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Project GLADLighthouse Community Charter SchoolMichelle Kellman and Jeannie Bruland

Adaptation in the Coastal Redwood Forest(Level 3)

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I. UNIT THEME — Adaptation: all living things have adaptations that enable them to survive in a specific habitat.

Overview of California regionsClassification of living species into groupsCalifornia redwood forest ecosystemRedwood as a cultural symbolCross-cultural aspect: Native Californian’s use of the redwood forest

II. FOCUS/MOTIVATIONCognitive Content Dictionary with Signal WordBiologist reinforcementsBookmarksRead AloudInquiry chartRealia — plant/animal specimensBig BookObservation ChartsList, group, labelPoetryFieldworkVideo clip of a redwood forest

III. CLOSUREProcess all charts and learningsAdd to living wallChallenge QuestionsPersonal explorationEvaluation of week, letter home to parentsExpert group species presentationsOngoing assessment — logsTeacher and student made assessments

IV. STANDARDS:Science — Grade 3 California StandardsLife Science3.0 Adaptations in physical structure or behavior may improve an organism’s

chance for survival.a. Plants and animals have structures that serve different functions in growth,

survival, and reproduction.

Adaptation in the Coastal Redwood Forest, Level 4, California 1Michelle Kellman and Jeannie Bruland - Project G.L.A.D (4/22/08)

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b. Examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

c. Living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.

d. When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

e. Some kinds of organisms that once lived on Earth have completely disappeared and that some of those resembled others that are alive today.

Social Studies — Third Grade California Standards3.1 Students describe the physical and human geography and use maps, tables,

graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.

1. Identify geographical features in their local region (e.g. deserts, mountains, valleys, hills, coastal areas, oceans, lakes).

2. Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).

3.2 Students describe the American Indian nations in their local region long ago and in the recent past.

2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).

3.3 Students draw from historical and community resources to organize the sequence of local historical events and events and describe how each period of settlement left its mark on the land.

2. Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship.

3. Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.

3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.

3. Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals.

3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.

1. Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present.


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2. Understand that some goods are made locally, some elsewhere in the United States, and some abroad.

3. Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs.

VI. ENGLISH LANGUAGE ARTS STANDARDS — Grade 3 California StandardsREADING1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Decoding and Word Recognition1.1 Know and use complex word families when reading (e.g., -ight) to decode

unfamiliar words.1.2 Decode regular multi-syllabic words.1.3 Read aloud narrative and expository text fluently and accurately and with

appropriate pacing, intonation, and expression.Vocabulary and Concept Development1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to

determine the meanings of words.1.5 Demonstrate knowledge of levels of specificity among grade-appropriate

words and explaint he importance of these relations (e.g., dog/mammal/ animal/living things).

1.6 Use sentence and word context to find the meaning of unknown words.1.7 Use a dictionary to learn the meaning and other features of unknown

words.1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes

(e.g., -er, -est, -ful) to determine the meaning of words.2.0 Reading Comprehension

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed.2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to

locate information in text.Comprehension and Analysis of Grade-Level-Appropriate Text2.2 Ask questions and support answers by connecting prior knowledge with

literal information found in, and inferred from, the text.2.3 Demonstrate comprehension by identifying answers in the text.2.4 Recall major points in the text and make and modify predictions about

forthcoming information.2.5 Distinguish the main idea and supporting details in expository text.2.6 Extract appropriate and significant information from the text, including

problems and solutions.2.7 Follow simple multiple-step written instructions (e.g., how to assemble a

product or play a board game).


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3.0 Literary Response and AnalysisStudents read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and literary terms or elements.Structural Features of Literature3.1 Distinguish common forms of literature (e.g. poetry, drama, fiction,

nonfiction.)Narrative Analysis of Grade-Level-Appropriate Text 3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends,

and fables from around the world.3.3 Determine what characters are like by what they say or do and by how the

author or illustrator portrays them.3.4 Determine the underlying theme or author’s message in fiction and

nonfiction text.3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g.,

alliteration, onomatopoeia) in a selection.3.6 Identify the speaker or narrator in a selection.

WRITING1.0 Writing Strategies

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process.Organization and Focus1.1 Create a single paragraph:

a. Develop a topic sentence.b. Include simple supporting facts and details.

Penmanship1.2 Write legibly in cursive or joined italic, allowing margins and correct

spacing between letters in a word and words in a sentence.Research1.3 Understand the structure and organization of various reference materials

(e.g., dictionary, thesaurus, atlas, encyclopedia)Evaluation and Revision1.4 Revise drafts to improve the coherence and logical progression of ideas by

using an established rubric.2.0 Writing Applications (Genres and their Characteristics)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.02.1 Write narratives:

a. Provide a context in which an action takes place.


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b. Include well-chosen details to develop the plot.c. Provide insight into why the selected incident is memorable.

2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

2.3 Write personal and formal letters, thank-you notes, and invitations:a. Show awareness of the knowledge and interests of the audience and

establish a purpose and context.b. Include the date, proper salutation, body, closing, and signature.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.Sentence Structure1.1 Understand and be able to use complete and correct declarative,

interrogative, imperative, and exclamatory sentences in writing and speaking.

Grammar1.2 Identify subjects and verbs that are in agreement and identify and use

pronouns, adjectives, compound words, and articles correctly in writing and speaking.

1.3 Identify and use past, present, and future verbs tenses properly in writing and speaking.

1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Punctuation1.5 Punctuate dates, city and state, and titles of books correctly.1.6 Use commas in dates, locations, and addresses and for items in a series.Capitalization1.7 Capitalize geographical names, holidays, historical periods, and special

events correctly.Spelling1.8 Spell correctly one-syllable words that have blends, contractions,

compounds, orthographic patterns, (e.g. qu, consonant doubling, changing the ending of a word from –y to –ies when forming the plural), and common homophones (e.g., hair-hare).

1.9 Arrange words in alphabetical order.


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LISTENING AND SPEAKING1.0 Listening and Speaking Strategies

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.Comprehension1.1 Retell, paraphrase, and explain what has been said by a speaker.1.2 Connect and relate prior experiences, insights, and ideas to those of a

speaker.1.3 Respond to questions with appropriate elaboration.1.4 Identify the musical elements of literary language (e.g. rhymes, repeated

sounds, instances of onomatopoeia).Organization and Delivery of Oral Communication1.5 Organize ideas chronologically or around major points of information.1.6 Provide a beginning, a middle, and an end, including concrete details that

develop a central idea.1.7 Use clear and specific vocabulary to communicate ideas and establish the

tone.1.8 Clarify and enhance oral presentations through the use of appropriate

props (e.g. objects, pictures, charts).1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using

appropriate intonation an d vocal patterns to emphasize important passages of the text being read.

Analysis and Evaluation of Oral and Media Communications1.10 Compare ideas and points of view expressed in broadcast and print media.1.11 Distinguish between the speaker’s opinions and verifiable facts.

2.0 Speaking Applications (Genres and their Characteristics)Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0, students:2.1 Make brief narrative presentations:

a. Provide a context for an incident that is the subject of the presentation.

b. Provide insight into why the selected incident is memorable.c. Include well-chosen details to develop the character, setting, and plot.

2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.


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2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

GRADES 3-5 CALIFORNIA ELD STANDARDS

LISTENING AND SPEAKING — COMPREHENSION

Beginning Level:o Begin to speak a few words or sentences by using some English phonemes and

rudimentary English grammatical forms (e.g. single words or phrases).o Answer simple questions with one- to two-word responses.o Retell stories by using appropriate gestures, expressions, and illustrative objects. Early Intermediate Level:o Begin to be understood when speaking but may have some inconsistent use of

standard English grammatical forms (e.g., plurals, simple past tense, pronouns).o Ask and answer questions by using phrases or simple sentences.o Restate and execute multiple-step oral directions.Intermediate Level:o Ask and answer instructional questions with some supporting elements (e.g., “Is it

your turn to go to the computer lab?”).o Listen attentively to stories and information and identify important details and

concepts by using both verbal and nonverbal responses.Early Advanced Level:o Listen attentively to more complex stories and information on new topics across

content areas and identify the main points and supporting details.Advanced Level:o Listen attentively to stories and information on topics; identify the main points and

supporting details.o Demonstrate an understanding of idiomatic expressions (e.g., “It’s pouring outside”)

by responding to such expressions and using them appropriately.

