Activity Components Doing the Activity Provides Step-By-Step Procedures for Leading the Activity

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Activity Components Doing the Activity Provides step-by-step procedures for leading the activity. Title The “attention grabber” that relates to the activity’s content.

Overview A brief description of the activity.

Objectives The Closer You Look Activity All students, no matter how young, have an idea of what a tree looks like. But many are States the content objectives targeted in the activity. unfamiliar with the actual structure of a tree. In this activity, your students will go 61 outdoors or view pictures to take a closer look at trees and their parts. Assessment Opportunities

Levels Guides the educator toward assessing students’ Grades PreK-6 OBJECTIVE ASSESSMENT OPPORTUNITY

■ Students will understand how observation ■ Have students use a graphic organizer to understanding of the concepts covered in the activity and Subjects T increases knowledge of tree structure describe similarities and differences Science, Visual Arts, Language and form. between their pictures drawn from memory Arts provides opportunities for students to apply the knowledge and from observation. (See page the next page for a sample graphic organizer.) Have Concept they have gained. them write their answers to the question,“Did ■ Populations of organisms your second picture show a greater under- exhibit variations in size and standing of the tree’s structure and form?” structure as a result of their and support their answer with observations adaptation to their habitats. from the graphic organizer. (4.1)

Skills Sidebar Observing, Comparing and Contrasting, Identifying Attributes and Components, BACKGROUND DOING THE ACTIVITY Found on the first page of each activity, the sidebar contains Interpreting the following important information for incorporating an There’s a lot of variety in the more than 1. Give students drawing paper and cray- Differentiated Instruction 50,000 kinds of trees in the world. For ons or markers. Have students close their activity into a program or curriculum. Curricular/Personal example, some trees tower more than 360 eyes and picture a tree. Encourage them Connections, Higher Order feet (110 m) high, like coastal redwoods, to think about the overall shape of the Thinking, Oral/Reading/ and some reach only 15 feet (5 m), like tree, how the branches are connected, and Writing Skills, Nonlinguistic bluejack oaks. Tree leaves may be needle- Representations the texture of the trunk and leaves. Ask Levels shaped, broad and flat, or made of little them to draw a picture of the tree from Indicates recommended grade levels for various scales. Tree bark may be smooth, rough, memory.Tell them to save their pictures Technology Connections shaggy, or deeply furrowed. Branches may for later. parts of the activity. Activities can usually be Graphic Organizer Software spread out to form a huge, broad crown or may rise narrowly like a column. 2. Explain to the students that they are geared up or down with slight modifications. Materials going to take a closer look at trees and Drawing paper, crayons or later they will use their observations to markers Subjects GETTING READY draw a new picture of a tree. Ask them to Time Considerations list different features they might look for Indicates the subjects that the activity incorporates, such as Preparation: 30 minutes Locate several different kinds of trees when they make their observations. You Activity: 50 minutes that your students can observe closely. may use the questions below to guide mathematics, science, social studies, or language arts. Related Activities them. Depending on the level of your Adopt a Tree, Tree Factory, Check for any hazards at the group, you may want to use these ques- Concepts Name That Tree, Looking at site(s), such as deep holes, sharp objects, or tions to create a worksheet for your stu- Leaves, Bursting Buds, Trees as poisonous or irritating plants. dents to use. Students can take notes or Lists the concepts (from the Conceptual Framework in Habitats, Tree Lifecycle. make sketches as they make their observa- If there are no trees in your area, try to tions. Appendix 2) that the activity addresses. find a live potted tree to bring to the class- ■ What shape is the trunk? Is it tall and room, or one or more cut trees (like straight, or bent and gnarled? Is there Skills Christmas trees). If this is not possible, col- only one trunk or do several trunks lect pictures of trees that students can use come out of the ground near the same Lists the thinking processes and skills (from the to make their observations in Step 3. (Try spot? the Internet, books, calendars, postcards, ■ What color is the tree’s bark? How does Skills Index) that the activity develops. and magazines for good color pictures of it feel? How does it look? trees. Tree posters are also usually avail- ■ What shape are the tree’s branches? Are Differentiated Instruction able from district offices of the U.S. Forest there any thorns or other things on the Service, see Appendix 9.) branches or twigs? Lists methods for differentiating instruction ■ What shapes are the tree’s leaves? What suggested in the activity. color are they? Where are the leaves on Technology Connections Lists the technology tools that can be used with the activity. Materials Lists the materials needed to do the activity. Getting Ready Time Considerations Describes how to prepare for Recommends time allotments for each part of the core activity, including preparation. These are based teaching the activity. on recommendations made by the teachers who pilot-tested the activity. Times are based on 50-minute class periods. Related Activities Lists other PLT activities that address closely related topics. Background Contains relevant information that provides the teacher with an understanding and perspective for engaging the class in the activity. Bold italicized words appear in the Glossary, Appendix 1. Project Learning Tree • PreK–8 Activity Guide 10 © American Forest Foundation Variations Many of the activities provide alternative procedures for doing the activity. These have similar objectives to the core activity, but appeal to different age levels, learning styles, audiences, situations, or concerns.

