.


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SUMMARYChildren role play the parts of a tree to discover how trees accomplish photosynthesis- the magical task of turning sunlight, air and water into their own food.

ESSENTIAL QUESTIONS■ ��What are the basic needs of all organisms?■ ��What do living things need to survive?■ ��How do trees make their own food?

PRE–ACTIVITYDepending on students’ prior knowledge, you may need to teach or re-teach the following (adjust for grade level):

1.��Forest�Vocabulary�Handout the Words to Know sheet and make sure the students are familiar with the words used to identify the parts of the tree.

2.��The�Basic�Needs�of�Organisms�Students should know that all organisms (living things) need water, food and air. They also need shelter or space to grow

3.��What�is�Photosynthesis?�(Teacher�Handout)�Older students should know the basics about photosynthesis.

4.��What�are�the�Parts�of�a�Tree?�(Teacher�Handout)�The experience will be more meaningful for older students of they are aware of the parts of the tree beforehand. Diagram the parts of the tree. Draw the connection between the trees and the other plants. They all use photosynthesis to create their own food.

OPEN RESPONSE QUESTIONSTrees are like factories. They make their own food from sunlight, water and air.A. Name the three parts of a tree.B. Explain how each part helps the tree feed itself.

RUBRICScore� Description4 ----------- The student names three parts of the tree

and explains clearly how each part helps the tree feed itself. Details are precise, clear and convincing.

3 ----------- Student names three parts of the tree. Explanations are neatly correct although some details may be imprecise.

2 ----------- Students name only two of the parts of the explanation of one or two of them is unclear. Details are lacking.

1 ----------- Student names one or two parts of the tree. Explanations are muddled, although student has made an attempt to answer. Details are lacking.

0 ----------- No answer.


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WHAT THEY SAYLeader�Says�Students Say� � � ■ ��‘Heartwood,�find�the�beat’�

‘I am strong, I am strong…’■ ��‘Roots,�find�the�water’

‘Sluuuurrrrrpppp, sluuuurrrrrpppp…’■ ��‘Sapwood,�send�up�the�water’

‘Wheeee, wheeee…’■ ��‘Leaves,�make�food’�

‘Yum, yum…’■ ��‘Phloem,�cambium-�the�food�flows�down’

‘Woooo, wooo…’■ ��‘Bark,�save�us�all’�

‘Keep out, keep out…’

WHAT IS AN ECOSYSTEM?An ecosystem is made of non-living parts (sun, soil, air and water) and living parts (producers, consumers and decomposers). Energy to power the system originates from the sun, is captured by plants and then moves along to other organisms.

ProducersProducers, more commonly called plants, create their own food through a process called photosynthesis. ‘Photo’ refers to the light energy of the sun, while ‘synthesis’ refers to putting things together. In the simplest of terms, photosynthesis is making food with light. Plants ‘produce’ their own food from the sun’s energy.

Photosynthesis.��The leaves of trees contain chlorophyll; it’s the chlorophyll that gives leaves their characteristic green color. The chlorophyll acts as a sun trap to collect light energy that hits its cells. The energy is what powers the process. It is while this light energy is trapped within

the chlorophyll that the leaves capture carbon dioxide from the air and combine it with water to produce various sugars that the tree uses as food. Oxygen is a waste product which the tree releases back into the air. Why and exactly how all this occurs remains a biological mystery. One thing is certain, however, plants with chlorophyll are the only living things that have this ability. All other life forms are in debt to plants for the miracle of photosynthesis that produces food and oxygen. Plants are crucial in supporting and maintaining all living things.

ConsumersConsumers are organisms that are unable to create their own food and must eat (consume) other organisms. All animals are included in this group and can be put into one of three categories:1. Herbivores – primarily eat plants (mallard ducks,

mice, deer, sparrows, aphids)2. Carnivores – primarily eat meat (wolves, eagles,

trout, spiders)3. Omnivores – eat plants and meat (humans, bears,

robins, skunks, snapping turtles)

DecomposersThe most common decomposers are fungi, such as mushrooms and bracket fungus, and bacteria. They breakdown the complex substances that make up dead plants and animals into simple materials, such as carbon dioxide, water and minerals. They are released back into the environment where they are used again by plants. Thus, the non-living parts of the ecosystem contribute to living forms that eventually die and return


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nutrients to the soil. These nutrients become new plant growth, continuing the cycle of life and death.

