Temperate Forest Foundation
Teacher Forestry Tour
Lesson
Title of Lesson Plan: Trees, Logging, and Washington
Prepared by: Wrennie N. Warren
City and State: Battle Ground, Washington
Grade Levels: 8
Keywords: History, Language Arts
Brief Description: Students will explore the Forestry Industry and its connection with
Washington State history. They will create a poster which catalogues its history and analyzes its
effects. Each poster will include an annotated bibliography of sources.
Total Time Required: Five to six 45-50 minute periods.
Setting: Language Arts and/or History Classroom and school/community library
Lesson Objectives/Goals:
1.
Students will begin with a research question, which addresses a specific topic
concerning the forestry industry in Washington State History.
2.
Students will research their question using at least 1-2 sources from each of the
following: textbook, website, nonfiction book, and encyclopedia. Each source will
be cited on a note card.
3.
Students will use note cards to record their research.
4.
Students will organize their research on to a poster
5.
Students will provide an annotated bibliography.
Materials Needed:
1.
United States History textbook/Washington State History
2.
School/community library
3.
Note cards
4.
Computer with internet access
5.
Poster board, markers, rulers
6.
Copying machine/printer for pictures
Lesson Plan Disclaimer
The ideas and guidelines contained in the lesson plans do not necessarily reflect the opinions of The Temperate Forest Foundation. Lessons
may be submissions from educators and have not been tested in classrooms by The Temperate Forest Foundation. They are published online
as a service to help educators share ideas with other educators.
These lesson plans are for personal use only and may not be republished or redistributed by any method now known or developed in the
future.
Standards Addressed: (The Poster may reflect some or all of the following depending on the
research question.)
Washington History EALRs
1. 1.1.2b Using evidence for support, identify, analyze, and explain possible causal
factors contributing to give historical events.
2. WA1.2.2 identify and analyze the contributions of the following eras in the
development of Washington State:
• The emergence of Washington State (Statehood-1930)
• The Great Depression and World War II (1930-1945)
• Post World War II (1945-1980)
• Contemporary Washington (1980 to present)
Washington Language Arts EALRs:
1.
The student understands and uses a writing process.
2.
The student writes in a variety of forms for different audiences and purposes.
3.
The student writes clearly and effectively.
4.
The student analyzes and evaluates the effectiveness of written work.
Procedure:
Preparation:
1.
Teacher locates background information. He/She has shared the background of
the forestry industry with students prior to creating the work.
2.
Teacher creates poster model, rubric to share with class.
Project:
1.
Teacher demonstrates how to write a research question. Student creates a
research question.
2.
Teacher demonstrates how to take notes in the following manner:
a. Create a source card using the Washington State History textbook.
b. Take notes on the section about logging and the timber (forestry) industry. (Note:
all students will be permitted to use this as one of their sources.) Students note
pictures as well and the source from which the picture originates.
c. Teacher provides a page, which shows how to create other source cards for
websites, encyclopedias, or other nonfiction books and magazines.
3.
Students then begin to research on their own. They may print or photo copy
pictures they think may be useful to their project. However, they must record the
source.
4.
When all information has been gathered, students begin to organize their work
based on an introduction, the main highlights with pictures, a conclusion, and the
works cited page.
5.
Students must get okay from teacher before final placement.
6.
All work is glued down. The work cited page is produced via the computer or
handwritten.
7.
Teacher follows up with discussion of knowledge learned and the conclusions as
well as skills acquired in the process of producing the project.
Lesson Plan Disclaimer
The ideas and guidelines contained in the lesson plans do not necessarily reflect the opinions of The Temperate Forest Foundation. Lessons
may be submissions from educators and have not been tested in classrooms by The Temperate Forest Foundation. They are published online
as a service to help educators share ideas with other educators.
These lesson plans are for personal use only and may not be republished or redistributed by any method now known or developed in the
future.
Assessment:
Students will be assessed according to following:
Historical
Research
Question
Historical
Accuracy
Historical
Chronology
Historical
Analysis
Historical
Context
Primary
Sources
Historical Considerations
4
3
2
Constructs a
Question invites
Question
valid historical
some analysis.
reflects
question, which
historical
invites analysis.
chronology
Accurate. No
Some historical
Many historical
discrepancies.
discrepancies
discrepancies.
noted.