LISTENING AND SPEAKING — COMPREHENSION, ORGANIZATION, AND DELIVERY OF ORAL COMMUNICATION

Beginning Level:o Independently use common social greetings and simple repetitive phrases. Early Intermediate Level:o Orally identify the main points of simple conversations and stories that are read aloud

by using phrases or simple sentences.o Orally communicate basic needs.o Recite familiar rhymes, songs, and simple stories.


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Intermediate Level:o Make oneself understood when speaking by using consistent standard English

grammatical forms and sounds; however, some rules may not be followed (e.g. third-person singular, male and female pronouns).

o Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

o Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and paraphrasing.

Early Advanced Level:o Summarize major ideas and retell stories in greater detail by including the characters,

setting, and plot.o Make oneself understood when speaking by using consistent standard English

grammatical forms, sounds, intonation, pitch, and modulation but may make random errors.

o Participate in and initiate more extended social conversations with peers and adults by asking and answering questions and restating and soliciting information.

o Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter.

o Ask and answer instructional questions with more extensive supporting elements (e.g., “Which part of the story was the most important?”).

o Use simple figurative language and idiomatic expressions (e.g., “It’s raining cats and dogs”) to communicate ideas to a variety of audiences.

Advanced Level:o Negotiate and initiate social conversations by questioning, restating, soliciting

information, and paraphrasing the communication of others.o Consistently use appropriate ways of speaking and writing that vary according to the

purpose, audience, and subject matter.o Identify the main ideas and points of view and distinguish fact from fiction in

broadcast and print media.o Speak clearly and comprehensibly by using standard English grammatical forms,

sounds, intonation, pitch, and modulation.

READING — WORD ANALYSIS

Concepts about Print, Phonemic Awareness, Decoding and Word RecognitionBeginning Level:o Recognize English phonemes that correspond to phonemes students already hear and

produce while reading aloud.o Recognize sound/symbol relationships in one’s own writing.Early Intermediate Level:o While reading aloud, recognize and produce English phonemes that do not

correspond to phonemes students already hear and produce.


o Recognize common English morphemes in phrases and simple sentences (e.g. basic syllabication rules and phonics).


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Intermediate Level:o Pronounce most English phonemes correctly while reading aloud.o Use common English morphemes in oral and silent reading.Early Advanced Level:o Apply knowledge of common English morphemes in oral and silent reading to derive

meaning from literature and texts in content areas.Advanced Level:o Apply knowledge of word relationships, such as roots and affixes, to derive meaning

from literature and texts in content areas.

READING — FLUENCY AND SYSTEMATIC VOCABULARY DEVELOPMENT

Vocabulary and Concept DevelopmentBeginning Level:o Read aloud simple words in stories or games.o Respond appropriately to some social and academic interactions.o Demonstrate comprehension of simple vocabulary with an appropriate action.o Retell simple stories by using drawings, words, or phrases.o Produce simple vocabulary (short words or phrases) to communicate basic needs in

social and academic settings.Early Intermediate Level:o Apply knowledge of content-related vocabulary to discussions and reading.o Read simple vocabulary, phrases, and sentences independently.o Use knowledge of English morphemes, phonics, and syntax to decode and interpret

the meaning of unfamiliar words in simple sentences.o Demonstrate internalization of English grammar, usage, and word choice by

recognizing and correcting some errors when speaking or reading aloud.o Read aloud with some pacing, intonation, and expression one’s own writing of

narrative and expository texts.Intermediate Level:o Create a simple dictionary of frequently used words.o Use knowledge of English morphemes, phonics, and syntax to decode and interpret

the meaning of unfamiliar words in text.o Demonstrate internalization of English grammar, usage, and word choice by

recognizing and correcting errors when speaking or reading aloud.o Read grade-appropriate narrative and expository texts aloud with appropriate pacing,

intonation, and expression.o Use content-related vocabulary in discussions and reading.o Recognize some common root words and affixes when they are attached to known

vocabulary.


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Early Advanced Level:o Use knowledge of English morphemes, phonics, and syntax to decode and interpret

the meaning of unfamiliar words.o Recognize that some words have multiple meanings in literature and texts in content

areas.o Use some common root words and affixes when they are attached to known

vocabulary.o Use a standard dictionary to find the meaning of known vocabulary.o Recognize simple analogies and metaphors used in literature and texts in content

areas.o Use decoding skills and knowledge of academic and social vocabulary to achieve

independent reading.o Recognize some common idioms in discussions and reading.o Read aloud with appropriate pacing, intonation, and exprssion increasingly complex

narrative and expository texts.Advanced Level:o Apply knowledge of common root words and affixes when they are attached to

known vocabulary.o Recognize that some words have multiple meanings and apply this knowledge

consistently.o Apply knowledge of academic and social vocabulary to achieve independent reading.o Use common idioms, some analogies, and metaphors in discussion and reading.o Use a standard dictionary to determine the meaning of unknown words.o Read aloud with appropriate pacing, intonation, and expression narrative and

expository texts.

READING — COMPREHENSION

Beginning Level:o Respond orally to stories read aloud by giving one- or two-word responses to factual

comprehension questions.o Orally identify the relationship between simple text read aloud and one’s own

experience by using key words and/or phrases.o Understand and follow simple one-step directions.o Identify, using key words or pictures, the basic sequence of events in stories read

aloud.o Identify, using key words and phrases, a main idea in a story read aloud.o Point out text features, such as the title, table of contents, and chapter headings.Early Intermediate Level:o Read and listen to simple stories and demonstrate understanding by using simple

sentences to respond to explicit detailed questions (e.g. “The bear is brown”).o Read and orally identify relationships between written text and one’s own experience

by using simple sentences.


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o Understand and follow simple two-step directions for classroom activities.o Orally identify, using simple sentences, the basic sequence of events in a text that one

reads.o Read text and orally identify the meain ideas by using simple sentences and drawing

inferences about the text.o Read and identify basic text features such as the title, table of contents, and chapter

headings.Orally identify examples of fact and opinion in familiar texts readaloud.

Intermediate Level:o Use detailed sentences to respond orally to comprehension questions about text.o Read text and identify features, such as the title, table of contents, chapter headings,

diagrams, charts, glossaries, and indexes in written texts.o Read text and use detailed sentences to identify orally the main ideas and use them to

make predictions and support them with details.o Read and use more detailed sentences to describe orally the relationships between text

and one’s own experiences.o Understand and follow some multiple-step directions for classroom-based activities.o Read literature and content area texts and orally identify examples of fact and opinion

and cause and effect.Early Advanced Level:o Describe the main ideas and supporting details of a text.o Generate and respond to comprehension questions related to a text.o Describe relationships between the text and one’s personal experience.o Locate text features, such as format, diagrams, charts, glossaries, and indexes, and

identify the functions.o Use the text (such as the ideas presented, illustrations, titles) to draw conclusions and

make inferences.o Distinguish explicit examples of facts, opinions, inference, and cause and effect in

texts.o Identify some significant structural (organizational) patterns in text, such as

sequential or chronological order and cause and effect.Advanced Level:o Use the text (such as the ideas, illustrations, titles) to draw inferences and conclusions

and make generalizations.o Describe main ideas and supporting details, including supporting evidence.o Use text features, such as format, diagrams, charts, glossaries, indexes, and the like,

to locate and draw information from text.o Identify significant structural (organizational) patterns in text, such as compare and

contrast, sequential, and chronological order, and cause and effect.o Distinguish fact from opinions and inference and cause from effect in text.


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READING — LITERARY RESPONSE AND ANALYSIS

Beginning Level:o Listen to a story and respond orally in one or two words to factual comprehension

questions.o Identify orally different characters and settings in simple literary texts by using words

or phrases.o Distinguish between fiction and nonfiction by giving one- or two-word oral

responses.o Create pictures, lists, charts, and tables to identify the characteristics of fairy tales,

folktales, myths, and legends.Early Intermediate Level:o Respond orally to factual comprehension questions about brief literary texts by

answering in simple sentences.o Read literary texts and orally identify the main events of the plot by using simple

sentences.o Recite simple poems.o Describe orally in simple sentences the setting of a literary work.o Distinguish orally between poetry, drama, and short stories by using simple

sentences.o Describe orally in simple sentences a character in a literary selection according to his

or her actions.Intermediate Level:o Use expanded vocabulary and descriptive words in paraphrasing oral and written

responses to texts.o Apply knowledge of language to derive meaning from literary texts and comprehend

them.Early Advanced Level:o Identify and describe figurative language (e.g. similes, metaphors, and

personification.)o Distinguish between literary connotations and symbols from culture to culture.o Read and literary selection and orally identify metaphors and similes.o Identify the motives of characters in a work of fiction.o Recognize and describe themes stated directly in a text.o Read a literary selection and orally identify the speaker or narrator by using simple

sentences.o Read a literary selection and orally identify the main conflict in the plot and its

resolution.o Recognize the difference between the first-person and third-person points of view in a

literary text.


