Five Lesson Plans: Tree Identification
Appropriate for grades 6 through 8
Each Lesson is one 40 – 45 minute class period
Content area – Life Science
Lesson 1
Objective: Students will be able to use a dichotomous key to identify two trees.
Do Now: List the names of trees you already know.
Activities:
1. Student teams of 2 are given a copy of the Arbor Day pamphlet "What Tree Is That?"
Students take a few minutes to familiarize themselves with this publication.
2. The teacher reviews how the pamphlet is organized and how to use it. Examples of
dichotomous keys are given (mineral identification) or, the teacher uses an example of a
20 questions game to illustrate the use of such a key.
3. A potted tree is used as an example by the teacher to guide the students through the use of
a dichotomous key in the pamphlet to ensure that all students follow each step correctly.
The tree is identified with each step listed on the board.
4. A second tree, either potted or growing outside (not one of the trees to be used in the lab)
is used by the students. Once each lab pair has identified the tree, a tally is taken to see
what tree each pair thinks it is. The teacher then retraces the identification steps to ensure
that each pair of students correct any errors made in their use of the dichotomous key.
5. The teacher collects the pamphlets and assigns the homework, which is that each student
is to count the number of trees on their property and wear clothing appropriate to being
outdoors tomorrow.
Closure: What is the most difficult aspect of using a dichotomous key? What makes it easy?
Materials Required for Lesson 1:
“What Tree is That?” pamphlet
Pencil and paper
Two potted trees
New Jersey Core Content Standards: 5.5.6.B.1
5.5.8.B.2
Lesson 2
Objective: Students will be able to identify trees using the Arbor Day pamphlet entitled, "What
Tree Is That?"
Do Now: How do you tell trees apart when you look at them?
Activities:
1. After discussing the do now and the homework, the pamphlets are
redistributed to the students. Students are also provided with clipboards. They
are advised to take care crossing the parking lot and are made aware of the
possibility of finding poison ivy. A photograph of poison ivy is shown on the
projector to aid in identification.
2. Students are told that the trees they are to identify have signs in plastic
sleeves with numbers on them hung on them with string. Students are told
approximately where the trees are located.
3. One student in each pair raises a hand. Those whose hands are raised count
off by 5's. All the 1's start at tree #1, 2's start at tree #2, and so on. This
avoids all students becoming grouped around only one or two of the trees.
4. The class moves outside and students are left to work with their partners and
small groups. As they complete their identifications, students meet at a
specified location. Once the entire class has assembled, everyone moves
indoors.
5. Once indoors, students complete the questions on the lab report.
Closure: What will the effect of global warming be on the trees you just identified? Hint: look at
the hardiness zones.
The teacher collects the lab reports (one per pair) and the pamphlets and encourages students to
identify the trees they counted on their own property.
Materials Required for Lesson 2:
“What Tree is That?” pamphlet
Lab Report
Pencil and Clipboard
Trees with identifying cards
Photograph of poison ivy
Grading Rubric for Tree Identification Lab Report:
Each item in the chart is worth 1/2 point for a total of 10 points. Each blank in a question is
worth 1 point for a total of 7 points. The lab report is therefore worth 17 points. Teachers may
elect to give points for neatness, having both students’ names on the paper etc.
New Jersey Core Content Standards: 5.5.6.B.1
5.5.8.B.2
5.10.6.A.2
5.10.6.B.1 Tree Identification Lab
NAMES:
Tree Steps Taken Tree Name Genus and Zones
No. Species name
6A -
1
6A -
2
6A -
3
6A -
4
6A -
5
Questions:
1. Which hardiness zone is New Jersey in?
2. How is a hardiness zone determined?
3. What is a dichotomous key?
4. What is the difference between a coniferous and a deciduous tree?
5. a. Which tree has the widest range?
b. How do you know?
6. Which tree(s) would not be found in southern Texas?
Lesson 3
Objective: Students will be able to correctly identify and count the number of trees of certain
species in a certain number of 10 meter by 10 meter quadrants.
Do Now: What are the people in the photograph doing? Why? (The projector should show a
picture of Earthwatch volunteers lined up or moving through a quadrant. Alternatively, a picture
of volunteers or law enforcement personnel conducting a search for evidence at a crime scene
can be used.)
Activities:
1. The teacher shows the class cards with photographs of 5 easily identifiable tree species.
These should be familiar to the students as they are the ones identified in lab.
2. The teacher asks 4 to 8 of the students to stake out a 10 meter by 10 meter square in the
classroom. The teacher may leave the students to their own devices to decide how to
accomplish this task.
3. The teacher then places the cards randomly within the square and asks the students to line
up along one side of the square. One student stands in the middle of the square with a
clipboard.
4. The students walk through the square. Each time they come upon a card on the floor, they
call out the name of the tree. The student in the center makes a tally of the trees identified
by the class.
5. The class moves outside to a wooded area. The students now identify real trees in a
quadrant they stake out. Depending on the amount of time available, they may be able to
complete one or two more quadrants. More quadrants can be done on an additional day.
6. The class moves inside. If time permits, the tree tally is written on the board and
discussed.
Closure: What are other possible uses of this technique?
Materials Required for Lesson 3:
Photograph of volunteers walking a quadrant
Pencil
Clipboard
Identifying cards for 5 chosen trees
Two or Three Sets of Four poles each 2 meters long
Notes: A class of 24 students can be broken down into three teams of 8 or two teams of 12.
