Catherine Kropp, Science/Math Teacher
Washington Academy
10/30/09
The Unifying Themes and Forests Partnership:
Unit plan for 9th-grade science (proposal)
This proposed unit plan integrates 9th-grade science lessons in physical science, chemistry, earth
science, biology and ecology, using the forest and forest resources as a unifying theme. Described in
this proposal are five suggested lesson topics along with the Maine Learning Results (MLR) Science
and Technology performance indicators that each lesson will address, the essential questions to guide
students within these learning standards, and the content knowledge that students will need to acquire in
order to meet the requirements of the performance indicators.
Objectives of this unit plan:

The forest-based lessons in this unit plan will provide hands-on, inquiry-based experiences for
9th-graders that meet selected performance indicators within the Revised Maine Learning
Results for Science and Technology.

The lessons will reinforce the existing Washington Academy 9th-grade science curriculum,
which covers the physical and earth sciences and prepares students for 10th-grade biology,
11th-grade chemistry and 12th-grade physics.

These forest-based science lessons will introductory; they are intended to prepare students for
more advanced forest-based science lessons within the Washington Academy curriculum,
specifically Don Sprangers, Malcolm Holmes and Chris Sunde's ecology, outdoor leadership,
and physics classes.
Lesson 1: Wood science and the physics of a tree
Lesson 2: The chemistry of the forest
Lesson 3: Earth science and the forest
Lesson 4: The biology of a tree
Lesson 5: The ecology of the forest over time
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Lesson 1: Wood science and the physics of a tree
MLR Science and Technology performance indicator: D2 (c) Earth.
Students describe and analyze the biological, physical, energy, and human influences that shape
and alter Earth Systems.
MLR Science and Technology performance indicator: D3 (c, i) Matter and Energy.
Students describe the structure, behavior, and interactions of matter at the atomic level and the
relationship between matter and energy.
MLR Science and Technology performance indicator: D4 Forces and Motion.
Students understand that the laws of force and motion are the same across the universe.
Essential questions:
What makes a tree tall and strong?
Why are some trees stronger than other trees?
How can you test and measure the strength of wood?
Content knowledge:
Students will know the differences among softwoods, hardwoods, coniferous, and deciduous
tree species in Maine.
Students will understand the basic properties of wood, for example, density, structure, and
moisture content.
Students will understand the relationships between strength and structure within a tree.
Students will have an understanding of how to measure force.
Lesson 2: The chemistry of the forest
MLR Science and Technology performance indicator: A3, Constancy and Change.
Students identify and analyze examples of constancy and change that result from varying types
and rates of change in physical, biological, and technological systems with and without
counterbalances.
MLR Science and Technology performance indicator: D3 (c, i), Matter and Energy.
Students describe the structure, behavior, and interactions of matter at the atomic level and the
relationship between matter and energy.
MLR Science and Technology performance indicator: E2 (b,c,d) Ecosystems.
Students describe and analyze the interactions, cycles, and factors that affect short-term and
long-term ecosystem stability and change.
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Essential questions:
What is light?
What is the electromagnetic spectrum?
How is light energy converted into stored energy within a tree?
How does the tree use this energy?
What are the cycles in the forest that contribute to the renewal of resources?
Content knowledge:
Students will understand that visible light is part of the electromagnetic spectrum.
Students will understand that photosynthesis involves chemical, physical, and biological
processes.
Students will understand that nutrient cycles (carbon, nitrogen, water) occur in the forest
ecosystem.
Student will be introduced to the soil chemistry in a forest.
Lesson 3: Earth science and the forest
MLR Science and Technology performance indicator: D2 (c,d) Earth.
Students describe and analyze the biological, physical, energy, and human influences that shape
and alter Earth Systems.
MLR Science and Technology performance indicator: E2 (b,c,d) Ecosystems.
Students describe and analyze the interactions, cycles, and factors that affect short-term and
long-term ecosystem stability and change.
Essential questions:
How does the surface of the forest floor change over time?
How is the development of a forest influenced by climate?
What remnants of glacial history can be discovered in a forest?
How can the forest provide alternative energy sources?
pollution, climate, moisture, weather
How does clearing a forest in order to establish a blueberry field change
Content knowledge:
Students will understand that basic processes in soil formation in a forest, including weathering,
running water.
