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The TREE (Together Reviving Everyone`s Environment) Project

Basics

  • Project TitleThe TREE (Together Reviving Everyone`s Environment) Project
  • ThemePlant trees for erosion control and stormwater management.
  • Submitted ByRuth Chappel
  • OrganizationForest Park Middle School, Springfield
  • Brief DescriptionIn reaction to the tornado on June 1st, 2011 students decided to work with the City to replace some of the thousands of trees that were destroyed during the storm. Students researched types of trees and how to plant them. 138 trees were planted in May 2012. Over 70 8th graders took part.
  • Materials / ResourcesComputers, I-Tree software, trees, shovels, rakes, water, mulch, bus transportation, heavy equipment provided by the City
  • Team membersRuth Chappel, Multi-school ILS, Eileen Shea, Science Enrichment, Mary Anne Simmons, Science Enrichment, staff from Buildings, Parks, and Recreation and Forestry Department, Arbor Allies volunteers, Springfield College LACES staff and AmeriCorps volunteers.
  • Pre-requisite knowledgeLife science, computer skills
  • Technical support neededCity staff for heavy equipment
  • Any modifications or extensions for particular student populations?Adaptable for all students

Key Questions

  • Key QuestionsWhat role do trees play in water and pollution control?
    What can students do to help in the reforesting activities needed in their city?
  • Connections: How or why was this topic identified? Why is it meaningful?The June 1, 2011 tornado presented the opportunity for this project. Students could see the destruction caused by the weather event (some live nearby) and the need to plant trees to replace ones that were destroyed became obvious.
  • Background Research: What resources were used to find background information for this project?Students researched native, site-specific tree species. Used I-Tree software to calculate value of trees in terms of pollution control, CO2 sequestering, aesthetic values. Researched ways to purchase trees, pros and cons of 3 ways trees are shipped, costs, planting logistics. Used Penn State tree planting powerpoint. Please see attached link.
  • Outcomes: What was the outcome? How was it shared or applied in the community?In May 2012, over 70 students planted 138 trees in two locations in Springfield. Students are monitoring the trees for the City Forester.

Units / Activities

  • Introduce the TREE Project 1 class periodStudents are introduced to the TREE Project.
    Students watch the Lorax and do a two minute write on what they think is the message The Lorax is trying to convey.
    Students view a sideshow of tornado pictures of Springfield and surrounding communities and discuss the ways the tornado has affected their lives.
    Students compare the events of The Lorax with the damage done by the June 1st tornado.
    Ask students to make a list of the ways they can positively affect their environment and community.
    Computer with Internet
  •  /project318_0754/100_0873.JPG

    Web Link: http://video.google.com/videoplay?docid=6650219631867189375#

  • Research 2-4 class periodsStudents research the value of trees, learn tree vocabulary, and select the most appropriate tree species to plant in our community.Computer with Internet
  •  

    View/Download File: /project318_0754/Tree Websites.docx

  • Guest speakers 1 class periodSpeakers from the Forestry Department discuss the role of trees, show a PowerPoint presentation, and demonstrate how to plant trees.Computer and projector
  •  

    View/Download File: /project318_0754/GreenInTheMiddlePresent.ppt

  • Tree planting 1-3 daysStudents are bussed to tree planting sites at Johnny Appleseed Park and Camp Wilder.Transportation to planting sites
  •  /project318_0754/Camp Wilder 2.JPG/project318_0754/100_0921.JPG/project318_0754/100_1007.JPG
  • Reflection and Assessment 1 class periodStudents are asked to reflect on "How do you feel after completing this project?", and "How did you affect your community by planting trees?".
    Teachers will assess the students on their participation in the project and their reflection of the project.
    Students view Project Learning Tree you tube video.
    Computer with You Tube access
  •  /project318_0754/loraxquoteunless.jpg

    Web Link: http://www.youtube.com/watch?v=K9MPte_T3aI&feature=plcp

Instructional Techniques

  • Web researchStudents researched the types of native trees that would be specific to the site and discovered 4 species they could plant (Red Oak, Red Maple, Sugar Maple, and White Oak). They also researched the different ways trees can be delivered; they had to find an option (e.g. bare root) that would make the trees light to carry. This option meant that they had to carefully coordinate the trees delivery and planting schedule to plant the trees as soon as they arrived.
  • Software The students used i Tree software (Tools for Assessing and Managing Community Forests): http://www.itreetools.org/
    The software is free from the USDA Forest Service. There are a variety of tools that allow users to determine the benefits of various trees over time.
  •  

