How Old is that Tree?
Objectives
- Students will verbally identify tree parts by using a given diagram.
- Students will count the rings of a tree in a diagram to determine the age of the tree.
- Students will verbally identify any events in the life of a tree in a diagram.
- Students will make a physical representation of their own life by creating tree rings on a paper plate.
EALRS
- Communications 1.2
- Students will listen and observe to gain and interpret information.
- Science 1.1
- Students will understand how properties are used to describe living things.
- Science 1.3
- Students will understand how interactions within and among systems cause changes in matter.
- Art 3.2
- Students will communicate through art for a specific purpose.
- Art 4.2
- Students will demonstrate a connection between art and other content areas.
Materials
- How Old is that Tree? Handout (1 per student)
- Paper plates and markers (1 per student)
Procedure
- Distribute a How Old is that Tree? Handout to each student.
- Read aloud together the information on the sheet discussing important vocabulary as you go.
- Look at the diagram together to complete the following activities:
- Before beginning, again ask students to identify each of the following tree parts by putting their finger on it, then verbally describing its location: bark, phloem, cambium, xylem, and heartwood.
- Have students tell how old the tree was when it fell or was cut. Count only the dark areas or the light areas.
- Ask students to find evidence of life events, such as drought, or warm, wet weather.
- Ask students if they were a tree would they have some rings close together or far apart and why.
- Give each student a paper plate and a marker.
- Explain they should create tree rings the same age as themselves. They can write in important events in their life.
Adapted from "How Old is that Tree?", Pack Forest Teacher's Guide.
Center for Sustainable Forestry at Pack Forest, 2005.