• u23 l2 quark - uwspliving things in the school. (plants, students, class pets.) 2. choose one of...

NUTSHELLIn this lesson, students match plant species with forest ecosystems and learn that livingthings are influenced by the nonliving thingsaround them. They create a song or skit to show what they have learned about living andnonliving connections. The students concludethe lesson by creating a mural of different typesof Wisconsin forests.

BACKGROUND INFORMATIONTrees, shrubs, flowering plants, lichens, insects,lizards, frogs, mammals, snakes, people, andbacteria are some of the living things that mightbe found in a forest community. Which of theseyou find depends on the nonliving things that are there. Sunlight, moisture, temperature, soil,and air are some nonliving things that livingcommunities depend on.

Are a community and an ecosystem the same thing? A community is a group of plantsand animals interacting with one another in a given area. An ecosystem is an area thatcontains living things interacting with oneanother and their nonliving environment. Socommunities and ecosystems are not the same.Communities are the living things that are part of the larger ecosystem.

Forests are ecosystems. They contain plants,animals, and the nonliving things that influencethem. Forest ecosystems in Wisconsin differfrom one another depending on the living andnonliving factors present.

The climate of Wisconsin varies across the state.These variations are due to how far south ornorth a location is, whether the location is nearto either Lake Michigan or Lake Superior, andwhat elevation a location is at. It can generallybe said that the southern parts of Wisconsin getless snow and have milder temperatures than

the northern parts.

Lesson 2: What Makes a Forest?

LESSON 2What Makes a Forest?

LEAF Guide • 2-3 UNIT32

BIG IDEAS• Forests are ecosystems characterized by a

dominance of tree cover and they contain avariety of other organisms (e.g., otherplants, animals). (Subconcept 1)

• Forests differ in composition (species within a forest) and structure (layers in a forest).These are both affected by biotic (e.g.,animals, plants, humans) and abiotic (e.g.,soil moisture, sunlight, climate) factors.(Subconcept 2)

OBJECTIVESUpon completion of this lesson, students willbe able to:• Explain how living things in a forest depend

on nonliving things.• Recognize that all forests do not contain the

same plants and animals.

SUBJECT AREASArts, Language Arts, Science

LESSON/ACTIVITY TIME• Total Lesson Time: 140 minutes• Time Breakdown:

Introduction...........15 minutesActivity 1 ...............35 minutesActivity 2 ...............45 minutesConclusion............45 minutes

TEACHING SITEClassroom

FIELD ENHANCEMENTCONNECTIONSThis lesson ties closely with FieldEnhancement 2, Observing ForestInteractions. NOTE: Doing FieldEnhancement 2 prior to this lesson may improve student comprehension.

Lesson 2: What Makes a Forest?LEAF Guide • 2-3 UNIT

The parts of Wisconsin that have higher elevationare likely to receive more precipitation. Largebodies of water, such as Lake Michigan andLake Superior, tend to moderate temperaturesand can increase precipitation near them. All ofthese factors impact the living things that grow inthese areas. Even with these differences, manyWisconsin plants are adaptable enough to liveanywhere in the state.

Soil is made up of particles that range in sizefrom fine particles (clay) to medium-sizedparticles (silt) to coarse particles (sand).Wisconsin soils are made up of these threeparticle sizes (clay, silt, sand) often mixedtogether in different quantities. Soil oftencontains organic matter (bits of decaying leavesand branches) and other organisms that providesome of the nutrients for growing plants. Eachtype of soil has different amounts of nutrients. A sandy soil usually has few nutrients available,but a soil with sand, silt, and clay together(called a loam) is very rich in nutrients.

In addition to particle size and nutrients, theamount of water a soil can hold also matters. A very important factor in the availability ofmoisture to plants and animals is the soil. Claysoils hold water very well and stay moist for along time after rain. Sandy or rocky soils can’thold much water and dry out quickly.

33

MATERIALS LISTFOR THE CLASS• Copy of Teacher Page A1, Forest

Description Cards• Copies of Teacher Pages A2A-C, Tree and

Shrub Community Member Cards (NOTE:The number of each card needed varies.See pages 40-42 for instructions.)

• Copies Student Pages 1A-D, WisconsinForest Descriptions

• Tape and/or tacks• Markers, paint, or crayons for mural• Field guides and plant/animal

identification books• Four large sheets of paper (large enough

for several students to work on at once)FOR THE TEACHER• Chalk/marker board• One Teacher Key Ak1, Tree and Shrub

Community Member Cards Key

TEACHER PREPARATION• Copy and cut out Teacher Pages A1A-C,

Tree and Shrub Community Member Cards.• Copy and cut out Teacher Page A1, Forest

Description Cards and post them around the room.

