Seed to Superlative Trees
Investigative Questions: What are some of the biggest/tallest/largest trees in Virginia? What are some
differences and similarities among/between the seeds, seedlings, mature trees and champion trees?
Goal: Students will learn about tree life cycles as they make observations about seeds, seedlings, and mature
tree. Students will measure and compare “superlative” trees of the Arboretum and of Virginia by examining
seed, seedling and mature tree heights, circumferences (for 3rd and 4th grade described as the perimeter of the
trunk), and diameter (5th & 6th) and ‘Big Trees of Virginia’ data.
Objectives: Students will select and use appropriate tools to measure a tree seed, seedling, and mature tree.
They will make and record observations, then compare that tree’s data with other trees.
Knowledge: Like animals, trees have life cycles. They begin as seeds that grow into small trees and then mature
trees that will make seeds which begin the cycle again. By comparing seeds, seedlings, mature, and champion
trees, students will gain an understanding of a tree’s growth and life cycle (and that seed size doesn’t necessarily
correlate to tree size).
Skills: Students will develop measuring skills as they compare and contrast the sizes of common Arboretum tree
seeds, seedlings, and mature trees. Students select and use appropriate use measuring tools and guides to
measure and identify stages of a tree’s life cycle. Students create various graphs to interpret and communicate
data.
Value: There are many trees species in VA; the largest/tallest trees of a species can vary a lot (for example, a
large dogwood tree is a still small tree when compared to a very large tree species like a chestnut). Tree
seedlings help to rebuild a forest.
VA Standards of Learning addressed: Science 3.1, 3.8, 3.10. Math 3.17, 3.9. English 3.1, 3.4 b & f, 3.6 e & f, 3.7b;
Soc Studies 3.6
Special Safety: Be CAREFUL with baby saplings! You don’t want your students to harm them as they are
measuring. Check older trees for poison ivy growing on their trunks. Avoid nut-bearing trees
Materials
- Virginia Department of Forestry Common Native Trees of Virginia books, 1 per group
- Flags (one per tree)
- Measuring tools (Rulers, 50 meter field tapes , tailor’s tapes, calipers), a set per group
- Hand lenses, 1 per student
- Clipboards, 1 per student
- Data sheet, 1 per student
- Big Trees of Virginia table (make sure the species names match the trees the students are investigating)
- Trees- (At Blandy we selected Dawn redwood, dogwood, chestnut oak, buckeye, ginkgo, and hackberry)
o Seeds from each tree species selected
o Seedlings or young trees of each species(Blandy’s were sourced from the greenhouse)
o Mature example on grounds
*See Modification for the Classroom (bottom of this lesson) for tips on using trees at your school
Developed by Blandy Experimental Farm Education Department
2/2015 updated 6/15 www.virginia.edu/blandy 540-837-1758
Procedure
1. Set-up- Obtain seeds and seedlings. Place seeds in bags and attach to seedling containers. Make tree
stations by placing a flag, the seed and seedling, and various measuring tools at each location. Find an
outdoor space in which you will have room to lay out the meter tapes to show tree height.
2. Engagea. What are some tree characteristics you can observe about trees? Leaves, bark, height, shape,
etc.
b. Why do we want to restore forests? Make a list of student ideas. Responses can include: make
new habitat for animals, shade, oxygen for humans, etc.
c. Many students ask about the tallest or largest trees in the world and in Virginia. In this activity,
we measure and compare tree life stages to learn about their life cycles and how they grow.
3. Inquire: Review a tree life cycle. Do small trees look like adult trees? Relate it to frog or butterfly life
cycles. How do all trees begin? (They come from seeds.) Are all seeds the same size? Do you think that
the seed’s size determines what the mature tree size will be? Give example of size of redwood seed and
height of largest specimen. Each redwood seed is about the size of a tomato or pepper seed. (Warn
students, just like young animals – young plants are very fragile and need to be treated as gently as a
cute baby mammal.)
