• KWL Chart: (most effective with groups of less than 35 students)
  This is a chart that is used to organize student's thoughts. Start by drawing the chart on the chalkboard or on chart paper. 
  
  Begin by asking students to tell you everything they know about the production, harvest, and sale (retail) of Real Trees. Write their answers in the What we know! column. Once they have pretty much exhausted all of their information, ask them to tell you what they want to know or are interested in learning about the production of Real Trees. Write their answers in the What we want to know! column. The final column will be filled in at the end of your visit.

• Venn Diagram:  (most effective with groups of less than 35 students)
  The purpose of a Venn diagram is to compare and contrast 2 or more ideas or things. Begin by drawing the diagram on the chalkboard or on chart paper.
  
  Ask students if they have ever used a Venn diagram before (they probably have). If they have, have a student explain what kind of information is placed in what area of the diagram. If they have not, you will need to explain. Fill in the sections as students provide traits specific to real and manufactured trees.

• Descriptive Lists: (appropriate for groups of all sizes)
  Using the chalkboard or chart paper, ask students to help you list the many, varied, and unusual words that describe Real Trees. Post the list so that students can see it. You many want to add words at various times during your visit and review the list at the end of your time with students.

NOTE: You may want to ask the teacher/leader that you are working with to become the secretary or scribe for the group. All three of these starters are common in most classrooms ... students will most likely need little direction beyond explanation of the topic.

Let the growing cycle be your guide as you speak to children. It's a great way to keep yourself organized and it helps students see the whole picture! An example is below. It is segmented into steps; however, the steps of the Real Tree cycle often overlap and are combined. Because of this, you will probably need to move smoothly from one to another without breaking the idea of a cycle.

If you are not an expert in part(s) of the industry (i.e. you are not sure how seed beds in a nursery work), then adjust your presentation. Or, call someone in the industry locally who has experience in the given area and work together!

NOTE: If you chose to begin with a KWL chart, be sure to answer as many of the questions in the middle (What we want to know!) section as possible.

Getting to the Message:
Begin by asking students to define the word cycle. Ask them to tell you what types of cycles they know about (bicycle, recycle, life cycle, etc.) This short discussion should take no more than 3-5 minutes.

Seed Trees/Harvesting Seeds: (10-15 minutes)
Ask if anyone knows what a seed is. Have students define a seed and explain its purpose. Then ask students to explain what a harvest is. Have them list the crops harvested in your community, area, or state. 

Once you have these basic vocabulary words defined, explain the role of a nursery in Real Tree production and the process of using seed trees to harvest seeds for planting.

Some ideas (concepts) to cover:
1) Why is it important to start with good seeds?
2) How do you choose what trees to use as seed trees?
3) Are all of the seeds that are harvested actually planted?

HANDS-ON: Pass out the cones and/or seeds. Allow students to see where the seeds are contained within the cone. You may want to show them how to remove the seeds from the cone and allow them to try.

Seed Beds/Planting: (5-10 minutes)
You may want to begin explaining this part of the tree growing cycle while they are working with the cones and seeds. If you choose to do this, wait until they have worked enough to be able to listen well.

Some ideas (concepts) to cover:
1) How many seeds are planted?  Why this number?
2) How is the soil for seed beds prepared?
3) How long are the trees in the seed beds?
4) Do the seedlings need to be protected while in the seed beds?
5) Are the trees transplanted in the fields by hand?
6) Do all of the plants that are transplanted survive?
7) What time of year are the seeds/trees planted?  Transplanted?
8) How much space is put between trees/rows in the field?  Why?

SHOW AND SHARE: This is a great place to show and share seedlings and prepared soil.

Growth: (5-10 minutes)
Keep the cycle going! As you are explaining this part of the tree cycle, focus on the length of time that the tree is in the field.  Highlight the effects on nature while the trees are in field (photosynthesis, homes for wildlife, prevention of erosion, etc.).

NOTE: One of the misconceptions people hold is that Real Trees come from the "forest" and believe deforestation is bad. A visual of Real Trees being grown in fields just like other crops would go a long way in correcting this misconception!

Some ideas (concepts) to cover:
1) How long is the growth part of the tree's cycle?
2) Are there dangers to the trees while they are growing?  What?
3) How and why are the trees fertilized? 
4) Why are weeds a problem?  How are tree fields weeded?

SHOW AND SHARE: This is a perfect place to show and share branches (young and old to compare). Pass around pictures of trees in rows and managed fields.

Harvesting: (5-10 minutes)
NOTE: This plan includes pruning and shearing as part of the harvesting process.

Ask students to tell you what happens to a crop once it has finished growing.

Some ideas (concepts) to cover:
1) How are trees prepared for harvest?
2) What is pruning?  Why is it important? When is it done?
3) What is shaping?  Why is it important? When is it done?
4) How is shaping different from pruning?
5) Are all of the trees removed from the field? Why?
6) How do you decide which trees to harvest? Are they marked?
7) What happens to the trees once they are harvested?

SHOW AND SHARE: Allow students to see the tools of harvest ... take pictures of machinery that is too large to bring in and pass them around!

To the Consumer: (5-10 minutes)
Once the trees have been baled and stored, what happens next?

Some ideas (concepts) to cover:
1) Do the trees stay in the community or are they sent elsewhere?
2) How do the trees arrive at their destination?
3) How is the price of a Real Tree decided?
4) How many trees are planted to replace those cut for market?

Recycling/Close: (5-10 minutes)
Ask students if they can think of ways Real Trees might be used after the holidays. Allow them to share. Explain the term biodegradable. You may want to compose a list of objects and have students classify them as biodegradable or not biodegradable.

Some ideas (concepts) to cover:
1) How many different ways are recycled trees used? Examples?
2) Are recycled trees used differently in different parts of the country?
3) Whey is being biodegradable important?

Thank students for listening.  If you used a KWL chart, ask students to help you fill in the What we learned! section. If you are running short on time, you can ask the teacher/leader to complete this part after you've gone.

Before you say good-bye, remember to provide ideas for follow-up for the teacher/leader and students!

Plant the Seed | Follow the Plan | Get a Printable Version