• Gather drawing supplies and field guides ina work area for students.

VOCABULARYCommunity: A group of plants and animalsinteracting with one another in a given area.Deciduous Forest: A type of forest containingtrees that shed their leaves annually.Ecosystem: An area that contains living and nonliving things existing together andinteracting. Ecosystems come in all sizes(e.g., forest, meadow, log).Habitat: A place where a plant or animal canget the food, water, and shelter it needs to live.Nutrients: The minerals in the soil that a treeneeds to live and grow.Urban Forest: The trees and other livingthings in a city, town, or neighborhood.

Plants compete with each other to fill their needs for sun, water, nutrients, and space. This competition affects what kinds of plants can live in a forest. For instance, not all plantsget the same amount of sun. As tall plants try to get sunlight, they may shade shorter plants. If the smaller plants are tolerant of shade, theysurvive. If they need a lot of sun, they may not survive. Wind is a nonliving thing that canchange that competition. If a strong wind knockstrees down, sunlight can reach the forest floor,and the sun-loving plants are able to grow.

Fire is a nonliving thing that impacts the forestsas well. Some forest communities depend on fire to allow their seeds to sprout and keep othercompetitive species out. Others don’t tolerate fire at all and do not grow where fires occur.

There is a type of forest ecosystem that grows in Wisconsin that many people don’t think of as a forest at all. This ecosystem contains trees,shrubs, grasses, birds, insects, mammals,lizards, amphibians, and people. This forestecosystem is found in cities, towns, and villagesand is called the urban forest. Living thingssuch as people, trees, and squirrels interact witheach other and with the nonliving soil, water,sunlight, houses, roads, cars, and trucks aroundthem. The difference between an urban forestand other kinds of Wisconsin forests is theimpact of humans. People choose almost all ofthe plants that live in the urban forest. The treesin your yard, the flowers, the vegetable garden,and the bushes that grow next to the house areall chosen by people. Trees may be plantedbecause they have pretty fall colors or springblossoms. Trees may be removed because theyhave fruit or branches that fall on the grass. Justas in other forests, the nonliving things determinewhat grows in an urban forest. If a tree won’tgrow on dry soil and that’s what the town is builton, it won’t grow in that town unless peoplechange the moisture of the soil by watering it.

One thing that all urban forests have in commonis people. People build houses, roads, parkinglots, and stores. The nonliving rooftops andpavement allow rainwater to run off very quicklyinto storm sewers instead of soaking into thesoil. That means less water is available to plantsor animals. All of these nonliving urban elementsinfluence which trees and other plants survive inthe urban forest and which do not.

PROCEDUREINTRODUCTION1. As a group, make a list on the board of the

living things in the school. (Plants, students,class pets.)

2. Choose one of the living things (a simple onesuch as a plant) and write down the nonlivingthings it depends on. (Sun, air, water, soil,flowerpot.) Discuss why it depends on them.(It needs to use sun, air, and water to makefood for itself. It needs soil to get nutrients togrow and the pot to hold the soil.)

3. Follow the same steps for the other livingthings. (The gerbil depends on its cage forprotection and room to move, its food forenergy, water to help digest food and do other things in its body.) Don’t go over whatstudents need yet. That will be covered inthe next step.

4. Ask students to write down the things (livingor nonliving) they depend on. After everyonehas written down a few things they dependon, go over them as a group and write themon the board. Ask students if they would beable to survive if they didn’t have nonlivingthings. (Maybe, but not in the same way. Ifthere were no books, students could still learn,but it would be different.)

Lesson 2: What Makes a Forest? LEAF Guide • 2-3 UNIT34

ACTIVITY 11. Explain to students that a community is a

group of plants and animals that interact witheach other in a specific area. Refer to the listthat the class made during the introduction.Could the living things in the school bethought of as a community? (Yes)

2. Explain that forests are made up of manycommunities. Ask what living things could be in a forest. (Trees, shrubs, flowers,mushrooms, squirrels, deer, birds.) Everycommunity of living things depends on thenonliving things around them. Ask what thenonliving things are that the living things in a forest are influenced by. (Sunlight, water,soil, rocks, temperature, precipitation, wind,buildings, fire.)