THE PARTS OF A TREE■ A tree is a woody plant that usually is more than

10 feet tall and has one main stem. Although trees come in different shapes and sizes, most have the same basic parts. Each of these parts- from the highest leaves in the crown to the tiny root hairs buried in the soil – plays an important role in the tree’s life.

■ The crown of the tree is made of leaves and branches. The trunk of the tree supports the crown and serves as a highway for food made in the leaves to travel to the roots and for water and nutrients made in the roots to travel to the leaves.

■ The trunk of the tree is the tree’s stem. The trunk supports the tree and tissues inside the trunk move nutrients (food) and water where they are needed, store nutrients and water until they are needed, and hold the leaves so they can soak up sunlight.

■ The heartwood of the tree develops as the tree gets older. It is old sapwood that no longer carries sap and gives the trunk support and stiffness. In many kinds of trees, the heartwood is a darker color than the sapwood, since its water-carrying tubes get clogged up.

■ The cambium is a layer or zone of cells, one cell thick, between the sapwood and the inner bark. The cambium produces both the xylem and phloem cells. This is where diameter growth occurs and where rings and inner bark are formed.

■ In the sapwood (xylem) layer, tree sap (water plus

nitrogen and mineral nutrients) is carried back up from the roots to the leaves. Sapwood gives a tree its strength.

■ In the phloem (inner bark) layer, sugar that is made in the leaves or needles is carried down to the branches, trunks and roots, where it is converted into the food (starch) the tree needs for growth.

■ The bark is the tough outer covering of the woody, stems, branches and roots. It protects the tree from insects and disease, excessive heat and cold, as well as other injuries.

■ The roots of the tree support the trunk and crown. They also anchor the tree in the soil. They serve as a storage facility during the winter for the food produced by the leaves during the growing season. The roots also absorb water and nutrients from the soil for use by the tree.


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INFORMATION FOR TEACHERS

Next�Generation�Science�Standards

Grade Performance�Expectations

K

From�Molecules�to�Organisms:�Structures�and�Processes• K-LS1-1. Use observations to describe patterns of what plants and animals need to survive.Earth�and�Human�Activity• K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals and

the places they live.

1From�Molecules�to�Organisms:�Structures�and�Processes• 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals

use their external parts to help them survive, grow, and meet their needs.

2Ecosystems:�Interactions,�Energy,�and�Dynamics• 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

3From�Molecules�to�Organisms:�Structures�and�Processes• 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

4From�Molecules�to�Organisms:�Structures�and�Processes• 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

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From�Molecules�to�Organisms:�Structures�and�Processes• 5-LS1-1.Support an argument that plants get the materials they need for growth chiefly from air and waterEnergy• 5-PS3-1. Use models to describe that energy in animals’ food was once energy from the sun.Ecosystems:�Interactions,�Energy,�and�Dynamics• 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and

the environment.


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Common�Core�State�Standards�for�English�Language�Arts�&�Literacy

Grade Standard

K

•��CCSS.ELA-Literacy.SL.K.1.�Participate�in�collaborative�conversations�with�diverse�partners�about�kindergarten�topics�and�texts�with�peers�and�adults�in�small�and�larger�groups.

•��CCSS.ELA-Literacy.SL.K.2.�Confirm�understanding�of�a�text�read�aloud�or�information�presented�orally�or�through�other�media�by�asking�and�answering�questions�about�key�details�and�requesting�clarification�if�something�is�not�understood.

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•��CCSS.ELA-Literacy.SL.1.1.�Participate�in�collaborative�conversations�with�diverse�partners�about�grade�1�topics�and�texts�with�peers�and�adults�in�small�and�larger�groups.

•��CCSS.ELA-Literacy.SL.1.3.�Ask�and�answer�questions�about�what�a�speaker�says�in�order�to�gather�additional�information�or�clarify�something�that�is�not�understood.

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•��CCSS.ELA-Literacy.SL.2.1.�Participate�in�collaborative�conversations�with�diverse�partners�about�grade�2�topics�and�texts�with�peers�and�adults�in�small�and�larger�groups.

•��CCSS.ELA-Literacy.SL.2.2.�Recount�or�describe�key�ideas�or�details�from�a�text�read�aloud�or�information�presented�orally�or�through�other�media.

