Trees are very important parts of our everyday lives. They give us clean air to breathe, food to eat, wood to build with, paper to write on, and many other things. There thousands of unique kinds of trees growing on our earth. Can you identify a tree just by looking at it? Tree identification is when a person uses the physical traits of a tree (such as height or leaf shape) as clues to figure out what type of tree it is. This webquest will teach you how to identify trees.
You will work in groups of three. Each group will work cooperatively to gather information about trees and tree identification from the internet. Each group will organize the information by taking notes, writing paragraphs and drawing pictures. We will use what we learn on the internet to identify the trees in our own playground. At the end of the webquest, we will work together as a class to make a map of the playground, labeling all of the trees that we have identified.
Monday
Deciduous or Conifer?
Before we start tree identification, we need to learn about the two main types of trees; deciduous and conifer. Read the information on the "Angiosperm or Gymnosperm?" website and try the online quiz. Some of the words on this website are difficult, so use a dictionary or ask your teacher if you need help. In a word processor, your group should type a paragraph describing the differences between the two types of trees. Work together to decide which information should be included in your paragraph. Make your paragraph clear and easy to understand. Use correct spelling and punctuation.
http://www.fw.vt.edu/dendro/forsite/idtype.htm
http://www.fw.vt.edu/dendro/forsite/idtype.htm
Wednesday
Basic Tree Identification
Go to this tree identification website and read "The Basics of Tree ID". On a blank white piece of paper, draw and color two trees, one deciduous and one conifer. Label the trees with the different parts used for tree identification.
http://www.cnr.vt.edu/DENDRO/forsite/Idtree.htm
http://www.cnr.vt.edu/DENDRO/forsite/Idtree.htm
Tree Terms
There are lots of unique words we use when we talk or write about trees. Some of these words may be new to you. Go to the Arbor Day website and read through the glossary of tree terms. Choose ten terms that you think will be useful to you as a tree identifier. On a blank white piece of paper write the terms and their definitions and draw a picture example for each. Then click the link at the bottom at page that says "click here to launch the animation". Practice identifying at least three different trees. What are some physical clues you used to identify the tree you chose? Write your answer on the bottom of your glossary sheet.
http://www.arborday.org/trees/wtit/
http://www.arborday.org/trees/wtit/
Tree Identification and Presentation
Now it is time to do some real tree identification! With your group, go out on the school playground and study five trees in the area your teacher gives to you. It is important to only choose trees in your own special area, so that no groups identify the same trees. Examine your trees closely. Take written notes and draw pictures of the leaves, bark, or anything else that you think may be helpful to help you identify the tree later on. You can also take small samples of the leaves, seeds, or cones to use. Be careful and respectful of the trees while taking samples!
After you are done gathering information, go to the Arbor Day website. Click on "Western Tree Identification" on the "What tree is that" page. Use your notes and samples to answer the questions listed. Did the website identify your tree correctly? If you don't think the picture matches the original tree you chose, examine the tree again and try to answer the questions again. If you still are unsure ask your teacher for help. You may have chosen a tree that is not native to the West.
Use your notes and the information the website gives you about your tree to write a short paragraph (at least three sentences) describing each of your trees. Type your paragraphs into the word processor. Make the paragraphs clear and interesting, and use correct spelling and grammar.
On a separate sheet of paper draw and color a picture of your tree. You can go outside if you would like a second look at your tree before drawing.
Cut out your tree drawing and paste it to the map your teacher has made of the playground. Write the name of the tree under the drawing. Present your five trees to the rest of the class. Make sure to tell the class the name of the tree, whether it is deciduous or conifer, and any other interesting facts you would like to share.
http://www.arborday.org/trees/treeID.cfm
After you are done gathering information, go to the Arbor Day website. Click on "Western Tree Identification" on the "What tree is that" page. Use your notes and samples to answer the questions listed. Did the website identify your tree correctly? If you don't think the picture matches the original tree you chose, examine the tree again and try to answer the questions again. If you still are unsure ask your teacher for help. You may have chosen a tree that is not native to the West.
Use your notes and the information the website gives you about your tree to write a short paragraph (at least three sentences) describing each of your trees. Type your paragraphs into the word processor. Make the paragraphs clear and interesting, and use correct spelling and grammar.
On a separate sheet of paper draw and color a picture of your tree. You can go outside if you would like a second look at your tree before drawing.