3. Post the four cards from Teacher Page A1,Forest Description Cards (A, B, C, and D)around the room. Each forest has a set ofnonliving factors and conditions (e.g., moistureof soil, nutrient content of soil, location inWisconsin). The factors and conditions arelisted with both words and symbols. Explain to students that these descriptions tell themabout different kinds of forests in Wisconsin.The cards describe some nonliving thingsfound in that forest. These nonliving thingshelp determine what living things grow there.

4. Hand out the cards made from Teacher PagesA2A-C, Tree and Shrub Community MemberCards that you have cut out and shuffled.Each card has a tree or shrub name and a listof nonliving influences that are shown withboth symbols and words. There are multiplecards for some plants because they can live inmore than one forest. Hand out all of the treeand shrub cards. (This may mean that eachstudent will have several. Be sure they are notall of the same plant.) Explain to the class thatthese cards show what conditions differenttrees and shrubs grow in.

5. Tell students that they need to find the foreston the forest cards around the room that theircommunity members might live in. When theyhave found a forest that they think meets theneeds of one of their community members,they should put the community member cardon the board underneath the forest card. Havethem make sure they don’t put their card up ina particular forest if there is already a cardwith that plant on it there. When the studentshave put up their cards, check the answer keyto make sure their answers are right.

6. Compare the forests the class created. Arethey the same? (No.) Why not? (Some of theforests have fewer plants. Some forests havesome of the same plants, but not all of them.)Explain that even though they’ve just listedplants that could live in these forests, theywon’t always be there. Things like fire, shade,and other nonliving things can change theforest. People and other animals can changethe forest too. Each of these forests also hasanimals that might live there. Each forestprovides different types of habitat, so differentanimals live there.

7. Explain that forest “B” is different from therest. There are a lot of plants that can growthere. It represents an urban forest. Defineurban forest as the trees and other livingthings in a city or town. Emphasize that thesoil, water, and other nonliving things in anurban forest still determine what will growthere. The big difference is that people have a greater impact on what grows in an urbanforest. We can water trees if the soil is too dry.We can give the trees nutrients (fertilizer) ifthe soil doesn’t have enough.

Lesson 2: What Makes a Forest?LEAF Guide • 2-3 UNIT 35

ACTIVITY 21. Group students in pairs or groups of three.

Tell them they are going to make up a skit or a song about how living things depend onnonliving things.

2. Assign each pair, or allow them to choose, anonliving and living thing. (Soil/tree, sun/plant,temperature/animal.) The skit or song shouldbe a conversation or other interaction betweenthe living and nonliving things. The living thingshould ask the nonliving thing for what itneeds. They also need to explain why thenonliving thing is important to the living thing. (A conversation might be similar to thefollowing. “Hello soil! I’m a tree and I neednutrients. Do you have some I could use?”“Yes, tree, you can use some of the nutrientsthat I have. Can you please tell me why youneed them?”) Each skit or song should onlybe a couple minutes in length.

3. Have each group present their skit or song to the class.

CONCLUSION1. Review that a forest is made of living things

(animals, plants, bacteria, etc.). Remindstudents that those living things depend onnonliving things to live (climate, soil, sun, etc.).Tell the class that they are going to create amural of a Wisconsin forest complete with theliving and nonliving things that they need.

2. Divide the class into four groups. Have eachgroup read the description of the Wisconsinforest you assign them from Student Pages

1A-D, Wisconsin Forest Descriptions. Tellthem to use the materials you have ready todraw the forest. (Living and nonliving thingsincluded.) The forests they will be drawing are:

• Pine • Deciduous• Pine/Deciduous Mix • Urban

3. If possible, let them look up the plants andanimals in reference books or on the web tosee what they look like. (There are photographsof Wisconsin trees on the LEAF website:www.uwsp.edu/cnr/leaf.)

CAREERSThe career profile in this lesson is about DavidHoppe, Soil Scientist, USDA Forest Service.Career Profile 2B.SS is found on page 38. Acareers lesson that uses this information beginson page 88.

EXTENSIONInvite your local UW-Extension Agriculture agentor the high school agriculture teacher to comeinto your class and demonstrate soil testing.

SUMMATIVE ASSESSMENTVisit a tree in your schoolyard. Give studentstime to investigate the area. Generate a list of allthe living and nonliving things that influence thetree. (Squirrel eating its nuts, insect crawling onits bark, students pulling off its leaves, sprinklerswatering it, a building shading it, etc.)


REFERENCESElias, T. S. (1989). Grolier’s Field Guide to NorthAmerican Trees. New York: Outdoor Life Books,Meredith Press.