Assuming that a team can complete 2 or 3 quadrants in one period and a teacher has 5 periods
per day, all classes can count the trees in 20 to 45 quadrants in one day. This is a lot of data!
Math teachers can use the data to work with percent, extrapolation to larger areas of forest and
ratios, for examples.
New Jersey Core Content Standards: 5.5.6.B.1 and 2
5.10.6.A.2
5.10.6.B.1
Lesson 4
Objective: Students will be able to graph and analyze the tree data collected by all classes.
Do Now: Each class’ tree tally is projected on the board. Students are asked to discuss how the
data could be collated and presented.
Activities:
1. The teacher reviews the three types of graphs and the rules for making a graph. Students
should conclude that a bar graph is the best pictorial for the data collected.
2. Graph paper, rulers, and colored pencils are distributed to each student.
3. The teacher monitors as each student creates a graph of the tree tallies.
4. For homework, students will finish their graphs and answer a few questions about their
graph. For example, a map showing the plots that were surveyed and these critical
thinking questions can be provided on a separate worksheet:
Of the five trees, which are deciduous and which are coniferous?
Which were there more of, deciduous trees or coniferous trees? What might
explain this finding?
Was the tree that was found most often found in everywhere or in only a
particular area? Why might this occur?
Was any tree found in only a certain area? Why might this occur?
Closure: After a brief discussion of what species had the fewest number of trees, most number
etc. ask students, “What useful information is missing?” Students should conclude that tree size
or age is relevant.
Materials Required for Lesson 4:
Graph paper
Rulers
Colored pencils
Worksheet, map and critical thinking questions
Notes: A map of the area surveyed and critical thinking questions pertaining to that map and the
tree species present in that area will vary from school to school. Ideally, two types of habitat
could be compared and a double bar graph used. This could be used to show succession. Or, if an
area includes a significant change in elevation, a link to topography could be made. If tree size is
included (see lesson 5), bar graphs comparing tree size between habitats could be made. The
graph and questions would be collected and graded. Math teachers could use the data to work
with ratios, percents and extrapolations.
New Jersey Core Content Standards: 5.5.6.B.1
5.5.8.B.2
5.8.6.D.1
5.10.6.A.2
5.10.6.B.1
5.3.8.D.1 and .2
Lesson 5
Note: This lesson is recommended for older or advanced students and can be used in lieu of
lesson 3 or in combination with lesson 3. A prerequisite is to teach students how to use handheld
GPS units.
Objective: Students will be able to identify, count and determine the relative sizes of certain trees
and use GPS to map their location.
Do Now: How do you measure a tree?
Activities:
1. After discussing students’ ideas on tree measurement, provide information on how trees
will be measured as follows:
≤ 5 cm ≤ 25 cm ≤ 50 cm ≤ 100 cm
Any tree larger than 100 cm will be measured using a measuring tape
girdling the tree at chest height.
2. Using the quadrant method described in lesson 3, students will identify the species and
size of each tree. Two students should be assigned to keep a tally.
3. Any tree thought to be larger than 100 cm will be measured directly and its exact location
noted with the handheld GPS.
4. Once enough data has been collected, comparisons of tree sizes between habitats can be
analyzed using bar graphs (see lesson 4).
5. GPS coordinates for large trees can be mapped either on the computer, if appropriate GIS
software is available, or plotted on large sheets of paper. Additional coordinates of points
of interest can be added, such as the school flagpole, a park bench etc.
Closure: Identify the possible ages of the trees based on their species and size.
Materials Required for Lesson 5:
Class set of GPS units
Pencil and Clipboard
GIS or large sheets of paper
Notes: This activity can be done from year to year, thus collecting data on tree growth (or death)
over time. Each tree can be individually studied. For example, what is the radius of the circle
around the tree that represents the tree’s root system. Any construction or alterations to the area
can be assessed in terms of the impact to these significant, large trees.
New Jersey Core Content Standards: 5.5.6.B.1
5.5.8.B.2
5.8.6.D.1
5.8.8.D.1
5.10.6.A.2
5.10.6.B.1
Metuchen Environmental Commission
Metuchen Big Tree Contest
Find the largest tree in Metuchen-
Prizes will be awarded to the first entry of the 5 biggest trees.
Tree measurement should be based on the circumference at breast height (4.5 feet above ground).
Measure the trees with a string and then measure the string.
Only single trunk trees count.
For multiple trunk trees, each trunk will be treated separately.
Note the species and location of the tree.
GPS coordinates are especially helpful.
Submit the information to www.njnaturenotes.com or PDonahue@ebnet.org
If you find a very large tree and need help with identification let us know, we will be glad to
help. Winter is a great time to look for trees. You can identify trees without leaves. The
Winter Tree Finder booklet makes it easy. This booklet is available for about $4 from
many bookstores.
A few thoughts on where to find old trees:
Search parks, floodplains and the woods.
Search around old historic buildings and farms, especially along tree lines.
Search cemeteries.
HAVE FUN AND GOOD LUCK!
For more information – www.njnaturenotes.com
Don’t enter private property without permission. All decisions of the Environmental
Commission are final.
The Metuchen Environmental Commission
Presents
The Metuchen
Big Tree Contest
Help Find the Biggest Trees in
Metuchen and win prizes!
Details are at www.njnaturenotes.com,
and at The Metuchen Public Library