Student
Chronology is
Chronology is
accurately “tells
somewhat
very limited.
the story” which limited.
leads to an understanding of the
answer to his/her
question.
Student uses
Inference
Little historical
inference
Cause/effect, and analysis is
Cause/effect, and drawing
noted or is
drawing
conclusions are
poorly utilized.
conclusions to
used.
answer re-search
question
effectively.
Shows an in
Historical context Historical
depth historical
is given, but is
context is very
context of the
limited.
limited.
forestry Industry.
At least 50% of
Student
A few primary
the information is recognizes and
sources are
Student
uses some
used.
recognizes and
primary sources.
uses many
primary sources:
such as pictures
and actual
quotes, which
relate to the
topic.
1
Question does not
relate to the
assignment.
Little effort to
conduct historical
research
Little or no
chronology is
noted.
The poster is
mainly pictures
and comments.
No analysis
appears.
Little or no
understanding of
historical context.
Little or no
primary sources
are apparent.
Lesson Plan Disclaimer
The ideas and guidelines contained in the lesson plans do not necessarily reflect the opinions of The Temperate Forest Foundation. Lessons
may be submissions from educators and have not been tested in classrooms by The Temperate Forest Foundation. They are published online
as a service to help educators share ideas with other educators.
These lesson plans are for personal use only and may not be republished or redistributed by any method now known or developed in the
future.
Written
descriptions
Organization
Pictures
Appearance
Form
Annotation
Neatness
Descriptions and
explanations are
well written.
Rules of
grammar and
punctuation are
followed.
The poster is
clearly organized
according to
introduction,
body, and
conclusion.
Pictures relate
well to the topic.
Appearance is
neat, colorful,
and balanced.
The Poster
Rules of
Many errors
grammar, spelling occur throughand punctuation
out the project.
are followed are
generally
observed.
The poster is hard
to read because of
the numerous
errors.
The poster is
generally
organized well,
though some
confusion exists.
A little attempt
at organization,
but the poster is
difficult to
follow.
Organization
confuses the
viewer
completely.
Most of the
pictures are
related to the
topic.
A few pictures
are related to
the topic.
Appearance is
mostly neat,
colorful, and
balanced
The poster is
missing one of
the following
components:
neatness, color,
or balance.
Pictures are
attached to poster,
but bear very
little relationship
to the topic.
The appearance is
decidedly messy
which makes the
poster difficult to
follow.
Annotated Bibliography
Students have
Some elements
Many elements
followed form.
are missing.
are missing.
Annotation tells
Annotation
An attempt was
what the source
mostly tells what made at an
provided as well the source
annotation.
as how the source provided as well
was used.
as how the source
was used.
Annotated
Neatness is
It is on the
bibliography is
moderate.
verge of being
neatly word
messy.
processed or
handwritten with
few errors.
Form was not
followed.
Annotation is
missing. (Hey,
but at least they
have a
bibliography)
The lack of
neatness makes
the bibliography
hard to read.
Lesson Plan Disclaimer
The ideas and guidelines contained in the lesson plans do not necessarily reflect the opinions of The Temperate Forest Foundation. Lessons
may be submissions from educators and have not been tested in classrooms by The Temperate Forest Foundation. They are published online
as a service to help educators share ideas with other educators.
These lesson plans are for personal use only and may not be republished or redistributed by any method now known or developed in the
future.
Literature Cited/References
OSPI. www.k12.wa.us/ealrs/GradeLevelSearch
Washington State History: (I’m sorry. I don’t have the text here at home. I can email it later if
someone is interested.)
Write Source 2000: a Guide to Writing, Thinking, and Learning. Great Source Education Group:
1999.
Forestry Tour Attended: Portland, OR 2007
Lesson Plan Disclaimer
The ideas and guidelines contained in the lesson plans do not necessarily reflect the opinions of The Temperate Forest Foundation. Lessons
may be submissions from educators and have not been tested in classrooms by The Temperate Forest Foundation. They are published online
as a service to help educators share ideas with other educators.
These lesson plans are for personal use only and may not be republished or redistributed by any method now known or developed in the
future.