Students will gain an appreciation for the glacial history of the local environment.
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Lesson 4: The biology of a tree
MLR Science and Technology performance indicator: A3, Constancy and Change.
Students identify and analyze examples of constancy and change that result from varying types
and rates of change in physical, biological, and technological systems with and without
counterbalances.
MLR Science and Technology performance indicator: E1 (d) Biodiversity.
Students describe and analyze the evidence for relatedness among and within diverse
populations of organisms and the importance of biodiversity.
MLR Science and Technology performance indicator: E2 (b,c,d) Ecosystems.
Students describe and analyze the interactions, cycles, and factors that affect short-term and
long-term ecosystem stability and change.
Essential questions:
What resources does a tree need to grow?
What forest organisms are dependent on the life cycle of a tree?
How are the nutrients in a forest recycled in order for a tree to grow?
Content knowledge:
Students will understand that a tree is part of an interdependent ecosystem through which matter
and energy can flow.
Students will understand how nutrients are recycled in a forest, including the role of soil
organisms.
Lesson 5: The ecology of the forest over time
MLR Science and Technology performance indicator: E1 (d) Biodiversity.
Students describe and analyze the evidence for relatedness among and within diverse
populations of organisms and the importance of biodiversity.
MLR Science and Technology performance indicator: E2 (b,c,d) Ecosystems.
Students describe and analyze the interactions, cycles, and factors that affect short-term and
long-term ecosystem stability and change.
MLR Science and Technology performance indicator: C3 (a,b,c) Science Technology and
Society. Students describe the role of science and technology in creating and solving
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contemporary issues and challenges.
Essential questions:
Which types of forest vegetation grown in shades, open areas or both?
What variables determine the structure and composition of a forest?
How can you understand the history of a forest by observing it?
How can one measure a forest to record the changes in it over time?
Content knowledge:
Students will understand basic forest mensuration techniques.
Students will learn field data collection techniques and establish a database of forest
measurements.
Students will develop an ecological awareness of species relationships and interactions.
Students will be able to describe ecological variables that determine a land cover type and an
assemblage of species.
Students will have a basic understanding of the relationships that determine a forested
landscape.
Students will be able to use GIS to analyze the changes of the forest over time.
The Maine Learning Results performance indicators addressed in this unit plan:
MLR Science and Technology performance indicator: A3, Constancy and Change.
Students identify and analyze examples of constancy and change that result from varying types and
rates of change in physical, biological, and technological systems with and without counterbalances.
MLR Science and Technology performance indicator: C3 (a,b,c) Science Technology and Society.
Students describe the role of science and technology in creating and solving contemporary issues and
challenges.
MLR Science and Technology performance indicator: D2 (c) Earth.
Students describe and analyze the biological, physical, energy, and human influences that shape and
alter Earth Systems.
MLR Science and Technology performance indicator: D3 (c, i) Matter and Energy.
Students describe the structure, behavior, and interactions of matter at the atomic level and the
relationship between matter and energy.
MLR Science and Technology performance indicator: D4 Forces and Motion.
Students understand that the laws of force and motion are the same across the universe.
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MLR Science and Technology performance indicator: E2 (b,c,d) Ecosystems.
Students describe and analyze the interactions, cycles, and factors that affect short-term and long-term
ecosystem stability and change.
MLR Science and Technology performance indicator: E1 (d) Biodiversity.
Students describe and analyze the evidence for relatedness among and within diverse populations of
organisms and the importance of biodiversity.
Materials and supplies necessary for one teacher to develop this unit plan:
1 Biltmore stick
1 GPS Unit
1 30-m forestry tape
1 DBH tape
1 clinometer
1 range pole (or the supplies to make one)
1 sighting compass
1 forestry vest
1 increment bore
1 light sensor (Pasco or Vernier)
1 field data collection device (Pasco Data Explorer or Vernier option)
Additional support:
Days with stipends (non-school days):
6 days, approximately 50 hours
Days with substitute teachers
(to attend Unifying Themes workshops or other forest-related workshops):
3 days
Other needs:

Site visits and/or internet conferencing with Dr. William Livingston and other forest
educators and professionals

Educational GIS resources for the Maine forest (in particular for Washington County)
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