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Advanced Level:o Describe the major characteristics of poetry, drama, fiction, and nonfiction.o Identify various techniques to influence readers’ perspectives and evaluate the

author’s use of the techniques.o Recognize and describe themes stated directly or implied in literary texts.o Compare and contrast the motives of characters in a work of fiction.

WRITING — STRATEGIES AND APPLICATIONS

Penmanship, Organization, and FocusBeginning Level:o Write the English alphabet legibly.o Label key parts of common objects.o Create simple sentences or phrases with some assistance.o Use models to write short narratives.o During group writing activities, write brief narratives and stories by using a few

standard grammatical forms.Early Intermediate Level:o Write short narrative stories that include elements of setting and characters.o Write simple sentences and use drawings, pictures, lists, charts, and tables to respond

to familiar literature.o Follow a model given by the teacher to independently write a short paragraph of at

least four sentences.o Write an increasing number of words and simple sentences appropriate for language

arts and other content areas.o Follow a model to write a friendly letter.o Produce independent writing that is understood when read but may include

inconsistent use of standard grammatical forms.Intermediate Level:o Narrate with some detail a sequence of events.o Produce independent writing that is understood when read but may include

inconsistent use of standard grammatical forms.o Begin to use a variety of genres in writing (e.g., expository, narrative, poetry).o Independently create cohesive paragraphs that develop a central idea with consistent

use of standard English grammatical forms. (Some rules may not be followed.)o Use more complex vocabulary and sentences appropriate for language arts and other

content areas.o Write a letter independently by using detailed sentences.


IDEA PAGES 14Early Advanced Level:o Write a detailed summary of a story.o Arrange compositions according to simple organizational patterns.o Independently write simple responses to literature.o Use complex vocabulary and sentences appropriate for language arts and other

content areas.o Independently write a persuasive letter with relevant evidence.o Write multiple-paragraph narrative and expository compositions appropriate for

content areas, with consistent use of standard grammatical forms.Advanced Level:o Write short narratives that include examples of writing appropriate for language arets

and other content areas.o Write a persuasive composition by using standard grammatical forms.o Write narratives that describe the setting, characters, objects, and events.o Write multiple-paragraph narrative and expository compositions by using standard

grammatical forms.o Independently use all the steps of the writing process.

WRITING — ENGLISH-LANGUAGE CONVENTIONSCapitalization, Punctuation, Sentence Structure, Grammar, and SpellingBeginning Level:o Use capitalization when writing one’s own name and at the beginning of sentences.o Use a period at the end of a sentence and a question mark at the end of a question.Early Intermediate Level:o Use capitalization to begin sentences and for proper nouns.o Use a period at the end of a sentence and use some commas appropriately.o Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling) and

make some corrections. Intermediate Level:o Produce independent writing that may include some inconsistent use of capitalization,

periods, and correct spelling.o Use standard word order but may have inconsistent grammatical forms (e.g.,

subject/verb agreement).Early Advanced Level:o Produce independent writing with consistent use of correct capitalization,

punctuation, and spellingo Use standard word order but may have more consistent grammatical forms, including

inflections.o Edit writing to check the basic mechanics of writing (e.g., punctuation, capitalization,

and spelling).Advanced Level:o Use complete sentences and correct word order.o Use correct parts of speech, including correct subject/verb agreement.o Edit writing for punctuation, capitalization, and spelling.


o Produce writing that demonstrates a command of the conventions of standard English.


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VII. VOCABULARYBiology/biologistClassificationKingdom—Archaebacteria, Eubacteria, Protista, Fungi, Plantae, AnimaliaVertebrates, invertebratesPhyla, phylum—Chordata, Arthropoda, Mollusca (banana slug, snail),

Coelenterata, Echinodermata, Porifera, Annelida, ClassSpecies, Amphibians (frog, newt, Pacific Giant Salamander)Aves (osprey, woodpecker, northern spotted owl, marbled murrelet)Osteichthyes (trout, salmon)Reptilia (snake, lizard)Mammalia (mountain lion, deer, northern flying squirrel, black bear, bat,

Roosevelt elk, fisher, marten, vole, shrew)Kingdom Plantae: Redwood, Bay Laurel, Oak, FernKingdom Fungi: Mushrooms, slime moldGrowthSurvivalReproductionAdaptationecosystemsunphotosynthesisnonliving things (abiotic)producersprimary consumers (herbivores)secondary consumers (carnivores)omnivoredecomposerenvironmenthabitatforestcoastoceanshorebeachsand DunecliffmountainsvalleycanyonfogDesert

Climate Moist/moistureCoolShadeDampVegetationlayerscanopylitter layerduffforest floorunderstorydenserootstrunkbranchesneedlesfoliageleavesgrowconesseedsbarksnaggoose penhollowdowned lognurse logfairy ring


hollowscavitiesseedlingsproutburlgerminateclearingfertilizenutrientsdecomposetaninfire resistancereproductionregenerationold growthnew growthconservationsymbolloggingtimbernourishcambium layerpredatorpreythreatenedendangeredcamouflageprotectiondroppingsfungal sporesraptorsrodentsshelternocturnaldiurnalroostnestslithercrawlswimflysoarswoophuntrunclaw

furspreadglidecreepscurrylumberconsumecruisemucusyoungplumagearborealpouchcub


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VIII. MATH/SCIENCE/HISTORY/SOCIAL SCIENCE SKILLS Measurement Area, perimeter, fractions, percents Line graphs, bar graphs, record data Introduce intersections and coordinates on a grid Classify objects Observe and collect data Scientific thinking processes: Observing, communicating, comparing, ordering,

categorizing, relating, inferring, applying Participation and study skills Timelines Mapping

IX. RESOURCES AND MATERIALS — Non-fictionAloian, Molly, Life of the California Coast NationsAndrews, Ralph W., Glory Days of LoggingAnsary, Mir Tamim, All Around California: Regions and ResourcesBishop, Nic, The Fantastic Flying SquirrelCooper, Jason, The Redwood Coast (Natural Wonders)Cone, Molly and Sidnee Wheelwright, Come Back, SalmonCosson, M.J., Welcome to Redwood National and State ParksDavis, Barbara J., Biomes and EcosystemsFitzGerald, Dawn, Julia Butterfly Hill (Gateway Greens Biography)Fredericks, Anthony D., Slugs (Early Bird Nature)Greenburg, David and Victoria Chess, SlugsHarder, Dan, A Child’s CaliforniaHimmelman, John, A Salamander’s LifeHodge, Deborah, Bears: Polar Bears, Black Bears, and Grizzly BearsJango-Cohen, Judith, Flying SquirrelsKhosla, Maya, Web of Water: Life in Redwood CreekKras, Sara Louis, Redwood: U.S. National Parks TourLasky, Kathryn, John Muir: America’s First EnvironmentalistLeBox, Annette, Salmon CreekLlewellyn, Claire and Barrie Watts, Slugs and SnailsLocker Thomas, John Muir: America’s NaturalistLynette, Rachel, Julia Butterfly HillMacMillan, Dianne M., Life in a Deciduous ForestMartin, Patricia A. Fink, Northern Spotted OwlsMuir, John, John Muir: My Life with NaturePascoe, Elaine and Dwight Kuhn, The Ecosystem of a Fallen TreePatent, Dorothy Hinshaw, Life in a Desert (Ecosystems in Action)

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Pelta, Kathy, California (Hello USA)Peluso, Beth A., The Charcoal Forest: How Fire Helps Animals and PlantsPfeffer, Wendy, A Log’s LifePrevost, John F., Redwood TreesPringle, Laurence, Fire in the Forest: A Cycle of Growth and RenewalPurslow, Neil, Redwood National Park: Forest of GiantsRose, Elizabeth, Animal AdaptationsSalas, Laura Purdie, Forest Fires (Natural Disasters)Simon, Seymour, WildfiresStille, Darlene R., Deserts (True Books – Ecosystems)Sullivan, Jenna M., Kids’ Guide to the National Parks of California and OregonSwinburne, Stephen R., Black Bear: North America’s BearVieira, Linda, The Ever-Living Tree: The Life and Times of a Coast RedwoodWeaver, Dorothy Hines, California A to Z