Enrichment Many of the activities contain recommendations for exercises that enrich or extend the learning experience in the activity.

Sample Graphic Organizer second picture radically different from the first? Have students compare and contrast drawings done by Structure, Tree from Memory Tree from Observation different students. What characteris- Trunk shape tics were similar? Bark color, texture, look Enrichment Branches–shape, pattern, texture ■ Have students make bark or leaf rubbings of the trees they examined. Leaves–shape, Students can create a new picture of texture, color their tree (or add to the one made in Leaf attachment Step 4) using rubbings of the tree’s Seeds, fruits, flowers, parts; attaching actual flowers, nuts, or seeds from their trees; or using nuts, or cones parts of the tree such as bark, fruit, or Shape of trees flowers to color their picture by rub- Plants or animals on tree bing the parts against the paper so that their natural color comes off. the tree’s branches? (Only at the tips? together. Have the children use their Whenever possible, have Student Pages All along the branches?) Do leaves grow bodies to bend and twist like the students use leaves, seeds, or other in groups or singly? How do they feel? branches, flutter around like the tree parts that they find on the Many of the activities include ■ Are there any seeds, flowers, fruits, leaves, stand straight and tall like the ground to make their rubbings, nuts, or cones on the tree? trunk, or mimic other characteristics rather than picking those items off copyright-free student pages. ■ What shape is the tree’s crown as a of the trees you examine. the tree. whole? (Round, pointy, shapeless, oval?) When the students have finished 4. ■ Have students make a model of a tree ■ What other plants or animals live on their observations, have them draw a using construction paper, toilet paper or in the tree? second tree picture. Encourage them to rolls, straws, aluminum foil, tissue include as much detail as they can. paper, and the like. Students should 3. Take the students outside and have include and label all the tree parts them examine the trees you located in they’ve learned about. Encourage 5. Hang each student’s pair of “Getting Ready,” or have them examine them to be as creative as possible drawings (from steps 1 and 4) the tree pictures you collected. while still being accurate. (Encourage students to pick a tree that around the room. Let students walk is similar to the one they drew in Step 1.) around as they compare and con- ■ Follow up this activity with a creative trast each pair of drawings. What writing exercise in which students Lead students to one or more new details, for example, appeared describe the tree they chose to draw trees and examine the trees in the second drawing? Was anyone’s and why they chose it.

visitor observes as one tiny scratch in a tree a seed during the American Revolution to its READING CONNECTIONS develops into a home for a variety of maturity in the late twentieth century. woodland animals over many years, even Grades 4+. ISBN: 1563978105. Bishop, Nic. Forest Explorer: A Life-Sized Field after the tree has fallen. Grades K-3. ISBN: Markle, Sandra. Outside and Inside Trees. Simon Guide. Scholastic, Inc. 2004. Depicts in detail 068817180X. and Schuster. 1993. Discusses various parts several different deciduous forest habitats, Dorros, Arthur. A Tree is Growing. Scholastic. of trees and their functions, including the with field notes about the insects and 1997. Tells about the structure of trees and bark, sapwood tubes, roots, and leaves. animals shown, as well as tips on how to how they grow, as well as their uses. Grades Grades K-3. ISBN: 0027623130. explore a real forest. Grades 1-4. ISBN: K-3. ISBN: 0590453009. 0439174805. Hiscock, Bruce. The Big Tree. Atheneum Books – Brenner, Barbara. One Small Place in a Tree. MacMillan. 1991. Follows the development Available @ http://shop.plt.org HarperCollins Publishers. 2004. A child of a large old maple tree from its growth as

Reading Connections Lists books that are relevant to the activity. Additional books are listed at www.plt.org.