4. Ask: Do you know that there are hundreds of different types of trees? We can learn about the biggest
trees in the world or the oldest trees in the world but they may grow far from us (use giant redwoods
that grow on Pacific Coast, U.S as an example). Instead, let’s learn about the largest trees in Virginia
(trees that you could easily visit!). Inquire: What does the word champion mean? Gather a definition of
“champion” from students and then explain that champion trees are the best examples of a particular
type of tree. Researchers and people that own houses and land measure the height and trunk perimeter
(circumference) of their trees. They vote on a tree to be a champion tree. Scientists then collect this
information to figure out the champion trees of each species in Virginia!
5. Explorea. Break into six groups, assigning each to a species.
b. Ask students to use the guide book to determine the tree species. Look at the silver tag to find
the scientific name and the use the index in the Common Trees of Virginia to locate the tree in
the book, be sure to record the tree name on the data sheet.
c. Use the measuring tools to measure, and then draw the seed in the bag. 5th and 6th: Inquire,
what are the ways we can measure the trees given the tools you have? (height, circumference,
dbh, etc.) Ask students also to choose an appropriate tool for the different types of
measurement. Discuss in small groups how they will measure as well as what system to use
(metric or U.S. Customary). Encourage them to use metric as this is the system used by
scientists.
d. Measure the seedling. Next, have students investigate their seedling by measuring the height
from the soil to the top of the seedling. Record this information. Also, try to measure the
circumference (for 3rd grade use the term perimeter) of the small seedling (It may be easiest to
use a string and wrap this around the trunk to measure the circumference). Please be very
careful with the baby trees!
e. Next, refer to the Common Trees of Virginia to find the mature size height range (Ask students
to define range.), record this on data sheet. (For 4th convert from metric to customary. 5th and
6th ask students to determine a ballpark comparison between the metric to customary units.)
f. Use the Big Trees of Virginia table; find the name of your tree to record the height of the largest
tree of that species in Virginia on student datasheet.
g. Also, instruct students to scan the ‘Values and Uses’ section on their tree to determine what
organisms use the tree.
Developed by Blandy Experimental Farm Education Department
2/2015 updated 6/15 www.virginia.edu/blandy 540-837-1758
h. In addition- you can also instruct students to record human uses of the tree.
6. Superlatives/Champions:
a. Each group will use the meter tapes to measure the height of their champion tree along the
ground. (For 5th and 6th grades, use a meter tape. These students will then need to convert from
Customary to metric to use the Big Trees of Virginia table.) Remember to place a flag to mark
the base and top of your tree! If each group lays out a meter tape of the height of the champion
tree next to each other, the heights of the trees can be compared as a very large line graph!
b. Extensions: For grades 5th and 6th:
i. Instruct each group to measure out the trunk circumference along the ground to
compare this as well. Then, ask what other types of graphs can we use to show this
information?
ii. Ask groups to explain why they chose the graph they did.
iii. Is there a relationship between tree height and circumference? Is it consistent for
individuals in a species? How can you graph this data?
7. Discussion & Conclusion: Compare the tallest redbud or dogwood to the tallest chestnut oak. Why is the
dogwood tree so much shorter as a mature tree? It is adapted to live in the understory or a lower layer
of the forest. It can be the largest or tallest of its kind even though it is small when compared to
different tree species. Does a bigger seed mean the tree will be bigger? Ask students to compare the
dogwood seed to the acorn seed to the dawn redwood seed.
8. Extend- Back in the classroom, how can you look at the data you collected and compare it? What can
you add to the data? What are some other things you can measure on a tree?
*Modifications for the Classroom:
A. To use with trees in your schoolyard, determine the species of the trees to generate a list from the Big
Tree online database. http://bigtree.cnre.vt.edu/
B. Use your schoolyard trees and the data to modify the Big Trees table.
C. To obtain seeds and sapling/seedlings, consult with a nursery, local park/arboretum/museum to ask if
they will loan or donate seeds and saplings.