RESOURCES AND MATERIALS — FictionDonahue, Mike, The Grandpa TreeLind, Alan and Katie Lee, Black Bear CubLyons, Dana, The TreeMazer, Anne, The Salamander RoomSan Souci, D., Two Bear Cubs: A Miwok LegendSchwarzkopf, Chet, Heart of the Wild: Animal Stories of the California Redwood CoastSt. Antoine, Sara, Stories from Where We Live — The California CoastSuzuki, David, Salmon Forest

RESOURCES AND MATERIAL — PoetryGioia, Dana, “Becoming a Redwood,” in The Gods of WinterHirshfield, Jane, Tree, in Given Sugar, Given Saltwww.spiritoftrees.org/poetry

RESOURCES AND MATERIALS — LiteratureGeorge, Jean Craighead, There’s an Owl in the ShowerHiasson, Carl, HootMeyers, Susan, Meg and the Secret ScrapbookMoss, Marissa, Amelia’s are-we-there-yet, Longest Car Trip EverSilverstein, Shel, The Giving Tree

IDEA PAGES 19

RESOURCES AND MATERIALS — Teacher ResourcesScience Framework for California Public SchoolsRiver Song: With the Banana Slug String BandThe Sempervirens StoryBarbour, Michael G., Coast Redwood: A Natural and Cultural HistoryDewitt, John B., California Redwood Parks and PreservesFritz, P., Story Told by a Fallen RedwoodJepson, W.L., Trees and Shrubs and Flowers of the Redwood RegionLyons, Kathleen, Plants of the Coast Redwood RegionNoss, Reed F., The Redwood Forest: History, Ecology, and Conservation of the Coast

RedwoodsPreston, Richard, The Wild Trees: A Story of Passion and DaringRasp, Richard A. Redwood: The Story Behind the Scenery

RESOURCES AND MATERIALS — MaterialsPlant and animal specimensBarkRedwood ConeRedwood seedsRedwood needlesDecomposing wood

COMMUNITY RESOURCESMuir Woods Redwood ParkOakland Museum Ecology CenterSave the Redwoods League Golden Gate Parks DistrictSempervirens Fund



UNIT PLANNING PAGES

I. FOCUS AND MOTIVATIONo Read Aloudo Inquiry Chartso Observation Chartso Cognitive Content Dictionary with Signal Wordo Biologist reinforcementso Realia and Picture File Cards— plant/animal specimenso List, group labelo Big Booko Poetry o Chartso Bookleto Fieldwork — Redwood Park, Muir Woodso Home-School Connection

II. INPUT 10-2 lecture with primary language groups Graphic Organizers:

o Map of California with regionso 6 Kingdoms of Living Things

Living walls input chart/Pictorial — Redwood Forest Habitat, Black Bear Narrative Input Chart — Julia and the Redwood Tree Read aloud

III. GUIDED ORAL PRACTICE T-Graph for cooperation Mind-mapping Process grid Sentence Patterning Chart

o Reading gameo Trading game

Exploration Report with realia or picture file cards Team tasks Personal interactions Heads together

PLANNING PAGES 2

Chants/poetryo Here, thereo Yes, ma’amo Marine cadenceo Bugalooo I know a …o “I’m a Nut”

IV. READING/WRITINGA. Total Group

Found poetry Narrative Story map Cooperative Strip Paragraph Here, there chant Modeling strip books Shared reading Sentence Patterning Chart

B. Small Group Practice Team tasks (anything modeled whole class) Ear-to-ear reading Expert groups Mind-mapping Flexible Reading groups Literature Circles ELD Story Retell

C. Individual Activities — Portfolio Learning Log Interactive journal writing Poetry booklet Reading/Writing Choice Time Focused reading — Reading the walls w/personal CCD Individual Tasks

D. Writer’s Workshop Mini-lesson Conference Author’s Chair

PLANNING PAGES 3

V. REINFORCEMENT/EXTENSION ACTIVITIES Poetry/Chants Songs Environment music Watercolors, observational drawings Print-making with tree specimens Animal footprint casting Fieldwork/camping trip — measuring, surveying and graphing activities Stuffed animals/puppets Measuring heights of various trees on playground Interviewing environmentalist & logger Debate Mural painting of redwood forest Dioramas of redwood forest Service work in parks Science experiment related to decomposing Letter writing campaign Investigation of how Native Californians used redwoods Ties to California history Dramatic portrayal of Julia Butterfly Hill, John Muir, Sally Bell

VI. CLOSURE Process all charts Process inquiry charts Student-generated text Student-written Big Books Challenge questions Parent Letter Persuasive Letter re: Redwoods Living wall of different ecosystem Educational presentation Test-testing skills Individual tasks Publication Party



SAMPLE DAILY LESSON PLANSDay 1:

FOCUS/MOTIVATION Cognitive Content Dictionary (CCD) with Signal Word Three Standards/Biologist Reinforcements Observation Charts Inquiry Chart Big Book: The Redwood Forest Important Book

INPUT Map: Four Regions of California

o 10/2 Lecture (primary language groups)

FOCUS MOTIVATION Chants Personal Interaction

INPUT Graphic Organizer: Six Kingdoms of Living Things

o 10/2 Lecture (primary language groups) Learning Logs ELD/L1 Review

GUIDED ORAL PRACTICE T-Graph: Cooperation Realia/Picture File Card Observations Exploration Report

INPUT Living Wall: Layers of the Coastal Redwood Forest


READING/WRITING Writer’s Workshop/Flexible Groups

o Mini-lesson: Descriptive languageo Author’s Chair

SAMPLE DAILY LESSON PLANS PAGES 2

CLOSURE Interactive Journals Process Inquiry Chart Home/School Connection #1

Day 2:

FOCUS/MOTIVATION Process Home/School Connection #1 (heads together, then whole class share) Cognitive Content Dictionary (CCD) with Signal Word Read Aloud Poetry/Songs Word Card Review of Input Charts

INPUT Narrative: Julia and the Redwood Tree

o 10/2 Narrative (primary language groups)

FOCUS/MOTIVATION Chants—Highlight, Sketch, add Picture File Cards

INPUT Pictorial Input: Black Bear


READING/WRITING Found Poetry Writer’s Workshop/Flexible Groups

o Mini-lesson: Planning a Personal Narrativeo Author’s Chair

GUIDED ORAL PRACTICE Team Tasks Expert Groups (Banana Slug and Northern Flying Squirrel) Process T-Graph: Cooperation


CLOSURE Interactive Journals Process Inquiry Chart Read Aloud: Miwok Legend Home/School Connection #2

Day 3:

FOCUS/MOTIVATION Process Home/School Connection #2 Cognitive Content Dictionary (CCD) with Signal Word

o Stumper Words (Student Self-selected Vocabulary) Word Card Review of Input Charts:

o Julia and the Redwood Tree (word cards and speech bubbles)o Black Bear

Strip Book: Similes Chants

GUIDED ORAL PRACTICE Farmer-in-the-Dell Chart (Sentence Patterning Chart—SPC)

o Reading Gameo Trading Gameo Flip Chant

Process T-Graph: Cooperation Mind Map: Black Bear Process Grid Game

READING/WRITING Cooperative Strip Paragraph

o Respondo Reviseo Edit

CLOSURE Interactive Journals Process Inquiry Charts Home/School Connection #3


Day 4:


o Stumper Words (Student Self-selected Vocabulary) Review Narrative Input (Julia and the Redwood Tree)

o Story Map Chants

READING/WRITING Flex Groups

o Struggling/Emergent with Coop Strip Paragraph Team Tasks

o Oral Evaluationo Team Share

Team Writer’s Workshop: Narrative with Story Maps Writer’s Workshop

o Mini-lesson: Choosing a Genre for Writingo Author’s Chair

FOCUS/MOTIVATION Measurement Lesson: How Tall is a Redwood?

CLOSURE Process Inquiry Chart Home/School Connection #4


Day 5:


o Stumper Words (Student Self-selected Vocabulary) Read Aloud Chants

GUIDED ORAL PRACTICE AND READING/WRITING Team Tasks

o Written Evaluationo Team Presentation

Flex Groups o ELD with Group Frameo At or Above Grade Level with Clunkers and Links

READING/WRITING Listen and Sketch with Read Aloud Ear-to-Ear Reading with Chants Focused Reading of the Walls with Personal Cognitive Content Dictionary (CCD)

CLOSURE Team Big Books Team Jeopardy Process Inquiry Charts

The Redwood Forest Important Book

By Jeannie Bruland and Michelle KellmanProject GLAD Lighthouse Community Charter School

p. 1:

The important thing about the coastal redwood forest is that it is a habitat to many living things that have special adaptations.

o The coast redwood only grows along the coasts of northern California and southern Oregon.

o The coastal redwood forest is a moist, cool, foggy climate that never freezes.