•��CCSS.ELA-Literacy.SL.2.3.�Ask�and�answer�questions�about�what�a�speaker�says�in�order�to�clarify�comprehension,�gather�additional�information,�or�deepen�understanding�of�a�topic�or�issue.

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•��CCSS.ELA-Literacy.SL.3.1.�Engage�effectively�in�a�range�of�collaborative�discussions�(one-on-one,�in�groups,�and�teacher-led)�with�diverse�partners�on�grade�3�topics�and�texts,�building�on�others’�ideas�and�expressing�their�own�clearly.

•��CCSS.ELA-Literacy.SL.3.2.�Determine�the�main�ideas�and�supporting�details�of�a�text�read�aloud�or�information�presented�in�diverse�media�and�formats,�including�visually,�quantitatively,�and�orally.

•��CCSS.ELA-Literacy.SL.3.3.�Ask�and�answer�questions�about�information�from�a�speaker,�offering�appropriate�elaboration�and�detail.

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•��CCSS.ELA-Literacy.SL.4.1a.�Come�to�discussions�prepared,�having�read�or�studied�required�material;�explicitly�draw�on�that�preparation�and�other�information�known�about�the�topic�to�explore�ideas�under�discussion.

•��CCSS.ELA-Literacy.SL.4.1c.�Pose�and�respond�to�specific�questions�to�clarify�or�follow�up�on�information,�and�make�comments�that�contribute�to�the�discussion�and�link�to�the�remarks�of�others.

•��CCSS.ELA-Literacy.SL.4.1d.�Review�the�key�ideas�expressed�and�explain�their�own�ideas�and�understanding�in�light�of�the�discussion.


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•��CCSS.ELA-Literacy.SL.4.2.�Paraphrase�portions�of�a�text�read�aloud�or�information�presented�in�diverse�media�and�formats,�including�visually,�quantitatively,�and�orally.

•��CCSS.ELA-Literacy.W.4.2.�Write�informative/explanatory�texts�to�examine�a�topic�and�convey�ideas�and�information�clearly.

•��CCSS.ELA-Literacy.W.4.2b.�Develop�the�topic�with�facts,�definitions,�concrete�details,�quotations,�or�other�information�and�examples�related�to�the�topic.

•��CCSS.ELA-Literacy.W.4.2c.�Link�ideas�within�categories�of�information�using�words�and�phrases.•��CCSS.ELA-Literacy.W.4.2d.�Use�precise�language�and�domain-specific�vocabulary�to�inform�about�or�

explain�the�topic.

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•��CCSS.ELA-Literacy.SL.5.1a.�Come�to�discussions�prepared,�having�read�or�studied�required�material;�explicitly�draw�on�that�preparation�and�other�information�known�about�the�topic�to�explore�ideas�under�discussion.

•��CCSS.ELA-Literacy.SL.5.1c.�Pose�and�respond�to�specific�questions�by�making�comments�that�contribute�to�the�discussion�and�elaborate�on�the�remarks�of�others.

•��CCSS.ELA-Literacy.SL.5.1d.�Review�the�key�ideas�expressed�and�draw�conclusions�in�light�of�information�and�knowledge�gained�from�the�discussions.

•��CCSS.ELA-Literacy.SL.5.2.�Summarize�a�written�text�read�aloud�or�information�presented�in�diverse�media�and�formats,�including�visually,�quantitatively,�and�orally.

•��CCSS.ELA-Literacy.W.5.2.�Write�informative/explanatory�texts�to�examine�a�topic�and�convey�ideas�and�information�clearly.

•��CCSS.ELA-Literacy.W.5.2b.�Develop�the�topic�with�facts,�definitions,�concrete�details,�quotations,�or�other�information�and�examples�related�to�the�topic.

•��CCSS.ELA-Literacy.W.5.2c.�Link�ideas�within�and�across�categories�of�information�using�words,�phrases,�and�clauses.

•��CCSS.ELA-Literacy.W.5.2d.�Use�precise�language�and�domain-specific�vocabulary�to�inform�about�or�explain�the�topic.