Forest Trees of Wisconsin: How To Know Them.(1990). Madison, WI: Department of NaturalResources.

Jackson, H. H. T. (1961). Mammals ofWisconsin. Madison, WI: The University ofWisconsin Press.

Kotar, J. & Burger, T. L. (1996). A Guide toForest Communities and Habitat Types ofCentral and Southern Wisconsin. TheDepartment of Forestry, University of Wisconsin-Madison.

Kotar, J., Kovach, J. A. & Burger, T. L. (2002). A Guide to Forest Communities and HabitatTypes of Northern Wisconsin. Department ofForest Ecology and Management, University of Wisconsin-Madison.

Peterson, R. T. (1980). A Field Guide to the BirdsEast of the Rockies. Boston: Houghton Mifflin.


RECOMMENDED RESOURCES••• BOOKS •••

The Grandpa Tree by Mike Donahue. (Niwot, CO: Roberts Rinehart, Inc., 1998.) Follow the life of atree as it grows from a seed to an old grandpa tree. Discover the tree’s interactions with other livingand nonliving parts of the forest.

Tree Trunk Traffic by Bianca Lavies. (New York: E.P. Dutton, 1989.) Contains photographs ofanimals and insects in a tree along with a brief explanation of what’s seen.

In The Woods: Who’s Been Here? by Lindsay Barrett George. (New York: Greenwillow Books,1995.) Two children take a walk in the woods. They see many signs of animals and ask, “Who’sBeen Here?” Contains many large pictures of forest animals.

••• WEBSITES •••LEAFwww.uwsp.edu/cnr/leafThe LEAF website contains a tree key with photographs of many Wisconsin trees. Click on the linkfor “Tree Key.”

DNR Urban and Community Forestry Wisconsin Department of Natural Resourceswww.dnr.state.wi.us/org/land/forestry/UF/Find information on urban forests, Wisconsin’s champion trees, and more.

CA

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2B

.SS

DAVID, SOILSCIENTISTThis is David Hoppe. David is a forest soil scientist with the United States Department of Agriculture Forest Service. He works in the Chequamegon-Nicolet National Forest innorthern Wisconsin. David doesa lot of things for his job. He looks at soil and decides what kind it is. Heeven uses satellites and computers to make maps of different soils. Davidlooks at what happens to the soil when trees are cut, roads are built, or firesburn. After he has collected all this information, he puts the information intoa computer to keep track of all of the things he’s learned. He tells foresterswhat kinds of trees they should plant that would grow best in certain typesof soils. David also works with people such as ecologists who want to knowif endangered plant species can grow in certain areas.

To learn how to do his job, David went to college and studied forestry andsoil. He worked as a soil scientist in Iowa and Minnesota before he got hisjob in Wisconsin. David also does things with a group of other soil scientistscalled the Wisconsin Society of Professional Soil Scientists. David enjoys a lot of things about his job. He likes to be able to work withdifferent people. Sometimes David gets to visit with students and teachthem about his job. David also likes to be able to use all of the differentthings he has learned. He likes being able to spend some time inside andsome time outside. When he’s inside he gets to use different kinds ofcomputer software.If you would like to be a soil scientist, David says that you should learn a lotabout science and computers. He also says that “Writing and being able totalk to other people are also very important.”


This is David studying the color of soil in the forest.

FOREST DESCRIPTION CARDS


A1

A

Dry

soi

lLo

w a

mou

nts

of n

utrie

nts

in s

oil

Mos

tly in

north

ern

Wis

cons

in

B

Dry

to

moi

st s

oil

Low

to h

igh

amou

nts

of n

utrie

nts

in s

oil

Any

whe

rein

Wis

cons

in

C

Moi

st s

oil

Hig

ham

ount

s of

nut

rient

sin

soi

l

Mos

tlyin

sou

ther

nW

isco

nsin

D

Dry

to

moi

st s

oil

Med

ium

amou

nts

of n

utrie

nts

in s

oil

Mos

tlyin

cen

tral

Wis

cons

in

TREE AND SHRUB COMMUNITY MEMBER CARDS

(You will need TWO copies of each card on this page.)