    Web Link: http://www.itreetools.org/

  • ReadingThe students read information about the trees they were deciding to plant.
  • Note-takingStudents took notes as part of their research and reading.
  • Guest speakersStudents worked with representatives from the City`s Parks and Recreation and Forestry Departments, as well as staff from Springfield College (they host a leadership program for students in the summer).
  • Hands-onStudents were engaged in the process of planting the trees and monitoring the site.
  • Leadership and team-buildingAs part of the LACES summer program hosted by Springfield College, some of the students who participated in this project were involved in leadership and team building activities.
  •  

    Web Link: http://www.spfldcol.edu/homepage/dept.nsf/laces

  • CollaborationStudents worked in small groups to discuss The Lorax and parallels to the tornado damage, conduct their research and participate in the tree planting process.

Assessment Techniques

  • CollaborationLACES students worked together to select the topic for the next Green in Middle project for 2011-2012 school year. Students researched the topic and presented their research on possible solutions to peers, parents and college staff.
  • Pre test on knowledge about treesInstructional leader administered a pre-test to the students about trees.
  • DiscussionStudents lead discussions on the effect of the tornado on their lives. The discussions lead to questions they had about the project. Students were able to use their problem solving skills to help answer their questions and develop this project.
  • Self reflection of day on field workStudents were asked to reflect on "How did you feel after the tree planting project?" and "How did you affect the community by planting trees?".
  • Teacher observationsTeachers used observations made during their participation in the project to access how the students were positively impacted by their participation
  • Authentic informal feedback from City staffStudents received informal feedback from City staff who were their partners throughout the project.
  • Post test The pre test was readministered to assess their knowledge of the project.