But the important thing about the coastal redwood forest is that it is a habitat to many living things that have special adaptations.

p. 2:


o The first part of every ecosystem is the sun.o The sun gives heat and light that organisms need to survive.o Every ecosystem also has non-living parts, like water, dirt, and rocks.


p. 3:


o Producers are plants that convert the energy from the sun into food energy.o Plants provide food and oxygen for animals and people.o Some examples of producers in the coastal redwood forest are coast

redwood and laurel trees, ferns, and moss.


p. 4:


o Primary consumers are animals that eat producers, or plants.o Some examples of primary consumers that live in the coastal redwood forest

are: red tree voles, Tule elk, and Oregon juncos.


p. 5:


o Secondary consumers are animals that eat meat, or other animals.o These animals hunt for their food in the redwood forest.o Some examples of secondary consumers that live in the coastal redwood

forest are the marbled murrelets, martens, and rough-skinned newts.


p. 6:


o Every ecosystem has decomposers.o Decomposers break down dead things.o In the coastal redwood forest, many kinds of fungi act as decomposers.


p. 7:


o The plants and animals that live in the coastal redwood forest are adapted to this habitat.

o Some animals use the redwood trees for food or shelter.o Other animals need the moist, cool environment of the coastal redwood

forest.


6 Kingdoms of Living Things — Input Chart Information

When scientists classify living things, they divide them into 6 Kingdoms. Each kingdom has its own characteristics.

The first kingdom is the Archaebacteria. Archaebacteria are microscopic organisms often found in places with very hot or very cold environments. They are sometimes found in geysers and oil wells. (photo: archaebacteria)

The second kingdom is the Eubacteria. Eubacteria can be one-celled, or they can live in large colonies. One kind of eubacteria that is important is cyanobacteria. Cyanobacteria is found in streams, lakes, and oceans, and even in damp, moist soil. Cyanobacteria help plants grow and thrive. (photo: cyanobacteria)

The next kingdom is Protista. The protista kingdom is made up of a lot of very different organisms that don’t fit into the other kingdoms and have a nucleus. Many kinds of algae that live in rivers and ponds are protista. Another kind of protista, slime molds, are found on damp and dark forest floors, and in rotted wood. (photo: slime mold)

The fungi kingdom is made up of organisms like mushrooms, yeasts, and molds. They often serve as decomposers in ecosystems, breaking down dead matter. Two fungi that live in the Coast Redwood Forest are amanita mushrooms and varnish conk fungus. (photos: amanita mushrooms, varnish conk fungus)

The next kingdom is Kingdom Plantae. The organisms in kingdom plantae are the plants. There are millions of kinds of plants, some as large as the Coast Redwood, which can grow up to 300 feet high and 15 feed wide, and other smaller plants, such as ferns. (photos: Coast Redwood, sword fern)

Kingdom Animalia has all the animals in it. It is divided into different phylum.

Phylum Annelida has segmented worms in it, such as earthworms and tube worms. (photo: earthworm)

Phylum Porifera has sponges in it, which live in the ocean. (photo)

Phylum Echinodermata are marine animals with spines, like sea stars and sea urchins. (photo)

Phylum Coelenterata has many marine animals, including corals and jellies.

Mollusca means soft body, and phylum mollusca consists of animals with soft bodies. Snails and slugs are a part of phylum mollusca. (photo: snail)

Phylum Arthropoda has animals with jointed appendages, like spiders, insects and crustaceans. (photo: Redwood Beetle, gray millipede)

The last phylum is Phylum Chordata. The animals in phylum chordata are vertebrates, which mean they have backbones. (Sketch)

Within phylum Chordata there are many classes of animals.

Class Mammalia consists of animals with hair or fur, that drink milk from their mothers. Bears, deer, and squirrels are all members of class mammalia. (photos: Tule elk, black bear, vole)

Class Reptilia (Sauropsida) contains the reptiles, like snakes, lizards, and turtles. They have scaly skin and lay eggs. (photos: southern alligator lizard, red-sided garter snake)

Class Osteichthyes are the fish. They have scaly skin, and have gills to breathe underwater. (photos: trout, Chinook Salmon)

Class Aves consists of birds. They have hollow bones and lay eggs. Members of class aves include the Northern Spotted Owl and the Marbled Murrelet. (photos)

Class Amphibia contains the amphibians, like frogs, toads and salamanders. They all have soft, moist skin. The Pacific Giant Salamander and rough-skinned newt are members of class amphibia. (photos: Pacific Giant Salamander, rough-skinned newt.)

Map of California — Input Chart Information

Here is a map of the state of California. First I’ll draw the borders of our state. Next, I’ll draw a compass rose, which shows the directions—north, south, east, and west. The state of Oregon lies to the north, the states of Nevada and Arizona lie to the east, and the country of Mexico lies to the south. The Pacific Ocean lies to the west. Now I’ll draw the legend, which identifies key features on the map. Our legend will identify the four major regions of California—coast, mountain, valley, and desert. A region is a large land area that has similar landforms.

Let’s start with where we live. The city of Oakland is located next to the San Francisco Bay, which is part of the coast region (photo). Our coast lies along the Pacific Ocean and is more than 800 miles long. The northern part of the coast region is known for its rocky shorelines, cliffs, and redwood forests. We’ll come back to this area later. The central part of the coast region has good soil for farming and many sand dunes, or large hills of sand. The southern part of the coast region is known for its beaches.

The mountain region has two main mountain ranges, both of which run from north to south (photo). The Coastal Range runs along the coastline. The Sierra Nevada Range, which is much higher, runs along the eastern part of the state, along the border with the state of Nevada. The Sierra Nevada has many lakes, and gets heavy snowfall every winter. Much of our water for drinking and growing crops comes from this region.

The valley region lies in the center of California, between the coastal and Sierra Nevada mountain ranges (photo). This is an enormous, flat area called the Central Valley. The San Joaquin and Sacramento rivers flow through the valley region, and the soil is good for farming. Many kinds of fruits and vegetables are grown here.

Finally, the desert region is found in the southeastern part of California (photo). The state’s largest desert is called the Mojave. The desert is very arid, or dry. It is extremely hot in the summer, but can be cold in the winter. Only plants and animals that have adapted to life with very little water, such as the cactus, can survive in the desert.

(Draw cross-sectional diagram to the side of the map) Now let’s return to the north coast region. This region gets a lot of moisture. Rain and fog blow in from the ocean and get trapped by the coastal mountains. Coast redwoods grow in deep canyons here, where there is heavy rainfall in the winter and a lot of fog in the summer. The coast redwood is adapted to cool and damp climates.

(Back to map) Millions of years ago, in the time of the dinosaurs, the ancestors of today’s redwoods grew over vast parts of the globe. As the earth’s climate changed, getting warmer and drier, the redwood forest habitat shrank. Today the only place in the world where coast redwood trees grow is the northern California coast, and a small part of the southern Oregon coast.

(Draw diagram to the side of the map) The scientific name for coast redwood trees is Sequoia sempervirens. Sempervirens means forever living. Coast redwoods can grow to be up to 360

feet in height—as tall as a 30-story building, and twice as tall as the Statue of Liberty. They can grow to be up to 18 feet in diameter—in some cases, wide enough for a car to drive through (photo)! Coast redwoods can live to be up to 2200 years old. Coast redwood is the world’s tallest tree, and one of the longest-lived.

(Back to map) Because they are so magnificent and are unique to our region, coast redwoods are a symbol of California. In fact, they are one of our state trees. People all across the United States and the world have heard about Sequoia sempervirens and travel to California to see them. One famous grove of ancient redwoods is Muir Woods, just north of San Francisco.

Redwood Forest — Pictorial Input Chart Information

When you visit an old-growth redwood forest, where many of the trees are hundreds of years old, one of the first things you notice is how tall and straight the redwood trees are. It is hard to get a feeling for how tall they are, because when you stand under a mature redwood, you cannot usually see the top.

The dense layer of leaves, or foliage, at the tops of the trees blocks out most of the light and heat from the sun, and keeps moisture from escaping. The leaves of the redwood are called needles, because they are long and narrow (show sample). This top layer of the forest is called the canopy. Many birds roost, or rest, here while they are not hunting for food. Some build nests on branches, others nest on snags, or the tops of broken or dead trees, and others nest in hollows, or cavities, of tree trunks.

