FM3

Plant Systems Advanced Foundational Lesson

Unit: Floristry

Lesson Title: Planting Trees

Competency: Demonstrate proper site selection, planting and care methods for newly established trees.

Standards

PS.04.01. Evaluating, identifying and preparing plants to enhance an environment.

CCSS.ELA.11-12.RIT.1.C Interpret visual elements of a text and draw conclusions from them (when applicable). CCSS.Math.A1.NQ.B.3a Use units of measure as a way to understand and solve problems involving quantities.

Student Learning Objectives

Slide 3 in FM3 Planting Trees Lesson Objective— After completing this lesson on Planting Trees, students will demonstrate their ability to apply the concept in real-world situations by obtaining a minimum score of 80% on the Plan evaluation.

Enabling Objectives As a result of this lesson, the student will… 1. Create a tree planting plan 2. Obtain, plant and care for a tree according to tree planting plan

Time: Approximately 150 minutes

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List of Resources Instructional Materials Laboratory. (2008). . Columbia, MO: University of Missouri.

Steltzer, H. (2017, September). Right species, right place: Considerations before you order tree seedlings in Missouri. [PDF File]. Retrieved from http://extension.missouri.edu/explorepdf/agguides/forestry/g05006.pdf

List of , Equipment, and Supplies FM3 PowerPoint Presentation FM3 Activity Sheet and Evaluation Packet FM3 Student Activity Sheet Packet FM3 Slit Method Lab Instructions FM3 Center Hold Lab Instructions Note cards or small sheets of paper for review activity

Key Terms

Slide 4 in FM3 Planting Trees The following terms are presented in this lesson (shown in bold italics): Tree stock Nursery Seedlings Center hold method Slit method Grubbing (dibble)

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Interest Approach: Use an interest approach that will prepare the students for the lesson. Teachers often develop approaches for their unique class and student situations. A possible approach is included here.

Slides 5-6 in FM3 Planting Trees Plant A Tree— Hold a student competition to see who can brainstorm the most responses to the following prompt: You decide to plant a tree in your front yard. What are all the things you need to take into consideration before beginning?

Give students 3 minutes to record as many considerations as possible.

At the end of time, students should count up the number of their responses and share them with their neighbor. Student pairs should then combine their lists without repeating any ideas. Pairs will team up with other pairs and again merge lists so that no ideas are repeating. Continue merging groups and lists until there are only two large groups. Determine the winning list (the one with the most ideas) and have students discuss what ideas they each came up with.

Conclude the activity by sharing with students that when they embark on planting trees in a large area or property, they need to develop a plant plan. This plan should consider the following: • What trees grow well in the area? • What species will best fit the landowner’s needs? • What species will grow in the specified soil type? • What are the growth rates of selected species? • How much time and funds are available to be spent on tree planting and maintenance each year? • What financial returns are needed on initial investment? • How many trees should be planted in a given area?

Let’s get started diving deeper into each of these questions.

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Summary of Content and Teaching Strategies

Objective 1: Create a tree planting plan

Slide 7 in FM3 Planting Trees

Teaching Strategies Related Content Ask students what type of tree they would want to plant if they were trying to increase wildlife in the area. How about if they were trying to construct a windbreak? Or just wanted an ornamental tree for their front yard?

Explain that trees are selected according to intended uses and we need to take into consideration the ideas we identified at the beginning of this lesson before making a decision on what to plant. Trees and their intended uses Slide 8 in FM3 Planting Trees • Windbreaks • Erosion Control •

• Wetland Restoration

• Ornamental or Shade

• Wildlife Food • Wildlife Cover Instruct students that during this lesson, they will write down three “why” questions to be used at the end of the lesson. As content is delivered, students should think about a “why” question and jot it down to be used at end of lesson. Example of a question might be “Why is it important to consider what species are best for planting purposes?”

Divide class into two. Have one side discuss the factors to consider for a forest setting. Have the second discuss the factors to consider for an urban setting.

When students are finished, have them share their thoughts with someone from the other side. Good tree planting practices include: Slides 9-10 in FM3 Planting Trees 1. good planting stock

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2. a well-selected and properly prepared site 3. proper planting methods 4. adequate protection and care of the tree seedlings before and after planting

Factors to consider in developing a planting plan:

1. Which trees will grow well in my area? 2. What species are best for my planting purposes?

3. Will this species grow in my soil?

4. How many trees can I plant and properly care for? 5. How and when do I order my trees?

Review the four growing areas from FM1.

