Trees are helpful to our environment and quality of life in many ways, and we should care for and protect them.

Trees contribute to the clean air and water of the environment.

People rely on trees for health, recreation, and well-being

The 3rd grade mini-unit covers the structure and parts of a tree.. If students participated in this unit in 3rd grade begin with a review of the structure of trees – the parts of a tree and what the different parts do – Review the process of photosynthesis. If students did not participate in the 3rd grade mini-unit, consider using the slide deck (linked in the materials menu) as a brief overview.

This mini-unit looks more directly at how trees benefit us and contribute to the health of an urban ecosystem. They then research a tree and help educate others on the benefits of the local trees and how we can and should protect them.

The unit begins with an experiment using celery. Through their observations students begin to understand the many ecosystems that exist in their local area.

Have students conduct the celery experiment to gather visual evidence of how trees absorb nutrients. This activity shows how a tree is a living ecosystem.

This can be done in pairs or individual:
Students will need:

• Leafy celery stalks
• Mason jars or drinking glasses filled with water
• Food coloring
• Scissors or plastic knife (optional)

Step by step instructions for the celery experiment are in the slide deck.

After discussing the observations from the celery experiment, return to the key ideas of photosynthesis and transpiration. Help students make the connection between their observations, the carbon and water cycles, and trees. Ask the question: How are trees an example of an ecosystem. The slide deck will help guide the discussion with an in-depth look at the word ecosystem with the following:

Eco: A word that comes from ecology and describes anything related to the environment and our relationship to it.

System: A word that comes from the Greek word systema which means “organized body, whole”.

The word ecosystem comes from the Greek words oikos, which means “home,” and systema, which means “system”.

Students can now answer the question: How is a tree an example of an ecosystem?

Have students think about a location they have visited that has trees. What does it sound like? What does it look like? What does it smell like?

What kinds of living things do they see in locations with trees? How do the trees make them feel?

Brainstorm a list of what they know are the benefits of trees and how trees contribute to the health of our ecosystem. Begin to organize their responses into categories of ‘benefits’ –

Ultimately, we are looking to have the following categories established:

Trees –

• Clean the air and providing oxygen
• Help cool the Earth, animals, and People
• Help to manage the soil and water with their roots
• Provide habitat to animals
• Provide people with nice places to be together

Explore/Explain –  Jigsaw activities

Have students work in teams to investigate one of the categories of tree benefits. Students may share their findings in a medium of your choice. This can be a google slide deck compiled from each of the groups, infographics, posters, or other media that can be shared.

This video can be used to get students started: PBS Learning Media: A City in the Forest

Cleaning the Air and providing oxygen

PBS Learning Media

Encyclopedia Britannica for Kids

How it works: During photosynthesis, plants take the energy from sunlight and use it to change carbon dioxide and water into oxygen and carbohydrates. An easy way to understand this cycle is to think that trees breathe in the carbon dioxide and exhale (breathe out) oxygen. Humans and animals do the opposite. We breathe in oxygen and exhale carbon dioxide.

→Have students create a visual model of how the carbon and water cycles work. The model should include how trees create oxygen and, in the process, clean the air. It should also include the water cycle in their visual diagram. Use their findings from the celery experiment as evidence in their model. What are the sources of nutrients for the tree? How does the tree provide nutrients for other living things?

Provide habitat to animals

If possible, have students go outside and look carefully at the area around a plant or tree. If it is not possible to go outside, students can research the bugs, birds, and animals that are seen in their neighborhood. Once the foliage is off the tree, check out the remnants of nests that birds or squirrels have built.

→Note: Squirrel nests often look like large clumps of leaves on the branches of trees.

Resources to get started:

Urban Wildlife

Sharing Spaces: (very long, but link to others in their library)

The Schuylkill Center has a library of videos on urban wildlife in our area.

• What kinds of living things have you seen in or on the trees in our neighborhood?
• How do living things use the trees in our neighborhood?
• Have you seen signs of animal life on the trees in your neighborhood? What kinds of signs of animal life have you found?
• How do the trees in our neighborhood help you?

→ Using your research, create a map of the living things you saw or learned about.

Help to preserve the soil and water with their roots

Trees and stormwater management in the city: Phila Water Department Tools for Trees

Depaving–taking away hard (impervious) surfaces

Look in your schoolyard and see if you can find any evidence of how the surface around a tree was changed to help with stormwater management. Check the sidewalks around your school. If there are no trees in your area to help with stormwater management, see if you can identify a location where this might help.

→ Create a map of your schoolyard to show what you found out. Students can also create a model of the schoolyard showing where trees are helping stormwater management, or where they suggest trees might help.

Helping cool the Earth, animals, and People – Gives people nice places to be together 

Look at a map of parks in Philadelphia

Parks in Philadelphia

What is the closest park to your school?

How do the trees in your park help your community?

How are the animals in your community helped by the trees?

→ Create a map of your neighborhood park or school playground. Note where trees are located and how they help the community. Include on your map an “advertisement” to bring people to your park.

Using the research from the above, students create PSAs or signs to share in the community, in community parks, or schoolyards to educate others on the importance of trees.

 

Students create an infographic, presentation, or video to share their research on why trees are important and need protecting.