Below the canopy is the forest understory. Here is where you may find younger, shorter redwood trees, or other trees such as bay laurel.

Walking along the forest floor, you may decide to touch the base of a redwood trunk. The bark of the redwood tree is thick, rough, and a deep, reddish-brown color (show sample). It is resistant to insects and fire, which have a harder time destroying redwoods than they do other trees. This is an adaptation that has allowed the redwood to survive. The roots of the redwood are shallow and widespread, and intertwine with the roots of other trees. This helps the trees to remain standing during windstorms and floods, but sometimes trees do fall. Fallen logs lay on the forest floor for many years, because redwoods have a substance called tannin that makes them decompose slowly. As they turn into soil over many years, the fallen logs provide nutrients for living trees, fungi, or mushrooms, and ferns, which often grow right on the log. The logs also make good homes for many animals such fishers, martens, and tailed frogs. Because fallen logs are so important to the life of the forest, they are often called “nurse” logs.

In many areas of the redwood forest, the floor is covered by a thick, damp layer of fallen leaves and branches. This is called the litter layer, or duff. Many small animals make their home in the litter layer, including insects, spiders, snails, and amphibians, which need a moist environment. Many of the animals in the litter layer are decomposers—they help turn the leaves and branches into soil by eating and digesting them. This provides nutrients for new life to grow.

In the litter layer you may also find redwood cones, each of which contains 90-150 redwood seeds (show sample cone). Mature redwoods produce thousands of cones each year, but very few of the seeds actually germinate and grow into redwood seedlings, or young trees. And very few of the seedlings survive to grow into mature trees.

If you look closely at the base of redwood trees, you may see bumpy growths called burl. The redwood tree can grow new shoots from the burl. These shoots are a second way for the trees to reproduce, or make new life. Scientists think that this ability of redwoods to reproduce in two ways is another adaptation that gives the trees a better chance of survival as a species.

Black Bear — Input Chart Information:

One animal that lives in the Coast Redwood Forest is the Black Bear. It is part of Phylum Chordata, Class Mammalia.

Black bears live all over North America, but primarily in forests, including the coastal redwood forests of northern California. They are large, about 6 feet long, and can weigh up to 500 pounds. They have long, thick fur that is black or brown. (photo: black bear)

Despite their large size, black bears are not very fierce. They predominantly eat berries and insects. They will also eat small rodents, such as deer mice, and they eat the cambium layer of redwood trees.

Because of their large size, black bears have few predators in the redwood forest. They only animal that causes them much danger are humans. Black bears used to be hunted for their fur, and some people still hunt them. They are sometimes killed by other black bears, particularly in territorial disputes. The cubs are sometimes hunted by mountain lions and coyotes, as they are more vulnerable than the adults. (photo: mountain lion)

Now that it is illegal to hunt black bears, there has been a population increase. For a while there were only 200,000 black bears left living in the United States, and now there are more than 800,000. Like most bears, black bears seldom attack humans, and will generally stay away from them if they can. However, they will break into cars for food on occasion, and it’s important that if you are camping in an area with black bears that you don’t leave food out or put it in your tent, because they find it with their keen sense of smell.

The black bear has many interesting adaptations that help it survive in the redwood forest. They often live in goosepens, the hollows of burnt-out redwoods (photo). If there are no goosepens available, they will use downed redwoods for shelter. These shelters protect them from the cool weather and the rain. They are particularly important for the cubs, who until they are grown, face more predators than the adult black bears.

Another way that black bears have adapted to the redwood forest is their diet. They use their long, powerful front claws to scratch off the soft bark layer of the redwood and get at the cambium layer, a nutrient-rich layer underneath. (photo)

Redwood Forest Narrative Input

Julia and the Redwood Tree by Michelle Kellman copyright 2007

Backdrop: Coastal redwood forest

Card 1: Ancient redwood tree in a dark forest; the tree has burl with shoots, fire scars and a goosepen at the base (hollow trunk created by fire); an 8-year-old girl is sitting inside the goosepen.

Julia was dreading spending the summer with her father in Northern California. He was an artist, and she knew he would spend every day painting and ignoring her. It might be fun if he painted her once in a while, but he only made pictures of trees. It would be a whole summer without any action, and Julia didn’t know what she would do.

One day, soon after she arrived, Julia’s father announced that he wanted to hike to a special place in the coastal redwood forest to paint trees. Julia went with him, but she knew she would be bored, so she brought along her video game. Her father would spend hours sitting and painting in one spot. After she finished her picnic lunch and watched her father work for a while, Julia wandered through the trees. She came to a huge redwood tree. It was so tall that she couldn’t see the top, and so wide that she couldn’t see around it. At its base was a small cave carved into the trunk. Julia crawled inside, sat down on the spongy layer of needles, took out her video game, and began to play.

All of a sudden Julia heard a deep voice saying, “What’s all that beeping noise? I can’t hear myself think.” Startled, Julia looked around but didn’t see anyone. She decided it must be her imagination, and went back to her video game. “Please stop that,” said the voice. “You’re disturbing my thoughts, and besides, it’s my goosepen you’re sitting in.”

“Who are you?” asked Julia, “And what’s a goosepen? I don’t see any geese!”

Card 2: Same tree, but with black bears and bats in the goosepen; the girl is not in the picture.

“I am a redwood tree,” the voice replied, “and my goosepen is the hollow cave you’re sitting in at the base of my trunk. It was carved by fire hundreds of years ago, when I was still young. Many animals have lived in it over the years, including a family of black bears and a colony of bats. For a while, a human family that lived near here put a fence around me and kept their geese and chickens inside. That’s why it’s called a goosepen.”

“Wow, you must be really ancient,” said Julia.

“Yes,” said the tree, “I’m almost a thousand years old, but this is the first time I’ve heard that annoying beeping noise.”

“Sorry,” said Julia. “I’ll turn it off. Weren’t you scared when the fire came and burned out your trunk? And didn’t it hurt?”

“No,” answered the tree. “I’ve survived dozens of forest fires over the years. That’s what I’m adapted to do. I’m fire-resistant. My bark is very thick and it doesn’t have any resin, or pitch, in it, so I don’t burn easily like other kinds of trees. Fires leave a scar, but I keep on growing. My goosepen started out as a small fire scar and then got bigger each time a new fire came and burned a little bit more of my wood.”

“But don’t the fires burn your needles?” asked Julia.

“Well, my branches are so far above the ground that the fire doesn’t usually reach my foliage,” said the tree.

“That’s good,” said Julia. “By the way, what were you thinking about before I came?”

“As a matter of fact, I was wondering when the next forest fire would happen. It’s been a long time since we’ve had one in this forest, and we’re ready for another one.”

“You mean, you actually want a forest fire to happen?” asked Julia, incredulously.

Card 3: Same tree, but with a clearing around it; cones, seeds, and seedlings are visible in the clearing.

“Yes,” said the tree. “It’s too crowded in here, and there’s not enough sunlight. I’ve dropped thousands of cones, with hundreds of thousands of seeds, but few of them have been able to germinate. I want some of this leaf litter, or duff, and some of these understory trees to burn. That will make a clearing and my seeds will get more sunlight and have a better chance of sprouting into seedlings. And the seedlings will have a better chance of growing up into mature trees like me.”

“Aren’t those baby trees growing out of the bumps on your trunk?” noticed Julia.

“Good observation,” answered the tree. “Yes, but they’re different from seedlings. Another of my adaptations is that I have two ways to reproduce, or make new life. In addition to producing cones and seeds, I can grow burl around my base—those are the big bumps you see. And new shoots grow out of the burl. They share my root system so they can get water and nutrients out of the soil. And I can give them food that my needles make from the sunlight high up in the canopy.”

“How long will it take your shoots to mature?” asked Julia.

“Oh, they’ll stay about this size until I fall,” said the tree. “Right now, the canopy is blocking most of the sunlight from reaching the forest floor, so my shoots can’t make their own food. When I die, they’ll get lots of light and be able to grow.”

“You’re going to die?” cried Julia. “I thought redwood trees could live forever!”

“We can live for 2000 years or more, but some of us don’t make it that long,” sighed the tree. “Anyway, I hear someone calling you. Is that your father? He’s been here before. He’s such a nice, quiet man. He even painted a picture of me. I thought it looked pretty good!”

“Bye,” called Julia as she ran back to meet her father, “I’ll see you next time!” She was so excited, she didn’t notice that she had left her video game behind.

Card 4: Same tree, but with fire burning in and around it.

