Trees Topic Planner (Second Level)

Age: Second Level (P5-P7)

Curriculum Area:

Science

Technologies

Social Studies

Summary of Content: Document outlining a scheme of work focusing on Trees.

Country of Origin: Scotland

Date of Publication: March 2012

This topic involves the study of trees, plants and animals that can be found in a woodland environment. A visit to a woodland or forest is supported by classroom activities that involve the identification and classification of different species. Children research one type of woodland animal, looking at habitat, movement, food and life cycle. Conservation and sustainable forestry issues are also considered.

The Topic Box on ‘Trees’ provides links to downloadable resources such as keys and identification guides.

Outline of the main activities

• Set up a display of branches from different types of trees including broadleaf and conifers. Discuss what the children know about trees already.

• Plan a woodland visit – do a survey and draw examples of non-flowering plants: mosses, fungi, lichen, liverwort (or bring samples into the class to sort into groups and draw).

• Collect samples of leaves and seeds from different broad-leaved trees, along with needles and cones from conifers. Use keys to identify the trees. Examine the broad leaves: look at the leaf veins and draw the patterns.

• Look at the seeds from different trees and discuss life cycles and dispersal. Choose one type of tree (e.g. oak) to draw an illustrated flow chart of its life cycles.

• Examine grasses and flowers that are growing on the woodland floor (e.g. bluebell, celendine, Herb Robert). What do they notice about the veins on the leaves? Sort into those with parallel veins and those with branching veins. Use keys to name species.

• Complete the worksheets Parts of the tree (a) and Parts of the Tree (b) . • Individuals or pairs research the life of one type of woodland animal under the headings: habitat, movement, food and life

cycle. Discuss what it means to be alive and compare differences between animals and plants (e.g. fox, squirrel, badger, roe deer, hedgehog, tawny owl, sparrowhawk or grass snake). Photographs of all of these species can be downloaded from the Forestry Commission image library (www.forestry.gov.uk/pictures.) Discuss the meanings of protected, extinct and endangered species.

• Discuss ways in which woods/forests are managed to ensure sustainability of wood and regrowth of new trees. For background information, see the Forestry Commission booklet on Scotland’s Trees, Woods and Forests . Brainstorm ideas or make a poster entitled ‘Caring for our Forests’.

• Consider how a wide range of habitats is maintained within the forests for plants and animals. Complete the worksheet called How good is the wood?.

• Research work on specific species that are protected e.g. red squirrels, sparrowhawks and Scottish wildcats. Design posters or fact files to present information to the rest of the class.

Keys and Guides

• An Easy Guide to Forest Trees and Their Uses: Free illustrated leaflet available to order from the Forestry Commission www.forestry.gov.uk/website/treetrunk.nsf/ByUnique/AnEasyGuidetoForestTreesandTheirUses

• The Tree Name Trail: An online key to common trees. www.forestry.gov.uk/forestry/INFD-5G2KV3 • See www.naturedetectives.org.uk for downloadable resources, including identification sheets for flowers, leaves, seeds

and twigs.

Supporting information

See http://www.snh.org.uk/TeachingSpace/ for information about woodland or forest visits.

Forest Games and Outdoor Activities

These games are all suitable for playing outside, preferably in a woodland or forest area, and may be downloaded from the FEI website.

• The Tree Monster • Woodland Workout: a range of outdoor activities and exercises, including 10 learning activities, 15 physical activities and guidance and instructions for teachers on how to set up the trail. It can be downloaded from the FEI website, used in a range of setting with very few props and adapted for different ages and abilities. • Meet a Tree • The Lumberjack Game or The Woodcutter Game (Two similar games) • Build a Tree

Curriculum for Excellence: outcomes

Curricular area Outcome Second level

I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction.

SCN 2-01a

I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area.

SCN 2-02a

Science Planet Earth: biodiversity and interdependence

Through carrying out practical activities and investigations, I can show how plants have benefited society.

SCN 2-02b

Social studies People, place and environment

I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way.

SOC 2-08a

Technologies Having analysed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way.

TCH 2-02a

Curricular area Outcome Second level

Science Planet Earth: biodiversity and interdependence

I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural

I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction.

SCN 2-01a

I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area.

SCN 2-02a

Science Planet Earth: biodiversity and interdependence

Through carrying out practical activities and investigations, I can show how plants have benefited society.

SCN 2-02b

Social studies People, place and environment

I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way.

SOC 2-08a

Technologies Having analysed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way. TCH 2-02a