A2A

WHITE ASH

Moist soil

Mediumto high

nutrients

Grows mostlyin southernWisconsin

WHITE SPRUCE

Medium tomoist soil

Mediumnutrients

Grows mostlyin central

and northernWisconsin

JACK PINE

Dry soilLow

nutrients

Growsmostly innorthern

Wisconsin

RED MAPLE

Moist soilMediumnutrients

Grows mostly in central


WHITE BIRCH

Dry soilMediumnutrients

Grows all over

Wisconsin

AMERICAN ELM

Moist soilHigh

nutrients

Grows all over

Wisconsin

TREE AND SHRUB COMMUNITYMEMBER CARDS


A2B

(You will need TWO copies of silvermaple, choke cherry, mapleleaf viburnum,and white cedar. Discard the extras.)

(You will need THREE copies of sugarmaple, aspen, white oak, and red pine.)

WHITE CEDAR

Moist soil

Low to high

nutrients



SUGAR MAPLE

Moist soil

Medium to high

nutrients

Growsall over

Wisconsin

RED PINE

Dry tomedium soil

Low tomediumnutrients



SILVER MAPLE

Moist soilHigh

nutrients

Grows mostlyin southernWisconsin

CHOKE CHERRY

Moist soilHigh

nutrients

Grows all over

Wisconsin

MAPLELEAF VIBURNUM

Dry to moist soil


Growsall over

Wisconsin

ASPEN

Dry to moist soil

Low to high

nutrients



WHITE OAK

Moist soil

Low to high

nutrients

Grows all over

Wisconsin


A2CTREE AND SHRUB COMMUNITY

MEMBER CARDS(You will need FOUR copies ofgooseberry, red oak, dogwood, hazelnut,and blackberry.)

(You will need THREE copies ofblueberry and white pine. discard theextra copies.)

WHITE PINE

Dry to moist soil


Grows all over

Wisconsin

RED OAK

Dry to moist soil

Low to high

nutrients

Grows all over

Wisconsin

BLUEBERRY

Dry soil




BLACKBERRY

Dry to moist soil

Low to high

nutrients

Grows all over

Wisconsin

GOOSEBERRY

Dry to moist soil

Low to high

nutrients

Grows all over

Wisconsin

DOGWOOD

Dry to moist soil

Low to high

nutrients

Grows all over

Wisconsin

HAZELNUT

Dry to moist soil

Low to high

nutrients

Grows all over

Wisconsin


Ak1

TREE AND SHRUB COMMUNITYMEMBER CARDS KEY

ATREESaspenjack pinered oakred pinewhite pine

SHRUBS AND SMALL TREESblackberryblueberrydogwoodgooseberryhazelnut

BTREESAmerican elmaspenjack pinered maplered oakred pinesilver maplesugar maplewhite ashwhite birchwhite cedarwhite oakwhite pinewhite spruce

SHRUBS AND SMALL TREESblackberryblueberrychoke cherrydogwoodgooseberryhazelnutmapleleaf viburnum

CTREESAmerican elmred oaksilver maplesugar maplewhite oakwhite ash

SHRUBS AND SMALL TREESblackberrychoke cherrydogwoodgooseberryhazelnut

DTREESaspenred maplered oakred pinesugar maplewhite birchwhite cedarwhite oakwhite pinewhite spruce

SHRUBS AND SMALL TREESblackberryblueberrydogwoodgooseberryhazelnutmapleleaf viburnum

WISCONSIN FORESTDESCRIPTION – PINE


1A

You’re going for a walk in a pine forest. Lots ofdifferent kinds of pine trees grow here. Most ofthem are tall, with their branches at the top.When you look down at the ground, you seedead pine needles. That cushion of needlesis why your feet aren’t making any noisewhen you walk. There are some small pinetrees here and there. Their branches growall the way up and down their trunks, notjust at the top like the big trees. Some ofthe young pines are tall enough to reachthe lower branches of the big trees. Some ofthem are only as tall as you. As you walk, you heara chattering noise from above. When you look up,you see a reddish squirrel sitting on a branch. It’sflipping its tail and looking at you. It doesn’t like youbeing there; that’s why it’s making that noise. Be carefulthat you don’t step on the plants on the ground as you go away from the squirrel.Some of these plants are bushes that are about as tall as your waist. They have littleberries on them that are blue. You knowyou shouldn’t eat them unless an adulttells you it’s okay, so you keep walking.When you look at the ground you seeother plants and moss too. A little yellowand black snake slides by. You don’t runaway because you know if you don’tbother it, it won’t hurt you. You hear prettysounds above you. There are birds in thetops of the trees. There are all sorts of littleand big birds. There are yellow ones, blackand white ones, and brown ones. Shhh! A deer! It sees you. Be very quiet.