Julia couldn’t wait to go back and visit her redwood tree again. She also wanted to find her video game. She and her father planned another hike for the following week. But when the day approached, they heard on the news that a forest fire had started and it was not safe to go. The fire department was looking for volunteers to help keep the fire from spreading too close to town, and Julia’s father decided to join them. “Won’t they just put the fire out?” Julia asked.

“No,” her father answered. “They’ll just control the burn to make sure it doesn’t come too close to where people live. A forest needs to have a fire once in a while. It keeps the habitat healthy.”

Julia remembered what the tree had told her about being adapted to a life with forest fires, but she was still worried. She thought about the tree all summer, and even painted a picture of it, with herself curled up in the goosepen. When school started, she went back to live with her mother, but she thought about her tree all year long.

Card 5: Clearing in a fire-scarred redwood forest; redwood seedlings; large fallen tree with ferns growing on it; ring of young redwood trees growing around the remains of the base of the fallen tree; girl standing in the middle of the ring.

This time, when summer came around, Julia was thrilled to be going to stay with her father. He agreed to take her hiking in the forest as soon as he could.

When they got to the spot where her father had been painting the summer before, Julia couldn’t find her tree. She was very upset. “Dad,” she cried, “where’s that huge tree with the goosepen? I don’t see it anywhere!”

Her father replied, “No, but there’s something new here. Do you see? A nurse log!” He pointed to a long, thick, fallen log lying across a clearing. It had ferns growing on it and redwood seedlings growing nearby. A salamander walked along it, and a frightened mouse darted into a hole in it.

“My tree!” cried Julia. “It fell!” She felt sad. Her tree had said that it could survive a fire. What had happened?

“Maybe there was a flood or windstorm this winter that knocked it over,” said her father. “Redwood trees have shallow roots, and sometimes a strong wind or flood can rip them right out of the ground.”

Julia went over to the log and walked along it, running her hands over the rough bark and noticing that pieces of it came off at her touch.

“It’s starting to decompose,” said Julia’s father. “It’s already providing nutrients for the ferns growing on it and the redwood seedlings growing nearby. Now it’s their turn in the sun.”

“I remember my tree said it wanted some of its seeds to grow up,” thought Julia. “I guess maybe they have a better chance now.”

Julia reached the end of the log. There was a circle of tiny redwood trees that looked like someone had planted them that way on purpose. “Dad, look at this! Has someone been planting new trees?”

“You found a fairy ring!” exclaimed her father. “People used to think these circles must have been planted by fairies because they’re so perfect, but actually they’re shoots that grow from the burl around the base of a parent tree.”

“That’s right,” Julia thought, “my tree told me that when it died, its shoots would be able to make their own food from sunlight, and would start to grow. But I didn’t know they would grow in such a perfect circle!”

Julia stepped inside the fairy ring and danced around. “Hey, Dad,” she called, “would you paint my picture in the fairy ring? And after that, I’m going to look for a new goosepen!”

Poetry Booklet

Coastal Redwood Forest

Name _________________________________

The Ecologist Bugaloo

I’m an ecologist, and I’m here to say,I investigate habitats every day.Sometimes I write a paper, sometimes I read a bookSometimes I just go out and take a look

Redwoods, ferns, fungi tooDoing the ecologist BUGALOO!

I study how organisms interact,They all need each other and that’s a fact!Their adaptations help them survive,Special features that help them thrive!

Black bears, salmon, salamanders tooDoing the ecologist BUGALOO!

Raptors nest in broken tops of trees,They need the protection of a dense canopy.Frogs eat insects, and so do batsAnd decomposers break down all their scat!

Interdependence, and food webs too,Doing the ecologist BUGALOO!

—Jeannie Bruland

Redwood CadenceWe just know what we’ve been toldRedwoods are worth their weight in gold.Majestic trees provide a home For members of the ecosystem!

Sound off … Tule Elk!Sound off … Flying Squirrels!Sound off … 1, 2, 3, 4, — Chinook Salmon!

Redwoods help keep the climate coolDamp, moist weather is the rule.Banana slugs need the foggy airSalamanders thrive out there

Sound off … Rough-skinned newt!Sound off … Tailed frog!Sound off … 1, 2, 3, 4, — Banana Slugs!

When forest fires take their turnThe lack of resin means they’re hard to burn.Their roots spread wide into the earthIf the tree’s cut down they sprout new birth.

Sound off … Forest Fires!Sound off … Wide Roots!Sound off … 1, 2, 3, 4, — Adaptations!

— Jeannie Bruland

I Know a Black BearI know an enormous black bear,

An omnivorous, enormous black bear, An omnivorous, enormous black bear,

With five strong, curved claws

Gathering berries and insects,Scratching off redwood bark,Eating the cambium layer,And living in goosepens.

I know an enormous black bear,An omnivorous, enormous black bear,An omnivorous, enormous black bear,

With five strong, curved claws.— Jeannie Bruland

I’m a Redwood(“I’m a Nut”)

I’m a redwood, straight and tallLiving in the coastal fogBeneath my boughs it’s damp and coolNot much sunlight as a rule

I’m a redwood, I’m a redwoodI’m Sequoia sempervirens, I’m a redwood

High above the forest floorAt least 300 feet or moreYou will find my canopyI’m the planet’s tallest tree


From a tiny cone I sproutParent trees drop me aboutI can grow from root burl, tooTwo ways to grow, how about you?


I am famous coast to coastCalifornians like to boastOregon has some, too, it’s trueThese two states are the lucky few


— Michelle Kellman

Redwoods Here, Redwoods There

Redwoods here, redwoods thereRedwoods, redwoods everywhere.

Ancient redwoods sheltering wildlifeMagnificent redwoods trapping moistureMighty redwoods shading the forest floorAnd adaptive redwoods resisting fire.

Redwoods in foggy canyonsRedwoods on wooded slopesRedwoods by chilly creeksAnd redwoods near the coast.

Redwoods here, redwoods thereRedwoods, redwoods everywhere.

Redwoods, redwoods, redwoods!— Michelle Kellman

Birds Here, Birds, ThereBirds here, birds there

Birds, birds everywhere!

Diurnal birds roosting carefullyNocturnal birds screeching loudly

Carnivorous birds swooping silentlyAnd migratory birds arriving seasonally.

Birds in snagsBirds on branches

Birds above the canopyAnd birds through the understory.

Birds here, birds thereBirds, birds everywhere!

Birds, birds, birds!— Michelle Kellman

Is This a Redwood Forest? Yes, Ma’amIs this a redwood forest? Yes, Ma’am.Is this a redwood forest? Yes, Ma’am.How do you know? It has redwood trees.How do you know? It’s shady and cool.Who lives here? Mammals and birds.Who lives here? Amphibians and fish.What can you find? Fog and moisture.What can you find? An ancient habitat.

Is this the litter layer? Yes, Ma’am.Is this the litter layer? Yes, Ma’am.How do you know? It’s in the fallen leaves.How do you know? It’s also called duff.Who lives here? Insects and spiders.Who lives here? Decomposers.What can you find? Cones and seeds.What can you find? Needles and branches.

Is this the forest floor? Yes, Ma’am.Is this the forest floor? Yes, Ma’am.How do you know? It has thick tree trunks.How do you know? It has decomposing logs.Who lives here? Fishers and martens.Who lives here? Newts and frogs.What can you find? Redwood seedlings.What can you find? Fungi and ferns.

Is this the canopy? Yes, Ma’am.Is this the canopy? Yes, Ma’am.How do you know? It’s high above the ground.How do you know? It blocks the sunlight.Who lives here? Ospreys and owls.Who lives here? Marbled murrelets.What can you find? Branches and snags.What can you find? Thick foliage.

Is this a redwood forest? Yes, Ma’am.Is this a redwood forest? Yes, Ma’am.Why is it important? It’s a habitat for wildlife.Why is it important? It’s an ancient forest.

— Michelle Kellman

Date: _______________

Project GLAD COAST REDWOOD FOREST

HOME/SCHOOL CONNECTION #1

Ask the members of your family if they have ever visited a redwood forest or another kind of forest. Where did they go? What did they see when they were there? Sketch and write about their experience.

Parent: _______________________ Student: ______________________

Fecha: _______________

Proyecto GLAD BOSQUE DE SECUOYAS

CONEXION CASA Y ESCUELA #1

Pregunta tu familia si han estado en un bosque de secuoyas o otra clase de bosque. ¿A dónde fueron? ¿Qué miraron cuando fueron allí? Dibuja e escribe de sus experiencias.

