LEAF Lesson Guides - Original
Guide Introduction
- General Overview
- Rationale for Forestry Education
- Guide Introduction
- Unit-based Approach
- What's in the Guide?
- Getting the Guide
- Supplemental Resources
Sample Guide Introduction (PDF)
The LEAF Wisconsin K-12 Forestry Lesson Guide provides educators with complete interdisciplinary units designed to present an overview of forestry in Wisconsin. Subject areas addressed in the lessons may include Arts, English Language Arts, Math, Science, and Social Studies. The Wisconsin Model Academic Standards and H. Gardner's Multiple Intelligences Theory were referenced during the development of the guide. The standards, subject areas, and multiple intelligences that each lesson encompasses are listed in the appendix.
The LEAF Lesson Guide is based on principles outlined in the LEAF Conceptual Guide To K-12 Forestry Education in Wisconsin. The Conceptual Guide has two main parts: a conceptual framework and a scope and sequence. To view the Conceptual Guide click HERE
The Conceptual Framework
In the conceptual framework, four forestry themes are identified. Each theme encompasses additional concepts and subconcepts. Many individuals and organizations provided input in developing the framework. Initially, forestry education concepts and ideas were gathered from Wisconsin citizens who have interests in forests and from existing state and national forestry education activity guides. Educators and representatives from over 20 different organizations then highlighted areas of importance within the gathered information. Existing conceptual frameworks such as the K-12 Energy Education Program-A Conceptual Guide in Wisconsin and A Biodiversity Education FrameworkKey Concepts and Skills were used as references for the structure of the conceptual framework.
The Scope and Sequence
The scope and sequence developed for the LEAF Program designates which subconcepts are appropriate to be taught at what cognitive levels. A panel of educators representing grades K-12 determined age appropriateness of each subconcept. The Wisconsin Model Academic Standards and the educators' experience with student cognitive development were used as references. The Atlas of Science Literacy-Project 2061 was also used as a guiding document for creating the structure of the scope and sequence.