Grades 3-5 Lesson Plan - Population and Environment

Map 7 Main Page

Core Map: William H. Brewer, "Map Showing in Five Degrees of Density the Distribution of Woodland within the Territory of the United States," (Washington, 1873). In Francis A. Walker, Statistical Atlas of the United States Based on the Results of the Ninth Census, 1870 (Washington, 1874). Newberry Library call number: Govt I 10.2 At 6(1) (Printable PDF version of the Core Map)

Overview
In this lesson students investigate a map of 1873 that shows woodland in the United States. Students examine this map to learn about the different ways trees have been used in the United States and predict how the ways we use woodlands today could affect them in the future.

Objectives
By the end of this lesson students are expected to:

1. identify evidence of environmental features on a historic map.
   
2. observe and/or recall the uses for woodlands.
   
3. classify the ways trees are used.
   
4. predict how tree use could affect the future of woodlands.

Key Terms
woodland, density, distribution

Materials
Computer image or overhead of the core map, copies of the core map for students, current map of woodland cover (see Resources)

Time
One hour

Getting Started

1. Have students brainstorm ways that tree products were used around the time the map was made. Note these ideas, without organization, on an overhead transparency or the board.

2. Check for understanding by clicking on the buttons on the core map to view illustrations of uses for tree products around the time the map was made.

3. Tell them that the lesson will examine ways that the demands and uses for tree products have changed over time.

Developing the Lesson

1. Present the core map on the computer, in printed form, or on an overhead transparency.

2. Have students search the map for any background information that helps them understand what is on the map (key, etc.).

3. Discuss this information as a class. Explain how the key is the place to look to understand the values presented on the map.

4. Have students list five ways that trees are used today. Remind the students about what they know of tree products around the time the map was made. Have them identify similarities and differences. Students should see how tree products are still basic to our lives. The discussion should also include the point that there are more substitutes available for wood products today.

5. Post the population of the United States in 1870 (39,819,449) and in 2000 (274,634,000). You could ask students to create a bar graph with this information. Ask them what difference these figures could make in the demand for wood products and the appearance of woodlands on a map of today.

6. Show them a map of the distribution of woodlands in the United States today (see Resources) to verify their ideas and to note other differences in how woodlands appear on a map of today. (One difference between the map of 1873 and a map of today are the areas identified as government lands; parks, forest, grasslands, wilderness areas. Another difference is the levels of forestation around the country.)

7. Share with students that the population of the United States in 2050 is projected to be 402,420,000 (U.S. Census Bureau 2000). Assign them to write a report that predicts how the map of woodlands in the United States will be different in 2050. They should describe at least two ways that they think woodlands will be different in 2050 and two ways they will be the same.

Evaluation
For 4 points, the student describes two ways that they believe woodlands will be different in 2050 and two ways that they will be the same.

For 3 points, the student describes a total of three ways that they believe woodlands will be different and the same in 2050.

For 2 points, the student describes a total of two ways that they believe woodlands will be different and/or the same in 2050.

For 1 point, the student describes one way that they believe woodlands will be different or the same in 2050.

For 0 points, the student does not describe any way that they believe woodlands will be different or the same in 2050.

Extensions

1. One of the differences in land use between 1873 and now is the diversity of woodlands, given that many forests are owned by companies that maintain them as tree farms. The case of the Kirtland's warbler in Michigan (see Resources) can be used to demonstrate the impact on a species when a specific part of the environment is changed.
2. If you have access to historical photographs of your school's neighborhood, students could compare the evidence of the environment in the past provided by the photos with evidence of the contemporary environment they gather themselves. Also check your local historical society or web site of local history.