Author has found that zeroing in on a particular tree can lead to expanding a child's interest concerning trees everywhere. (RB)

Provides an outline of a presentation which focused on teaching science environmentally and extending the teaching outdoors. Includes a discussion of the sumac as a typical topic to illustrate the ideas and strategies cited. (BC)

A field-based exercise which illustrates one aspect of how leaves in multilayered trees take advantage of light microenvironments is presented. Procedures, tree selection and data analysis are discussed. (CW)

Dichotomous key for 18 woods in common domestic and architectural use in Britain is provided. It is based upon structures visible with the naked eye and a hand-lens. Descriptions of the necessary anatomy and terminology are given. Timbers include yew, pine, spruce, oak, sweet chestnut, elm, ash, teak, cherry, walnut, mahogany, box, beech,…

Strategies for using trees in classroom instruction are provided. Includes: (1) activities (such as tree identification, mapping, measuring tree height/width); (2) list of asthetic, architectural, engineering, climate, and wildlife functions of trees; (3) tree discussion questions; and (4) references. (JN)

Suggesting advantages of using forests to teach succession, briefly outlines procedures for gathering evidence of succession including numbers, ages, and sizes of trees. Five plot studies conducted by students at the University of Victoria are also described. (DC)

Described is an activity that uses discarded evergreen trees from Christmas. Tree age and growth characteristics are investigated by looking at the number of whorls and rings of the trunks. Extensions and follow-up activities are included. (KR)

Presents two techniques involving simple and inexpensive demonstrations: (1) explains how pressure inside cells gives them mechanical strength, and (2) shows how water can be pulled up stems. Both can be adapted to suit a variety of levels of instruction. (PR)