Cut out your tree drawing and paste it to the map your teacher has made of the playground. Write the name of the tree under the drawing. Present your five trees to the rest of the class. Make sure to tell the class the name of the tree, whether it is deciduous or conifer, and any other interesting facts you would like to share.
http://www.arborday.org/trees/treeID.cfm
Advice for Teachers
Learning Goals:
This webquest was created for a students in third grade and higher. Students will gain a knowledge about the difference between deciduous and conifer trees. They will learn about the different parts of trees and how these parts are used in tree identification. By identifying the trees in their playground they will gain a knowledge of some of the trees that grow naturally in the pacific northwest. Students will also get a chance to practice taking notes, using the Internet to gather information, and typing in a word processor program.
Prior Knowledge:
Before starting the webquest students need to know how to use a word processor program. They also need to understand how to write a paragraph. I think that it will take students about six and a half hours total to complete this webquest. I would suggest spending one hour a day in the computer lab for the first four days of the week. On Friday, I would have students complete the final portion of the webquest. The tree identification, writing, drawing, and presenting of the final project should take about two and a half hours.
Teacher Preparation:
Before doing the final portion of the project, the teacher needs to divide the playground into sections. There should be one section per group with about five trees per section. This can be modified depending on the amount of trees in your playground. The teacher also needs to make a map of the playground on a large sheet of paper.
Grading:
The grading is done on a 1-5 scale, 1 being poor and 5 being excellent. Students will be graded on the activities completed in the "Deciduous or Conifer?", "Basic Tree Identification", and "Tree Term" sections, as well as their final tree identification and presentation.
1: Students are missing more than half of the work required. Work is generally sloppy, with constant spelling and grammatical errors that make it difficult to read. Group did not work well together.
2: Students are missing work from one of the sections. Work is generally sloppy, with constant spelling and grammatical errors that makes it difficult to read. Group did not work well together, or follow all of the directions correctly.
3: Students turned in all of the project components. There are many spelling and grammatical errors, however they generally do not interfere with the reader's ability to understand the final project. The group generally worked well together, followed directions, and used their time wisely, although there may have been a few minor problems.
4: Students turned in all of the project components. There are very few spelling or grammatical errors. The group worked well together, followed directions, and used their time wisely to complete all of the tasks. The completed work shows a lot of effort.
5: This project is excellent! Everything is turned in. There are virtually no spelling or grammatical errors. The project is neat and tidy. The group worked well together, followed all directions, and used their time wisely. The completed work shows a lot of effort. The group clearly went above and beyond the teacher's expectations.
This webquest was created for a students in third grade and higher. Students will gain a knowledge about the difference between deciduous and conifer trees. They will learn about the different parts of trees and how these parts are used in tree identification. By identifying the trees in their playground they will gain a knowledge of some of the trees that grow naturally in the pacific northwest. Students will also get a chance to practice taking notes, using the Internet to gather information, and typing in a word processor program.
Prior Knowledge:
Before starting the webquest students need to know how to use a word processor program. They also need to understand how to write a paragraph. I think that it will take students about six and a half hours total to complete this webquest. I would suggest spending one hour a day in the computer lab for the first four days of the week. On Friday, I would have students complete the final portion of the webquest. The tree identification, writing, drawing, and presenting of the final project should take about two and a half hours.
Teacher Preparation:
Before doing the final portion of the project, the teacher needs to divide the playground into sections. There should be one section per group with about five trees per section. This can be modified depending on the amount of trees in your playground. The teacher also needs to make a map of the playground on a large sheet of paper.
Grading:
The grading is done on a 1-5 scale, 1 being poor and 5 being excellent. Students will be graded on the activities completed in the "Deciduous or Conifer?", "Basic Tree Identification", and "Tree Term" sections, as well as their final tree identification and presentation.
1: Students are missing more than half of the work required. Work is generally sloppy, with constant spelling and grammatical errors that make it difficult to read. Group did not work well together.
2: Students are missing work from one of the sections. Work is generally sloppy, with constant spelling and grammatical errors that makes it difficult to read. Group did not work well together, or follow all of the directions correctly.
3: Students turned in all of the project components. There are many spelling and grammatical errors, however they generally do not interfere with the reader's ability to understand the final project. The group generally worked well together, followed directions, and used their time wisely, although there may have been a few minor problems.
4: Students turned in all of the project components. There are very few spelling or grammatical errors. The group worked well together, followed directions, and used their time wisely to complete all of the tasks. The completed work shows a lot of effort.
5: This project is excellent! Everything is turned in. There are virtually no spelling or grammatical errors. The project is neat and tidy. The group worked well together, followed all directions, and used their time wisely. The completed work shows a lot of effort. The group clearly went above and beyond the teacher's expectations.
Subscribe to:
Posts (Atom)