NAMES OF SOME OF THE THINGSTHAT LIVE IN THE PINE FOREST

TREES SHRUBS• red pines • blueberries• white pines • wintergreen• jack pines

ANIMALSFLOWERS • deer• lady’s slippers • porcupines

• garter snakesBIRDS • red squirrels• chickadees • black bears• warblers• yellow-bellied sapsuckers• brown creepers• red-breasted nuthatches


1B

You’re going to take a walk in anurban forest. Urban is a word weuse to describe cities and towns.So, urban forests are forests incities and towns. This forest is differentthan other forests. There are a lot ofbuildings and roads here. There’s myhouse. I have two big trees growing in myyard. I wanted more trees, so I plantedthree small trees. I like roses, so I haverose bushes there too. I also have agarden with raspberry bushes that thebirds seem to like. I get red birds, black andwhite birds, and bright yellow birds at my birdfeeder. There is a park across the street. It has a lot of trees in it. The squirrels thatlive in the park come across the street sometimes to eat out of my bird feeder. Maybelater you can go and see the ducks that live on the pond in the park. My neighbordecided to plant wildflowers in her yard instead of grass. She’s working in her yardnow. What’s that sound? A crow. It’s sureloud! Oh no! That rabbit is eating myraspberry bushes. I’d better go and shoo it away.

NAMES OF SOME OF THE THINGSTHAT LIVE IN THE URBAN FOREST

TREES BIRDS• paper birches • robins• blue spruce • sparrows• crab apples • crows• maples • pigeons• elms • ducks

ANIMALS SHRUBS• squirrels • lilacs• chipmunks • roses• people

PLANTS• grass• flowers

WISCONSIN FORESTDESCRIPTION – URBAN


1C

You’re going for a walk in a deciduousforest. A deciduous forest is made up ofmany different kinds of deciduous trees.(Deciduous trees have green leaves inthe summer but lose all of their leaves inthe fall.) Even though it’s a sunny day,there is not much sunlight getting to theground here. It’s very shaded. There are a lotof big tall trees with big green leaves.It’s kind of hard to walk sometimesbecause there are also logs lying on theground. Be careful not to trip! You lookdown and see a salamander hiding under oneof the logs. Don’t let the branches of thebushes that are as tall as you hit you in theface. There sure are a lot of bushes! There arealso plants that grow on the ground in this forest. There are ferns and lots of plantswith pretty flowers. Did you see the squirrel chewing on an acorn? What’s thatgobbling sound? A turkey! It likes acornstoo. Shhh! There’s a deer over there. Lookat all the birds that are in the bushes andtrees. They are red, yellow, and evensome birds climbing up and down thesides of the trees.

NAMES OF SOME OF THE THINGS THAT LIVE IN

THE DECIDUOUS FOREST

TREES SHRUBS• oaks • witch hazel• cherries • dogwoods• maples• aspens PLANTS• ironwoods • poison ivy

• maidenhair fernANIMALS • wild sarsaparilla• deer• gray squirrels BIRDS• chipmunks • chickadees• foxes • cardinals• salamanders • turkeys

• woodpeckers• goldfinches

WISCONSIN FORESTDESCRIPTION – DECIDUOUS


1D

You are going for a walk in a forest. When youlook around, you see different kinds of trees.It’s called a mixed forest. Some of the treesare pine trees. They have needles insteadof flat leaves. Other trees have flat leaves.They are called deciduous. There are bigtrees, medium-sized trees, and smallerbushes in this forest. Don’t trip on that logon the ground! What was that sound? It’sa red fox snapping twigs as it walks throughthe forest. I bet it’s looking for mice to eat! Do you see any? A squirrel is sitting in a pinetree nearby making chattering sounds. Itdoesn’t like the fox being here. On theground there are plants too.There’s a vine climbing upthat tree. I hope it’s notpoison ivy! There’s a deer standingbehind that bush.What’s thatgobbling sound? A turkey! There aremore, smaller birdsin the trees. Theyare red, black andwhite, and brown.

NAMES OF SOME OF THE THINGSTHAT LIVE IN THE MIXED FOREST

TREES SHRUBS• red pines • raspberries• white pines • wintergreen• maples• oaks PLANTS• birches • Virginia creeper

• wild sarsaparillaBIRDS• turkeys ANIMALS• chickadees • deer• cardinals • foxes• sparrows • squirrels

WISCONSIN FORESTDESCRIPTION –

PINE/DECIDUOUS MIXED

• u23 l2 quark - uwspliving things in the school. (plants, students, class pets.) 2. choose one of...

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