LeftNavContentLevel 2 (Grade 3-Grade 5) Inventory Your Environment Create a Habitat FYI! What's a Habitat? Spinning the Food Web Plant ->Prey->Predator FYI! Habitats, Niches, Ecosystems FYI! Forest Ecosystems Create a Terrarium Model a Wetland FYI! Wetland Ecosystems Vacant Lot Ecosystem FYI! The HIPPO Dilemma Tracing Source and Destination Our Natural Resources FYI! Water is Essential Products Growing on Trees Our Natural Resources FYI! Trees are Important Just Plain Dirt Our Natural Resources FYI! Soil Slip-Sliding Away Solar Cooking Our Natural Resources FYI! What is Energy? How Much Water Do We Use? How Much Water Do We Use? How Much Energy Do We Use? How Much Energy Do We Use? Biodiversity in a Lunchbox Food Journal Community Report Card FYI! Remember the HIPPO Ecology Awareness Scavenger Hunt Ecology Poster Design Contest More Activities FYI! Pollution Ecology Awareness Double Puzzle Lesson 18 answer sheet Common Core State Standards National Standards Field Book Additional Resources Certificate of Completion Page ContentLesson 9 Products Growing on Trees Activity: To understand how people use trees as a natural resource, students will inventory their classroom for things that come from trees. Using a large drawing of a tree and cut-out leaves, students will fill their tree with items, then brainstorm other items that also come from trees. Content Standards Addressed: Common Core State Standards Reproducible: Our Natural Resources Natural resources like trees are important. To find out more about natural resources and learn some fast facts about trees, make copies of the reproducible. Assign as independent reading, or read aloud together. Reproducible: FYI! Trees Are Important For background information on trees, make copies of the reproducible. Have students read the text and answer the Reflect and Review questions independently. Or read the text aloud and discuss the questions together. Materials: Mural paper or large newsprint. Leaf page, photocopied, two for each student. Pencil, pens or markers. Glue or tape. Procedure: Using a large piece of newsprint or mural paper, a blackboard or bulletin board, draw the basic shape of a tree, including the trunk and branches. Copy the leaves from the reproducible onto multiple sheets of colored paper. Allow the students to cut out their leaves. Ask them to walk around the classroom and on each leaf write an object in the room that comes from a tree. Students can be divided into groups and the classroom divided into sections to help avoid duplication. Classroom items may include: paper, pencils, textbooks, doors and desks. Glue or tape the leaves onto the tree. See how full the tree becomes. Next, have the students identify other items they think come from a tree. Help expand the list by asking for examples of things that come from wood, sap, fruit or seeds. Give students another set of leaves to take home to find more tree products to add to the list. To avoid duplication, assign groups of students to rooms in the home - kitchen, dining room, living room and so on. The next day, add the homework leaves to the tree-list, then discuss: How do people use trees? What process do the trees have to go through in making or harvesting each of these products? Which processes kill the tree [lumber, paper, etc.] and which don't [fruit, nuts, sap, etc.]? How much waste or pollution is involved in processing or manufacturing each product? How can people protect trees? How do other animals use trees and their resources? How can trees be harmed or destroyed? How can we prevent this from happening?