Frameworks / Skills

  • Science Framework (K-8)
    01 Life
    Classify organisms into the currently recognized kingdoms according to characteristics that they share# Be familiar with organisms from each kingdom#
    (Science Framework (K-8))
  • Science Framework (K-8)
    13 Life
    Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive#
    (Science Framework (K-8))
  • Science Framework (K-8)
    14 Life
    Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web#
    (Science Framework (K-8))
  • Science Framework (K-8)
    16 Life
    Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis# This food can be used immediately, stored for later use, or used by other or
    (Science Framework (K-8))
  • Science Framework (K-8)
    17 Life
    Identify ways in which ecosystems have changed throughout geologic time in response to physical conditions, interactions among organisms, and the actions of humans# Describe how changes may be catastrophes such as volcanic eruptions or ice storms#
    (Science Framework (K-8))
  • Science Framework (K-8)
    01 Earth
    Recognize that water, rocks, soil, and living organisms are found on the earth
    (Science Framework (K-8))
  • Science Framework (K-8)
    02 Earth
    Understand that air is a mixture of gases that is all around us and that wind is moving air#
    (Science Framework (K-8))
  • Science Framework (K-8)
    03 Earth
    Describe the weather changes from day to day and over the seasons#
    (Science Framework (K-8))
  • Science Framework (K-8)
    04 Earth
    Recognize that the sun supplies heat and light to the earth and is necessary for life#
    (Science Framework (K-8))
  • Science Framework (K-8)
    05 Earth
    Recognize and discuss the different properties of soil, including color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants#
    (Science Framework (K-8))
  • Math Frameworks (7-8)
    8.M.1
    Select, convert (within the same system of measurement), and use appropriate units of measurement or scale.
    (Math Frameworks (7-8))
  • Math Frameworks (7-8)
    8.M.3
    Demonstrate an understanding of the concepts and apply formulas and procedures for determining measures, including those of area and perimeter/circumference of parallelograms, trapezoids, and circles. Given the formulas, determine the surface area and volume of rectangular prisms, cylinders, and spheres. Use technology as appropriate.
    (Math Frameworks (7-8))
  • Science Framework (K-8)
    12 Earth
    Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes#
    (Science Framework (K-8))
  • Science Framework (K-8)
    03 Earth
    Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through the earth
    (Science Framework (K-8))
  • Science Framework (K-8)
    04 Earth
    Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences among water, land, and atmosphere#
    (Science Framework (K-8))
  • Science Framework (K-8)
    06 Earth
    Describe and give examples of ways in which the earth
    (Science Framework (K-8))
  • Science Framework (K-8)
    11 Life
    Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers#
    (Science Framework (K-8))
  • Science Framework (K-8)
    1. TECH
    Central Concept: Appropriate materials, tools, and machines enable us to solve problems, invent, and construct.
    (Science Framework (K-8))
  • Science Framework (K-8)
    1.2 TECH
    Identify and explain appropriate measuring tools, hand tools, and power tools used to hold, lift, carry, fasten, and separate, and explain their safe and proper use.
    (Science Framework (K-8))
  • Science Framework (K-8)
    1.3 TECH
    Identify and explain the safe and proper use of measuring tools, hand tools, and machines (e.g., band saw, drill press, sander, hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) needed to construct a prototype o
    (Science Framework (K-8))
  • Math Frameworks (K-6)
    6.M.1
    Apply the concepts of perimeter and area to the solution of problems. Apply formulas where appropriate. l
    (Math Frameworks (K-6))
  • Math Frameworks (K-6)
    6.M.3
    Solve problems involving proportional relationships and units of measurement, e.g., same system unit conversions, scale models, maps, and speed. l
    (Math Frameworks (K-6))
  • Science Framework (K-8)
    3.2 TECH
    Identify and explain the appropriate tools, machines, and electronic devices (e.g., drawing tools, computer-aided design, and cameras) used to produce and/or reproduce design solutions (e.g., engineering drawings, prototypes, and reports).
    (Science Framework (K-8))
  • Math Frameworks (K-6)
    6.M.5
    Identify, measure, and describe circles and the relationships of the radius, diameter, circumference, and area (e.g., d = 2r, p = C/d), and use the concepts to solve problems. l
    (Math Frameworks (K-6))
  • VTE Strand 6 - Technological Knowledge and Skills
    6.A.01a
    Select and utilize the appropriate technology to solve a problem or complete a task.
    (VTE Strand 6 - Technological Knowledge and Skills)
  • VTE Strand 6 - Technological Knowledge and Skills
    6.C.05a
    Collect, organize, analyze, and graphically present data using the most appropriate tools.
    (VTE Strand 6 - Technological Knowledge and Skills)
  • VTE Strand 6 - Technological Knowledge and Skills
    6.C.06a
    Present information, ideas, and results of work using any of a variety of communications technologies (e.g., multimedia presentations, Web pages, videotapes, desktop-published documents).
    (VTE Strand 6 - Technological Knowledge and Skills)
  • English Language Arts
    CCSS.ELA-Literacy.CCRA.SL.5
    Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.CCRA.W.8
    Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.11-12.2b
    Spell correctly.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.2.3
    Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.6.6
    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RH.6-8.7
    Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RI.8.10
    By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.SL.7.4
    Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.SL.7.5
    Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.SL.8.1
    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.SL.8.6
    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.11-12.1e
    Provide a concluding statement or section that follows from and supports the argument presented.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.3.10
    Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.4.2d
    Use precise language and domain-specific vocabulary to inform about or explain the topic.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.4.9
    Draw evidence from literary or informational texts to support analysis, reflection, and research.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.6.1d
    Establish and maintain a formal style.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.6.2
    Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.6.4
    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 under grade 6 Writing - Text Types and Purposes.)
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.7.3a
    Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.7.4
    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 under grade 7 Writing-Text Types and Purposes.)
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.8.3c
    Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.WHST.6-8.2b
    Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.WHST.6-8.2f
    Provide a concluding statement or section that follows from and supports the information or explanation presented.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.WHST.6-8.5
    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.WHST.6-8.6
    Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.WHST.6-8.7
    Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.WHST.6-8.8
    Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
    (English Language Arts)

Tags = biology | community-needs | green-in-middle | horticulture | math | science | tree-planting | erosion-control | storm-water-management | CSL | ecosystems | environment | research | Subject = ELA, Mathematics, Science, Technology, CVTE, Service_Learning | Grade Level = MS | Time Period = -Select- | Program/Funding = 354 |
Direct website link to this project: http://resources21.org/cl/contextual.asp?projectnumber=318.0754