Developed by Blandy Experimental Farm Education Department
2/2015 updated 6/15 www.virginia.edu/blandy 540-837-1758
Big Trees of Virginia
Common Name
Scientific Name
City or County
Height
(feet)
Perimeter/Circ
umference
(inches)
Ginkgo
Ginkgo biloba
Loudoun
103
182
Hackberry
Celtis occidentalis
Fairfax
124
167
Buckeye
Aesculus flava
Tazewell
104
202
Dogwood
Cornus florida
Middlesex
47
67
Chestnut Oak
Quercus montana
(syn. Quercus prinus)
Fairfax
146
222
Dawn Redwood
Metasequoia
glyptostroboides
City of Falls
Church
122
130
Eastern redbud
Cercis canadensis
City of Virginia
Beach
43
108
American
chestnut*
Castanea dentata
Amherst
55
142
Black cherry
Prunus serotina
Orange
130
148
http://bigtree.cnre.vt.edu/bigtree/
*Currently, the tallest Chestnut in the US is 75 feet (23m). Historically, these trees averaged ~100 feet (30.48 meters)
Developed by Blandy Experimental Farm Education Department
2/2015 updated 6/15 www.virginia.edu/blandy 540-837-1758
Tree Name
3rd & 4th
What is the difference between the height of
my sapling and its mature size? If height is
given in a range, students should find the
midpoint of that range.
Draw the seed
Measure the seed
in
cm
What is the height of the
sapling/seedling?
What is the ‘Mature Size’
of your tree? (Use
Common Trees of Virginia
book)
Height of the tallest of
your type in VA
(Look at the ‘Big Trees’
table)
Perimeter of your
seedling
Perimeter of the largest
of your type of tree in VA
What organism(s) uses
this tree? Scan ‘Values
and Uses’
Subtract
Height of mature tree?
__
Height of your sapling?
_________
_________
ft
m
ft
=
_________
What is the difference between the average
mature size and the Tallest of its type in
Virginia?
Height of tallest in VA
__________
Height of mature tree
__________
=
Developed by Blandy Experimental Farm Education Department
2/2015 updated 6/15 www.virginia.edu/blandy 540-837-1758
_________
Tree Name
5th & 6th grades
Draw the seed
Don’t forget the
units!
Estimate the
Equivalent in U.S.
customary
The value of is approximately 3.14.
This value is the ratio of a circle's circumference to
its diameter.
The diameter of a circle is twice the radius.
To find the circumference of a circle:
C= 𝜋𝐷 or 2𝑟𝜋
Measure the seed
What is the height of the
sapling/seedling?
What is the ‘Mature Size’
of your tree? (Use
Common Trees of Virginia
book)
Height of the tallest of
your type in VA
(Look at the ‘Big Trees’
table)
Circumference of your
seedling
5th grade
Draw and label a cross section of your tree.
This visual aid might help to determine the
diameter, circumference, and radius.
Circumference of the largest
of your type of tree in VA
What organism(s) uses
this tree? Scan ‘Values
and Uses’
Developed by Blandy Experimental Farm Education Department
2/2015 updated 6/15 www.virginia.edu/blandy 540-837-1758
Sci 3.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
a) observations are made and are repeated to ensure accuracy;
c) objects with similar characteristics or properties are classified into at least two sets and two subsets;
e) length, volume, mass, and temperature are estimated and measured in metric and standard English units using proper tools and techniques;
h) data are gathered, charted, graphed, and analyzed;
i) unexpected or unusual quantitative data are recognized;
l) models are designed and built; and
Sci 3.8
The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include
c) plant life cycles.
Sci 3.10
The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include
a) the interdependency of plants and animals;
b) the effects of human activity on the quality of air, water, and habitat;
c) the effects of fire, flood, disease, and erosion on organisms; and
d) conservation and resource renewal.
Math 3.17 The student will
a) collect and organize data, using observations, measurements, surveys, or experiments;
b) construct a line plot, a picture graph, or a bar graph to represent the data; and
c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.
Math 3.9 The student will estimate and use U.S. Customary and metric units to measure
1
a) length to the nearest 2 -inch, inch, foot, yard, centimeter, and meter;
d) area and perimeter.
English 3.1
The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies.
English 3.4 The student will expand vocabulary when reading.
b) Use knowledge of roots, affixes, synonyms, and antonyms.
f) Use vocabulary from other content areas.
English 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
e) Draw conclusions based on text.
f) Summarize major points found in nonfiction texts.
