Winter Tree Identification

DESCRIPTORS

Curriculum Areas: Science

Recommended Levels: 7-12

Time Frame: 4 periods of 45 minutes

Tribal Affiliation: Oneida

Geographic Location: Wisconsin

Developed by: Becky S. Nutt

Email addresses of developers: bnutt@oneidanation.org

Date lesson was developed: 7-23-01

American Indian Standards:

High School Science Standard G1, G4

INSTRUCTION

Goal: To learn techniques of winter tree identification and select an appropriate specimen for use in a winter basketry project.

Behavioral Objectives: Students will:

• Identify trees based on bark and twig characteristics
• Identify specific uses for trees present in school’s wood lot
• Work cooperatively to produce a short multimedia presentation on winter tree identification
• Select appropriate trees for use in a basketry project

Prior Knowledge Needed:

Uses of trees in the Oneida community; i.e. basketry, maple syrup harvest home heating, etc.

Materials and Resources Needed:

• Tree identification book for Northeastern region of the United States
• Twig and bark samples for in-class identification
• Digital camera
• Presentation software (PowerPointÔ, HyperstudioÔ, etc.)
• http://forestry.about.com/cs/treeid/

Culture Content and Strategies:

The Oneida “Thanksgiving” address speaks to the responsibilities of all the organisms on earth. A number of trees have specific cultural relevance to the Oneida people including the white pine, cedar, maple, oak and ash trees. Ability to identify these trees at various times of year was important both the physical and spiritual well being of the community.

Lesson Summary and Performance Tasks:

In this lesson, students will use their own bark rubbings and sketches of tree twigs, along with tree identification books, to identify deciduous trees during the winter season. Students will brainstorm a list of uses for the trees in the school’s wood lot, including both coniferous and deciduous varieties, and suggest ways to identify deciduous trees during the winter season. The teacher will then provide students with samples of bark and twigs from known trees and give them time to make bark rubbing and twig sketches for on-site tree identification.

At the wood lot students will work in small groups using their sketches and rubbings along with tree identification books to identify pre-selected and numbered trees. As a whole class the numbered trees will be re-examined and proper identification verified.

In the woodlot each small group will be responsible for photographing the identifiable characteristics of three to four species of trees. Back in the classroom the whole class will compile a multimedia presentation focusing on the wintertime identification of important trees found in the woodlot along with examples of traditional uses.

With guidance from a cultural expert from the school or community, students will select a black ash tree for harvest. The harvested tree will be utilized for making traditional Iroquois black ash baskets.

Assessment:

• Rubric scoring of bark rubbings and twig sketches; criteria will include accuracy, amount of detail, and neatness.
• Checklist of contribution to group identification efforts.
• Test of individual identification abilities following whole group identification activity. (Student will be given a sample to identify using sketches, rubbings, and resource books).
• Checklist of contribution to whole class multimedia project.

EXTENSION

Technology Integration:

Digital photography as a component of multimedia presentation.

Enrichment/Remediation:

Making a black ash basket.