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"Organize your classroom notebook by titling a new section with the topic in the green box. Next, create a section for the vocabulary words in grey box. You are responsible for getting those notes copied down before each topic begins. The "Target" icon is a knowledge or skill that you must be able to do, or will be an activity we complete in class. Please write them down as we maneuver through that Learning Target."

​Do NOT Lose this notebook. There is a bin in your classroom for storing it between class periods.

2. THE FORESTS OF NORTH AMERICA

Essential Question: TBA
Focus: TBA
40-Year Learning: Forests and their purposes, along with their proper management impact the quality of life for humans.
WI AgEd Standards:
  • ​TBA
2A: Students will be able to name the regional forests of North America.
  • TASK 1: What affects tree varieties in a region? (soil characteristics, drainage, climate, and elevation)
  • TASK 2: tba
2B: Students will be able to identify the most important species of trees in each of the regional forests.
  • TASK 1: You will be designating the types of forest on this map. Obtain a copy from your instructor at the beginning of class.
    • Northern Coniferous Forest - spruce, birches, poplars, willows, tamarack
    • Northern Hardwoods Forest - beech, maple, hemlock, birch
    • Central Broadleaved Forest - Oak, Yellow poplar, maples, hickory, black walnut, ash, sweetgum, elm, beech, etc
    • Southern Forest - Loblolly pine, Slash Pine, Shortleaf Pine, Longleaf Pine, oak, hickory (aka Southern Yellow Pine)
    • Bottomland Hardwoods Forest - Baldcypress, Water Tupelo, Swamp Tupelo, Atlantic White Cedar, Pond Pine, Redbay, Sweetbay, Pondcypress, Cherrybark Oak, Swamp Chestnut Oak, Pecan, Eastern Cottonwood, Green Ash, Willow
    • Tropical Forest - many types
    • Rocky Mountain Forest - Junipers, pinions,
    • Pacific Coast Forest - Douglas Fir, Giant Sequoias and Redwoods
  • TASK 2: Reading about the American Chestnut
2C: Students will be able to explain the principle of biological succession.
  • TASK 1: Google "Biological Succession OR Ecological Succession" Draw a picture in your notes that reflect your research.
2D: Students will be able to distinguish features among the trees classified as conifers, deciduous, and evergreen.
  • TASK 1: Defining the differences. Categorizing our trees.
2E: Students will be able to identify some characteristics of the Northern Coniferous Forest region that account for the relatively low production of this forest.
2F: Students will be able to identify important forest products besides just wood and paper.
2G: Students will be able to explain why it is usually important to harvest trees in a timely manner once they become mature.
  • Hardwoods: mature at 19-24" dbh
    • past this size and health issues arise
2H: Students will be able to describe silviculture.
  • The management of forests and their environments to establish, cultivate, and promote the growth and harvesting of trees for commercial purposes.
2I: Students will be able to understand the feature of a geological alluvial fan.
  • ​TASK 1: Where are alluvial fans located?
2J: Students will be able to identify some characteristics of the Pacific Coast Forest Region that account for the relatively high production of this forest.
  • TASK 1: Compare and Contrast these trees.
Douglas Fir
Giant Sequoias
Redwoods
VOCABULARY
biological succession, primary succession, secondary succession, pioneer, pioneer species, softwoods, hardwoods, climax community, conifer evergreen, boreal forest, deciduous, wilderness, tannin, diameter at breast height (dbh), butt rot, coastal plain, reforestation, regeneration, silviculture, alluvial fan, topography, forester

- - - - - SUMMATIVE ASSESSMENTS CHOICES - - - - -​

Hey! Have you mastered the content and skills?
​Select TWO of the following Summative Assessment Choices to showcase your knowledge for the instructor.
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Traditional Exam
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Turn an Idea into Reality
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Public Speaking Presentation
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Q&A Research Paper
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Design and Conduct a STEM Experiment