Introduction © American Forest Foundation 11 A Peek at Packaging

Activity Nearly everything we buy comes in some sort of package. Packaging, made from a variety of renewable and nonrenewable resources , is necessary to protect an item, keep it fresh, make it tamper-proof, and make the item easy to transport and store. In this 83 activity, students will examine the pros and cons of different packaging strategies.

Levels home and school items (newspaper, greeting Grades 5-8 OBJECTIVE cards, used wrapping paper, etc.). Then have them make a presentation on why their pack - ■ Subjects Students will identify different purposes of age suits their product. Presentations can be packaging, the pros and cons of certain pack - Science, Social Studies, Visual written or oral. Evaluate the proposed package. aging, and which packaging is recyclable and ■ Arts Does it address health concerns (for freshness biodegradable. and tampering)? ■ Concepts Can it be reused or recycled? ■ Is it biodegradable? ■ Our increasing knowledge of ASSESSMENT OPPORTUNITY ■ Does it have enough labeling to satisfy the the Earth’s ecosystems influ - manufacturer and the consumer? ences strategies used for for - ■ Have students create an ideal package for one ■ Is it convenient for shipping and shelf display? est management and envi - of the products they evaluated. Have students ■ Can the product, as packaged, be conveniently ronmental stewardship. (5.5) draw or create the packaging out of art materi - used by the consumer? ■ Consumers “drive” the mar - als (paper, cardboard, foam, etc.) or recycled ketplace with their demand for goods and services. Such demand shifts with time and may have positive or negative effects on the avail - ability of natural resources BACKGROUND In addition to its basic role of holding and environmental quality. goods together, packaging also protects, (5.9) preserves, and eases the distribution of ■ Industries usually respond At the most basic level, packaging is to consumer demand for needed to hold items together in the size many of the products we buy. The very recyclable, recycled, or other - or amount desired for purchase. The con - nature of the products we consume dic - wise environmentally friend - cept behind product packaging has tates the kind of materials used in the ly products. (5.10) evolved over time, changing to fit the packaging process. Canning certain food Skills needs or demands of consumers as much items and other perishables assures Observing, Classifying and as to fit the economic demands on man - maximum shelf-life and freshness; paper Categorizing, Evaluating, ufacturers. The earliest forms of packag - milk cartons or plastic jugs allow for easy Formulating Questions, ing were animal skins, earthenware ves - pouring and storage; plastic boxes with Analyzing sels, and woven baskets. Glass bottles, shrink-wrap packaging for items like Materials fired clay amphorae, and finished leather compact discs allow for maximum dis - Samples of different kinds of were developed between 2,500 and 3,500 play in a minimum amount of space; packaging (either unopened years ago. Packaging as we know it in the large cardboard boxes of laundry deter - containers or those that have late 20th century is relatively new, hav - gent help consumers purchase in bulk been emptied and washed) items that will be used often. In many that demonstrate different ing had its start with the advent of eco - packaging purposes, copies of nomically efficient packaging machinery instances (such as for food and health “Consumer Choices” student in the latter part of the 19th century. care products) packaging prevents con - page, consumer products stu - tamination and provides tamper-proof dents bring from home (see protection for the consumer. Packaging Getting Ready) also provides a convenient surface for Time Considerations displaying important consumer informa - Preparation: 20 minutes tion as well as advertising space for the Activity: 45 minutes manufacturer. Related Activities Resource-Go-Round; We All Manufacturers and consumers have Need Trees; Pollution Search; become more aware of the impact of Reduce, Reuse, Recycle packaging on the environment, as well as the conservation of natural resources, energy, and waste management.

