Lesson 1: What happened to the American Chestnut?

Introduction:

This lesson gives an introduction to the history of the American Chestnut tree and how it was devastated by an exotic fungus. It serves as background for further lessons about the biotechnology that is currently being used to save this tree. Students will see that it has affected many aspects of life in North Carolina.

Learning Outcomes:

Students will be about to give a brief description of what happened to the American Chestnut tree and explain how the tree was important in the lives of people.

Curriculum alignment:

Biology Goal 5.03: Assess human population and its impact on local ecosystems, in particular, the introduction of a non-native species

Classroom time required:

40 – 50 minutes total:
30 to 40 minutes for showing the video (extra time given for students to stop and answer questions) and 10 minutes for students to answer map questions.

Materials needed:

Website showing the videos, pictures, and printable handouts for students (questions and map) *See previous notes on “Saving the American Chestnut Webpage Plan”

Technology resources:

Internet connection, computer(s) with media viewer to see video clips and pictures. Videos may be shown to the class as a whole with the aid of a data projector or Averkey connection to the television. If showing videos in smaller groups, earphones are recommended and have one computer per group of two. Access to printer is also required for printing questions and map.

Pre-Activities:

Teacher:

1. Print one set of questions for each student as well as one map.
2. Ask students to brainstorm about any organisms, plants or animals that have been killed or damaged by an exotic species. You may need to prompt them with an example of fire ants or kudzu. Make sure they understand the definition of exotic to be “not native” instead of “strange.” Make a list of their ideas so all can see.
3. Ask students if they have ever heard of what happened to the American Chestnut tree. Give students time to tell what they know, if they do not have any information to contribute, explain to students that it is a tree that has been severely damaged due to an exotic fungus and it effect people here in North Carolina.
4. Ask students to brainstorm – again writing this list where all can see- about the products they use that come from trees. This will show a few reasons how the loss of the American Chestnut may have effected others.

Activities:

1. Hand out questions and distribution map – one per student 2. From website, have students view videos labeled “Paul Sisco,” and “Fred Hebard.” This is best if students can work on this in groups of two so they may view other pictures on the site and replay sections to clarify answers as needed. The final questions relate to the map and do not require the website. If time is running short, this may be completed for homework. See end of document for questions and map.

Assessment:

Verbal check with students about their understanding of the American Chestnut and what happened to it. A few questions to ask would include:

• Where were the Chestnut trees originally growing? Were there trees in North Carolina?
• What happened to the trees to cause them to begin to die?
• What is an exotic species?
• Why were Chestnut trees important to people? Why were they important to other species?
• What can be done to stop this disease?

Modifications:

While this lesson can be presented to the entire class at once, students with hearing, sight, reading, or writing difficulties would benefit from being able to view the videos and pictures at their own pace. Working with another student also helps with spelling and clarification.

Alternative assessments:

Written responses to the assessment questions could be accepted for those students who have speech disorders or anxiety due to verbal assessments.

Supplemental information:

Additional information can be found from American Chestnut Foundation and the Society of American Foresters (see websites below). Students could research other economically important plants or animals that have been affected by a parasitic organism. (Later lessons relate the Chestnut to the banana which is experiencing a similar problem).

Critical vocabulary:

• Exotic species: a species that is introduced from another country or not native to the place where found.
• Parasite: an organism which is dependent on something else for existence or support without making a useful or adequate return and often harms its host.
• Blight: a disease or injury of plants marked by the formation of lesions, withering, and death of parts or an organism (as an insect or a fungus) that causes disease.
• Natural range: This distribution of a species under normal circumstances that does not include organisms of the same species transplanted to new areas.
• Resistance: the inherent ability of an organism to survive harmful influences (as disease, toxic agents, or infection.
• Ecosystem: a community of organisms and its environment functioning as an ecological unit.
• Distribution: the position, arrangement, or frequency of occurrence (as of the members of a group) over an area.

Websites and Resources:

• American Chestnut Foundation: http://www.acf.org
• Society of American Foresters: http://www.safnet.org