Share with students that these growing areas Which Trees will grow well in my area? need to be taken into consideration when • Trees survive and grow best when selecting trees for planting. planted under conditions similar to Slide 11 in FM3 Planting Trees those where they occur naturally • Soil and climate created the four growing areas • Each of the four areas are very different from each other and must be considered when choosing tree stock • Within each area, sites could have varying characteristics, so careful consideration to specie selection should take place

Provide students with a copy of activity sheet What Species are Best for My Needs? FM3.1. Introduce it as a to help them • All trees have uses decide what species are best for their needs. • Uses include wood products, shade or ornamental beauty, food and shelter Slide 12 in FM3 Planting Trees for birds and animals, protection of soil, and modification of temperature or noise levels • All trees filter the air and produce oxygen

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Practice reading the table. Put students in different scenarios and have them determine based upon this chart which tree(s) should be selected. “You want to create a windbreak on the north side of your property. According to this chart, what trees would be good to first consider?” Continue through 3 or 4 examples.

Refer to BSS5 for site characteristics of poorly drained soils. If this lesson has not been taught, do so before moving on to this section of FM3.

As information is shared, remind students to be Will this species grow in my soil? keep in mind that they will be developing a • Note the soil type and ground cover tree plan and need to follow these • Trees have definite requirements for recommendations. soil type, moisture, and light • Shallow layers of impermeability or Slide 13 in FM3 Planting Trees poorly draining soils need to be considered.

• Trees differ greatly in soil moisture

requirements, but few trees can stand

poor drainage

• If drainage is poor in top 18 inches of

soil, poor growth (or death) should be

expected

• Poor soil drainage can sometimes be predicted from soil maps but usually is determined at the proposed planting site Provide students with activity sheet FM3.2.

Show students how this chart can be used to determine how far apart different species of trees need to be planted.

Have students consider the following question: Why would we want to be aware of spacing requirements when planting our trees? Expected responses: for optimal growth, not crowding, not competing for resources, enough space for when the tree becomes full-grown How many trees can I care for properly? Slide 14 in FM3 Planting Trees • Determine the total area to be planted • Consider funds and time (including maintenance)

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• Tree planting machine or plant by hand? o Two people can hand-plant about 800 trees in open agricultural land in an 8-hour day o An experienced three-person crew, operating a and mechanical tree planter, can plant 1,000 trees an hour under the same conditions • Choose the right species for your Have students compare and contrast hand forest plan. planting and mechanical planting.

Slide 15 in FM3 Planting Trees If planting a cleared area, calculate the spacing and number of trees needed.

Example 1 – find the number of oaks needed for a ½ acre area. Use the tree spacing chart in FM3.2 as a guide. • According to the chart, oaks are spaced on 15’ x 15’ centers

• Look at the bottom of the chart to see

that a 15’ x 15’ spacing yields 194

trees/acre

• For a ½ acre, there should be 97 trees

For the next example, have students examine Example 2 – Find the number of white pines the chart individually before sharing the needed for one acre answers. • White pines are spaced on 10’ x 10’ Slide 16 in FM3 Planting Trees centers • That yields 436 trees/acre

Newton Moment—have each student complete three “why” questions pertaining to the lesson. Students will share their questions one at a time, rapid-fire, and see if others can answer them. Write any questions that could not be answered on the board. Allow everyone to ask their questions. When students are finished, return to the posted questions on the board. Provide clues, if necessary. There may be

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unanswerable questions. Use these as a means to discuss possibilities and critical thinking.

Objective 2: Obtain, plant and care for a tree according to tree planting plan

Slide 17 in FM3 Planting Trees

Teaching Strategies Related Content Review the list of considerations developed during the interest approach. Cross off what has been covered so far. Ask students what should be considered next and/or lead them to realizing it’s time to obtain the trees and actually do the planting.

Ask students, “What is the first step in planting a tree?” Obtaining Trees • Nurseries provide seedlings on a Slide 18 in FM3 Planting Trees first-come-first-serve basis • Order early • State nursery is in Licking, Missouri o Bare- seedlings - grown in a bed and lifted out for packaging Facilitate a discussion about students’ • Various private nurseries carry knowledge of local or areas nurseries that sell seedlings seedling trees and shrubs. o Containerized seedlings –

grown in individual pots, Show students an example of the ordering tubes, or multi-gallon buckets form available from Missouri Department of

Conservation:

https://mdc.mo.gov/trees-plants/tree- seedlings/order-seedlings

Share with students once the seedlings arrive, Seedlings’ Arrival we need to keep them healthy before planting. • Keep moist and protected. Slide 19 in FM3 Planting Trees • To store for two weeks or less o Put the bales in a cool, shaded place. o Separate the bales ▪ To avoid overheating and molding

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o Pour cold water into the open end of the bales so seedling roots stay moist o Do not store trees in water ▪ Roots may become damaged Ask students why it would be important to o Protect from severe freezing know how to store seedlings for more than one week.