Some companies are changing the mate - rials used in their packaging; others have

Project Learning Tree • PreK–8 Activity Guide 360 © American Forest Foundation reduced, or even eliminated packaging one that they feel is insufficiently or 5. Have teams work together to com - of some products; still others are overly packaged. Products may be plete the questions on the student increasing the amount of recycled unopened in their original packaging page. Point out how to tell whether a material used to make their packaging. material, or in clean, empty containers. product is made from recycled materi - al. (Look for recycled sign.) In many instances, the need for pack - Point out that students aging, and the kind of materials used should not bring in any dirty or unsafe 6. Have each team share its analysis of in packaging, are self-evident (such as containers (such as opened cans with one product with the rest of the group. baby food in small, easy-to-use, prod - sharp edges) or hazardous products You might suggest that team members uct-preserving glass jars). Sometimes, (such as household cleaners). Keep a box separate their examples into two cate - however, it may be difficult to under - by the door for collecting the products gories, one for packaging they think stand why a certain package has been and go through them for safety before could be improved (by changing the used (a tall box of cereal may be only handing them out for the activity. design or material; by adding or elimi - two-thirds full due to the settling that nating material; etc.) and one for pack - occurs during shipping). Students 2. Have students work in teams and aging that seems fine the way it is. should be prepared to ask informed select three to five items to evaluate. questions about packaging and make Enrichment responsible purchasing decisions 3. Give each team a copy of based on an analysis of the informa - “Consumer Choices” student page for ■ Take a trip to a local supermarket for tion. The following activity will help each item they will evaluate. a “Supermarket Safari” in which stu - them compare packaging practices dents try to find at least one item and choose wisely the kind of products 4. Set out the examples of packaging that fits into each category of pack - and their packages that best suit their that you brought in. Ask students why aging: (1) packaged well; (2) pack - needs as consumers. they think each product is packaged the aged poorly; (3) packaged primarily way it is (cost, ease in shipment, public to attract the consumer (packaging health, protection from damage). Ask that is pretty, colorful, fancy, etc.); (4) GETTING READY them what the pros and cons are of each packaged in bulk; (5) packaged with package in terms of protection, bulki - material that has been recycled; (6) packaged with material that is recy - Bring in examples of different kinds of ness, tamper resistance, recycled materi - clable; and (7) packaged in some - packaging used for different purposes, als, and so forth. thing reusable by the consumer. such as advertising, freshness, tamper prevention, and convenience (products may still be in their packages).

Make copies of the student page for each team.

DOING THE ACTIVITY

1. Ask students to bring two consumer product packages from home. You might suggest that they find one that they feel is properly packaged, and

Sullivan, George E. How Do They Package It? Wheeler, Jill C. Food We Eat (We Can Save the READING CONNECTIONS Westminster John Knox Press. 1976. Traces Earth). ABDO. 1991. Describes how producing the evolution of modern containers. and packaging different foods affect our Sailer, John. A Vogt For The Environment. Book Anecdotes about various packages such as environment and ourselves. Grades PreK-3. Publishing Co. 1995. Relates how Tanja Vogt the tea bag, consumption statistics, and ISBN: 1562390333. convinced McDonald’s, as well as businesses environmental concerns are also included. and schools in her area, to stop using Grades 6+. ISBN: 0664326013. styrofoam. Grades 6+. ISBN: 0913990345.

A Peek at Packaging © American Forest Foundation 361 Student Page Consumer Choices OBSERVE your product closely. DISCUSS the following questions with your team. ANSWER the questions as best you can using your team’s knowledge and the information given on your product.

PRODUCT NAME:

TYPE OF PRODUCT:

LOCATION OF PRODUCER:

SHIPPING DISTANCE:

NET WEIGHT OF CONTENTS:

1. Describe all parts of the packaging.

2. What materials make up the packaging? (How much of it is paper? Plastic? Glass? Metal? Other?)

3. Is the product or its packaging made of recycled materials? How do you know?

4. After the product has been used, what is thrown away?

5. Can the packaging be recycled in your community? How do you know?

6. What purposes does each piece of the packaging serve (portion size, health, safety, freshness, nutrition information, anti-theft, advertising, or other purposes)? How do you know?

7. How would you improve the packaging of this product?