Padre: _______________________ Estudiante: ____________________

Date: ___________________



Sketch and write about as many animals that live in the redwood forest as you can with your family.

Parent: _______________________ Student: ______________________

Fecha: _______________



Dibuja y escribe con tu familia de los animales que viven en los bosques de secuoyas.

Padre: _______________________ Estudiante: ____________________

Date: ___________________



Discuss forest fires with your family. Sketch and write reasons why redwood forests should be allowed to burn and why forest fires should be put out.

Should be allowed to burn Fires should be put out

Parent: ___________________ Student: ___________________

Fecha: _______________



Discuta los incendios de bosque con tu familia. Dibuja y escribe de las razones porque los incendios deben ser dejados o deben ser extinguidos.

Dejados a quemar Deben ser extinguidos

Padre: ___________________ Estudiante: ___________________

Date: ___________________



Interview as many family members as you can about the Coast Redwood Forest. Do they think logging should be allowed in the redwood forest? Why or why not?

Family Member Yes/No Reason

Parent: _______________________ Student: __________________

Fecha: _______________



Habla con tu familia acerca de los bosques de secuoyas. ¿Ellos piensan que la gente debe poder cortar los árboles? ¿Por qué sí o por qué no?

Miembro de familia

Sí/No Razón

Padre: _______________________ Estudiante: ________________

Expert Group TextBanana Slug

The banana slug is a member of Phylum Mollusca. The banana slug makes its home in the litter layer of the redwood forest. It is usually lemon yellow, but some banana slugs are white, black or brown. Like all mollusks, it has a soft body, and can be up to ten inches long.

The litter layer is the perfect place for the banana slug to find its food. It is a decomposer that eats dead plants and animals, leaf litter, and animal droppings.

The banana slug has few predators. It is protected by a layer of mucus that makes it taste bad to animals. The mucus also numbs animals mouths, making it unpleasant to eat. Its bright yellow color warns animals that it is unpalatable.

The redwood forest is a perfect habitat for the banana slug because it needs a moist, cool environment. The redwood trees keep the forest floor damp and cool. The litter layer provides plenty of food for it to eat.

The banana slug benefits the redwood trees as well. Its droppings fertilize the ground, which helps the trees grow larger. In addition, banana slugs spread seeds and fungal spores throughout the forest floor, encouraging more vegetation and fungi to grow.

Expert Group TextPacific Giant Salamander

The Pacific giant salamander is a member of Phylum Chordata, or the vertebrates. Like frogs and toads, it is an amphibian. The Pacific Giant Salamander can grow up to 10 inches long. It has a round body and muscular legs. Its black and brown skin helps it camouflage itself in the litter layer where it makes its home.

The litter layer is also home to many small animals that the Pacific giant salamander preys upon. These include banana slugs, snails, shrews, mice, small snakes, and other amphibians. The Pacific giant salamander even eats other salamanders.

The adult Pacific giant salamander has few predators. However, its young are eaten by shrews, snakes, and other amphibians.

The redwood forest is a perfect habitat for the Pacific giant salamander because, like most amphibians, it needs a moist, cool environment that doesn’t freeze. The salamander camouflages itself in the litter layer. Its brown and black mottled skin blends into the fallen leaves and branches.

The Pacific giant salamander is the only species of salamander that has vocal chords. When disturbed, it will growl or bark to frighten off enemies. Another interesting fact about the Pacific giant salamander is that it is nocturnal. It is active at night, and rests during the day.

Expert Group TextNorthern Spotted Owl

The northern spotted owl is a member of Phylum Chordata, or the vertebrates. It makes its home in the canopy layer of the redwood forest. The northern spotted owl is covered in dark brown feathers, with white a white face and white spots on the head, neck, back, and underbody.

The northern spotted owl is nocturnal. At night, it swoops down from the redwood canopy to prey on small mammals that live on the forest floor, including deer mice, dusky-footed wood rats, and red tree voles. It also hunts the northern flying squirrel, which builds nests high up in the hollow trunks of redwood trees.

The adult northern spotted owl has few predators. However, its young are eaten by great horned owls, goshawks, and other raptors.

The redwood forest is a perfect habitat for the northern spotted owl because the thick canopy layer provides protective cover for young owls from birds of prey cruising above. It nests in the broken treetops, or snags, and hollow tree trunks. The northern spotted owl also relies on the dense forest canopy to provide shelter from heat. The owls’ plumage is adapted to cold winter weather, and on warm days, they seek cool, shady places to roost.

As large parts of the old-growth redwood forest have been logged for timber, the northern spotted owl has lost much of its habitat. It cannot survive as well in newer forests with less dense canopies, and has become a threatened species. The owl has become a symbol of the conflict between conservationists, who want to preserve old-growth redwood forests, and loggers, who argue that providing jobs for people in the timber industry is more important than protecting the owls.

Expert Group TextNorthern Flying Squirrel

The northern flying squirrel is a member of Phylum Chordata, or the vertebrates. It is an arboreal mammal that nests in tree hollows high above the ground in the redwood forest. It has thick, light brown fur, large eyes, and a flat tail.

The northern flying squirrel feeds on the fungi, or mushrooms, that grow at the base of redwood trees. It also searches the forest floor for lichen and insects. Like many animal species in the redwood forest, it is nocturnal, hunting for food at night and resting during the day.

Many animals prey on the northern flying squirrel. Its predators include birds of prey like spotted owls and other raptors, and mammals such as foxes, fishers, and martens.

The northern flying squirrel has adapted to life in the redwood forest in an interesting way—it has pouches of skin between its legs that allow it to glide over 100 feet through the air from tree to tree. In this way it can avoid spending too much time on the ground, where it is more vulnerable to its enemies.

The northern flying squirrel plays a very important role in the redwood forest ecosystem. Its droppings contain the spores of the fungi that are a large part of its diet. By spreading and fertilizing the spores, the squirrels help the redwood trees, whose roots are nourished by the fungi.

Name/Class or Phylum/Strata

NAMECLASS OR PHYLUM

LAYERDESCRIPTION PREY/FOOD PREDATORS/

ENEMIES ADAPTATIONS INTERESTING FACTS

Black Bear

Banana Slug

Northern Flying Squirrel

Northern Spotted Owl

Pacific Giant Salamander

NAMECLASS OR PHYLUM

LAYERDESCRIPTION PREY/FOOD PREDATORS/

ENEMIES ADAPTATIONS INTERESTING FACTS

Black Bear(Phylum Chordata; Class Mammalia)

Forest Floor

oUp to 6 feet longoUp to 300 poundso Thick black or brown

fur

o berrieso insectso rodentso cambium layer of

o humanso other black bearso cubs may be

eaten by mountain

o live in hollows of downed or burnt out redwoods

o eat cambium

o recent increase in population

o seldom attack unless threatened

o will break into cars for Banana Slug

(Phylum Mollusca)Litter Layer

o up to 10 inches longo usually lemon yellowo can be white, black,

browno soft body

o dead plants and animals

o leaf littero animal droppings

o few predatorso mucus tastes bad

and numbs

o needs moist, cool environment

o lots of leaf litter for it to eat

o droppings fertilize ground for redwoods

o spread seeds and fungal spores

Northern Flying Squirrel

(Phylum Chordata; Class Mammalia)

Redwood Trees

o thick, light brown furo large eyeso flat tailo flap of skin between

legs to glide

o fungi growing at base of trees

o licheno insects

o Spotted Owlo other raptorso fishero foxo marten

o build nests in dead trees

o glides from tree to tree

o droppings spread and fertilize fungal spores

o fungi nourish redwood roots

Northern Spotted Owl

(Plylum Chordata; Class Aves)

Redwood Trees

o dark brownowhite spots on the

head, neck, back, and underbody

owhite face

o small mammalso Northern Flying

Squirrelso Deer miceo Dusky-footed wood

ratso Voles

o humanso young eaten by

Great Horned Owls, goshawks, and other raptors

o nests in broken tops of large trees

o nest in old squirrel nests

o rely on dense canopy for shelter from weather and predators

o threatenedo became a symbol of

conservation versus logging controversy

Pacific Giant Salamander

(Phylum Chordata;Class Amphibians)

Litter Layer

o up to 10 inches longo round bodyomuscular legso black and brown skin

for camouflage

o banana slugso snailso shrewso miceo other amphibianso small snakes

o young eaten by shrews, snakes, other amphibians

o brown/black skin camouflages

o needs moist, cool environment that doesn’t freeze

o only salamanders with vocal cords

o growl or bark when disturbed

o nocturnal

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