What circumstances would occur that would not allow you to plant in the week your seedlings arrive?

Slide 20 in FM3 Planting Trees • To store for more than two weeks o Method 1 – Hold bales in cold storage at 35° to 37° F o Method 2 – Put trees in a heeling-in trench ▪ Dig trench in a shaded protected place • Adjust depth to fit roots • Avoid areas with high rodent populations ▪ Cut bundle strings and spread trees ▪ Pour water on roots as trench is being refilled with soil ▪ Water as often as necessary thereafter to keep soil moist, but avoid overwatering ▪ Place mulch on soil around tree to hold in Now that our seedlings have arrived, let’s talk moisture about the rules and procedures for planting. Slide 21 in FM3 Planting Trees General rules for planting: • Plant seedling at the same level as in the nursery • Make sure seedling is upright and roots not doubled over

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• Trees with doubled roots grow more slowly • Pack the soil around the roots so tree will remain upright • Plant only one tree per space

Share with students that there are two devices that will make planting trees easier. Show them a grubbing hoe and a tree planting bar.

Slide 22 in FM3 Planting Trees

There are two procedures for planting trees, one associated with each of these tools. Share with students that we will practice both.

Use the Center Hold Method for Planting Trees lab sheet to demonstrate to students how to plant a tree.

Use the Slit Method for Planting Trees lab sheet to demonstrate to students how to plant a tree.

During demonstrations, have students record each step and ask clarifying questions.

At the conclusion of the demonstrations, divide class into small groups (1 group for every 2 trees) and have each plant their trees using the center hold and slit method.

Review/Summary

Seedlings planted today will be around for many years before they yield a return. It is very important, therefore, to have success when planting. Success will depend on obtaining good seedling stock, properly storing that stock before planting, planting the stock correctly, and caring for the seedlings after planting.

Slide 23 in FM3 Planting Trees

Review

Slide 24 in FM3 Planting Trees Exit cards Students will answer the following questions on a notecard or small slip of paper and

Forest Management  FM3  Planting Trees  Page 11  hand to teacher as they exit: • What did you learn about planting trees? • What questions do you still have about planting trees?

Comic Draw Instruct students to get out a blank sheet of paper. Have them fold it “hotdog” style, and then in threes. When unfolded, this creates 6 boxes. On one side of the paper, have students design a comic strip demonstrating one of the methods of planting trees. On the other side, have students create another comic strip detailing six key messages from the lesson.

Application

Extended Activities

Have students make their own tree planting bars in the ag mechanics shop.

If students have a forestry-related SAE, have them share how the steps of planting a tree work in their program.

Work with a local agency to organize a volunteer effort to plant trees in local park or other public use areas.

Using the proper spacing for a given species, have students measure and flag where each seedling should go. Students can plug each flag into a GPS unit and download onto a map of the area and check for accuracy.

Evaluation

Project-Based Evaluation (FM3.3) Tree Planting Plan— Students will develop a tree planting plan. Instructor should choose towns in Missouri for the students to “inherit,” ensuring there are towns from each of the growing areas. Students will present plan to the class. They will choose their method of delivery—written plan, PowerPoint presentation, or poster.

Paper-Pencil Quiz Evaluation (FM3.4) 1. What is the best source for obtaining bare-root forest tree seedlings, as opposed to containerized seedlings?

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2. How do you store tree seedlings for more than 1 week? 3. What are four general factors that you would want to consider before planting? 4. List four general rules for planting. 5. List the procedure for planting trees by the slit method using a tree planting bar. 6. What are three agents from which you must protect your seedlings?

Answers to Evaluation

Project-Based Evaluation (FM3.3) Use scoring guide provided on FM3.3 to assess student work.

Paper-Pencil Quiz Evaluation (FM3.4 KEY)

1. State nursery at Licking, MO 2. Either hold bales in cold storage at 35° to 37° F or put trees in a heeling-in trench 3. Answers will vary, but could include: • Which trees will grow well in my area? • What species are best for my planting purposes? • Will this species grow in my soil? • How many trees can I plant and properly care for? • How and when do I order my trees? 4. Plant seedlings at the same level that they were in the nursery • Make sure seedlings are upright and roots are not doubled over. • Pack the soil around the roots so the tree will stay upright. • Plant only one tree per space. 5. Hold planting bar vertically and drive blade full length into soil. • Pull handle toward you 4 to 5 inches and then push it away from you. • Remove planting bar, insert seedling, and straighten roots in slit. • Drive tree planting blade in at a 30° angle, 3 inches behind seedling. • Pull bar toward you, then push bar forward to close the bottom and top slit. • Remove bar and fill in remaining hole. 6. Answers should include three of the following: Fire, livestock, weeds, disease, or insects

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