English 3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources.
b) Use table of contents, indices, and charts.
Soc Studies 3.6 The student will read and construct maps, tables, graphs, and/or charts.
Developed by Blandy Experimental Farm Education Department
2/2015 updated 6/15 www.virginia.edu/blandy 540-837-1758
Sci 4.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in
which
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
Sci 4.4
The student will investigate and understand basic plant anatomy and life processes. Key concepts include
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
c) photosynthesis; and
d) adaptations allow plants to satisfy life needs and respond to the environment.
Sci 4.9
The student will investigate and understand important Virginia natural resources. Key concepts include
b) animals and plants;
d) forests, soil, and land.
Math 4.4 The student will
a) estimate sums, differences, products, and quotients of whole numbers;
b) add, subtract, and multiply whole numbers;
d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.
Math 4.5 The student will
c) add and subtract with decimals; and
d) solve single-step and multistep practical problems involving addition and subtraction with fractions and with decimals.
Math 4.7 The student will
a) estimate and measure length, and describe the result in both metric and U.S. Customary units; and
b) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards; yards and
miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters).
Math 4.14
The student will collect, organize, display, and interpret data from a variety of graphs.
Developed by Blandy Experimental Farm Education Department
2/2015 updated 6/15 www.virginia.edu/blandy 540-837-1758
Sci 5.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in
which
a) items such as rocks, minerals, and organisms are identified using various classification keys;
b) estimates are made and accurate measurements of length, mass, volume, and temperature are made in metric units using proper tools;
g) data are collected, recorded, analyzed, and communicated using proper graphical representations and metric measurements;
h) predictions are made using patterns from data collected, and simple graphical data are generated;
j) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
Sci 5.5 The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in
the organism’s ability to survive and thrive in its environment. Key concepts include:
b) classification of organisms using physical characteristics, body structures, and behavior of the organism; and
c) traits of organisms that allow them to survive in their environment.
Math 5.4
The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with
and without remainders of whole numbers.
Math 5.6 The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers and express
answers in simplest form.
Math 5.8 The student will
a) find perimeter, area, and volume in standard units of measure;
c) identify equivalent measurements within the metric system;
d) estimate and then measure to solve problems, using U.S. Customary and metric units; and
e) choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary and metric units.
Math 5.9 The student will identify and describe the diameter, radius, chord, and circumference of a circle.
Math 5.15 The student, given a problem situation, will collect, organize, and interpret data in a variety of forms, using stem-and-leaf plots and line graphs.
Math 5.16 The student will
d) describe the range of a set of data as a measure of variation.
Developed by Blandy Experimental Farm Education Department
2/2015 updated 6/15 www.virginia.edu/blandy 540-837-1758
Sci 6.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in
which
a) observations are made involving fine discrimination between similar objects and organisms;
b) precise and approximate measurements are recorded;
e) a method is devised to test the validity of predictions and inferences;
g) data are collected, recorded, analyzed, and reported using metric measurements and tools;
h) data are analyzed and communicated through graphical representation;
Sci 6.9
The student will investigate and understand public policy decisions relating to the environment. Key concepts include
a) management of renewable resources;
C) the mitigation of land-use and environmental hazards through preventive measures; and
Math 6.2 The student will
a) investigate and describe fractions, decimals, and percents as ratios;
c) demonstrate equivalent relationships among fractions, decimals, and percents; and
Math 6.9 The student will make ballpark comparisons between measurements in the U.S. Customary System of measurement and measurements in the metric
system.
Math 6.10
The student will
a) define π (pi) as the ratio of the circumference of a circle to its diameter;
b) solve practical problems involving circumference and area of a circle, given the diameter or radius;
c) solve practical problems involving area and perimeter;
Math 6.14
The student, given a problem situation, will
a) construct circle graphs;
b) draw conclusions and make predictions, using circle graphs; and
c) compare and contrast graphs that present information from the same data set.
Math 6.15
The student will
a) describe mean as balance point
Developed by Blandy Experimental Farm Education Department
2/2015 updated 6/15 www.virginia.edu/blandy 540-837-1758