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National�Coalition�For�Core�Arts�Standards�

Grade Standard

K

•��TH:Cr1-Ka.�With�prompting�and�support,�make�transitions�between�imagination�and�reality�during�role-play�within�dramatic�play�and�process�drama.�

•��TH:Pr6-Ka.�With�prompting�and�support,�use�body,�sounds,�and�gestures�to�demonstrate�basic�role-play�skills�while�participating�in�dramatic�play�and�process�drama.�

•��TH:Re8-Kb.�With�prompting�and�support,�name�and�describe�characters�and�setting�from�dramatic�play�or�process�drama.�

•��TH:Cn11-Ka.�With�prompting�and�support,�identify�preferences�related�to�experience�in�dramatic�play�and�process�drama.�

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•��TH:Cr1-1.�Collaborate�with�peers�to�create�imaginary�worlds�comprising�characters,�settings,�and�stories�within�process�drama.

•��TH:Cr2-2b.�Identify�and�suggest�potential�resolution�to�conflict/tension�within�a�process�drama.•��TH:Pr4-1a.�Alter�voice�and�body�to�expand�and�articulate�nuances�of�a�character.•��TH:Re8-1b.�Identify�causes�and�consequences�within�previously�enacted�dramatic�play�and�process�drama.•��TH:Cn10-1b.�Use�skills�and/or�knowledge�from�other�subject�areas�to�help�resolve�a�problem�within�drama.•��TH:Cn11-1a.�Share�and�explain�preferences�and�emotions�about�experience�in�process�drama.�

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•��TH:Cr1-2a.�Collaborate�with�peers�to�create�imaginary�worlds�comprising�characters,�settings,�and�stories�within�process�drama.

•��TH:Cr2-2b.�Identify�and�suggest�potential�resolution�to�conflict/tension�within�a�process�drama.•��TH:Pr4-2a.�Alter�voice�and�body�to�expand�and�articulate�nuances�of�a�character.•��TH:Re8-2b.�Identify�causes�and�consequences�within�previously�enacted�dramatic�play�and�process�drama.•��TH:Cn10-2b.�Use�skills�and/or�knowledge�from�other�subject�areas�to�help�resolve�a�problem�within�drama.�•��TH:Cn11-1a.�Share�and�explain�preferences�and�emotions�about�experience�in�process�drama.�

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•��TH:Pr4-3a.�Investigate�how�movement,�voice,�and�sound�can�be�manipulated�and�incorporated�into�drama�or�theater�work.

•��TH:Pr5-3a.�Use�the�body�as�a�tool�to�interpret�text�and�development�movements�and�sound�that�can�be�applied�to�a�character�for�drama�or�theater�work.

•��TH:Pr6-3a.�Advance�the�story�in�a�drama�or�theater�work�through�motivated,�committed,�and�thoughtful�physical�actions.

•��TH:Re7-3a.�Illustrate�themes,�messages,�and�understandings�communicated�through�drama�or�theater�work.•��TH:Cn10-3.�Create�drama�or�theater�work�that�incorporates�skills�and�knowledge�from�different�art�

forms�or�content�areas.�

Hardwood�Forest�FoundationPO Box 34518 | Memphis, TN 38134-0518 | 901-507-0312 | 901-377-9169 Fax

www.hardwoodforest.org


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4

•��TH:Pr5-4b.�Investigate�relationships�between�and�among�performers,�the�space�and�the�director�and/or�audience�through�movement,�sound,�and�voice.

•��TH:Pr6-4b.�Improvise�a�sustained�scene�with�characters�that�expand�upon�a�theme�or�idea.�•��TH:Re7-4b.�Construct�and�derive�appreciate�and�meaning�from�drama�and�theater�work.•��TH:Re8-4b.�Compare�and�contrast�responses�upon�participation�in�a�drama�or�theater�work.•��TH:Cn10-4d.�Create�original�work�that�incorporates�skills�and�knowledge�from�different�art�forms�or�

content�areas.�

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•��TH:Pr4-5a.�Make�physical�choices�to�develop�a�character’s�habitual�stance�and�gestures�within�drama�or�theater�work.�

•��TH:Pr5-5b.�Determine�movement�choices�that�communicate�relationships�between�characters.•��TH:Pr6-5b.�Improvise�a�story�to�communicate�a�theme,�point�of�view,�or�idea.•��TH:Re8-5b.�Justify�responses�upon�participating�in�or�viewing�drama�or�theater�work.•��TH:Cn10-5d.�Create�original�work�that�incorporates�skills�and�knowledge�from�different�art�forms�or�

content�areas.

a ctivi–trees - hardwood forest · pdf filephotosynthesis is the way trees make their...

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