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Wisdom of the Forest

In natural ecosystems everything--energy, water, air, and nutrients--flows in a cycle. The forest ecosystem is the perfect example of nature in balance. This balance--the wisdom of the forest--is a dynamic set of processes that make up cycles. One example would be the energy cycle. Plants grow using energy from the sun, carbon dioxide from the air, and nutrients from the soil. During photosynthesis, plants transform the sun's energy into leaves, stems, and wood. Anything falling to the ground, whether a leaf, broken branch, or even a whole tree, decomposes and returns energy to the soil, making it available for the growth of other plants--one simple and complete cycle.

OCEAN ALERT If the cycle is broken, the energy is diffused and one of the waste products is what we call pollution. Our waste (like cans, bottles, newspapers, motor oil, six-pack rings, etc.) becomes the pollution that is filling the landfills and harming our oceans. Using the forest as a model, we can show how natural cycles are disrupted in our city forest, and perhaps find ways to repair them.

AGES 2-6 grade TIME 40 minutes PURPOSE To have students recognize the forest as a perfect model of nature in balance&%151;one that works in cycles. MATERIALS A small box Piece of paper with a circle drawn on it Copy of Cycle Character Cards (PDF) GRADE ADJUSTMENT K-1 Instead of performing the "Forest" plan, use the character cards to show the cycles. Attach felt to the back for a felt board story.

PREPARATION

1. Take a small box and place the paper with the drawn circle inside for a "wisdom of the forest box."
2. See below for a sample script for a "Forest Play." Make a space to perform the play in the classroom, or go outside.
3. Make a copy of the Cycle Character cards (PDF). Color and laminate them (optional).

MOTIVATOR

Ask the students, "What is so great about a forest in the city? Well, the answer is inside this box! But, before we open it, let's see if we can figure out the answer."

PROCEDURE

1. Explain that we will try to become a forest right here in the classroom. Each person is going to become part of a forest, and each part has a very important job to do.
2. "Who can tell me a main part of the forest?" (Trees) "OK, let's start with a couple of trees." Proceed to choose students to fill the following parts, give them a character card, and have them sit or stand in appropriate spots.
   1. Trees--"Your job is to make leaves and seeds and form a canopy of shade." (Push bands up.)
   2. Leaves--"Your job is to grab sunlight, water and air to make food for the tree, and fall to the ground to make mulch." (Wave hands.)
   3. Pine Cones--"Your job is to drop seeds to the soil and sprout new trees." (Twirl around and drop down to the ground.).
   4. Sun--"Your Job is to give energy to the tree, and help make clouds." (Arms up and form a circle above the head.)
   5. Worms--"Your job is to eat dead leaves and mulch, and make them into soil--more food for the tree." (Wiggle around and make eating noises.)
   6. Soil--"Your job is to hold tree roots, feed the tree, and soak up the rain." (Lay on the ground below the trees, making slurping noises.)
   7. Rain--"Your job is to flow down on the forest to give water for the trees, rivers, and animals." (Hands up and round like clouds, then bring arms down, slowly moving fingers.)
   8. River--"Your job is to collect water all over the forest." (Swimming motion.)
3. Add other characters as needed. As you read the script, have the students act out their part when they hear their character's name.
   
   Sample Script:

   In a forest, the tall trees grow leaves. When the leaves fall to the ground as mulch (leaves wave their hands), the worms break them down (worms wiggle) into soil (dirt slurps). The dirt sends food up the tree (push hands up), and the tree makes new leaves (leaves wave their hands). The clouds drop rain into the river and soil (rain makes hands go sprinkling down; river swims). The sun shines bright to give food to the tree and take some of the water back up into the clouds to make more rain (sun moves rounded arms back and forth; rain sprinkles). The pine cones drop seeds that grow new trees (twirl and drop down to the ground).

4. Finish with big applause for everyone! Return to seats or replay 2 or 3 times allowing students to try different characters.
5. Explain how the different components work constantly, over and over again, in a circle.
6. "Can anyone tell me what the wisdom of the forest is?" Reveal the circle in the box. Explain again, that everything in the forest moves in a circle. "Nothing is ever wasted! Everything is recycled--re-circles over and over again!" Use the character cards to illustrate. (Tree, leaves, worms, soil, tree... OR sun, rain, river, sun .... )

ASSESSING THEIR LEARNING

• "How is the forest a perfect model of nature in balance?"
• "What shape does the forest cycle represent?" (Circle.)
• "What is a cycle?"
• "What is the job of the trees?" (Continue with each character.)

STRETCHING THEIR THINKING

• "In a forest the leaves of a tree fall to the ground as mulch that breaks down to become soil. What happens to leaves in the city?" (Swept away, put in the trash and taken to the landfill, or fall to the cement, blown into the gutter and get carried by water to the ocean.)
• "How does this affect the city tree?" (It doesn't get the mulch or nutrients it needs to absorb water or break down into healthy soil.)
• "In a forest, who plants the trees?" (Trees, wind, and animals.).
• "In a city, who plants the trees?" (People, plus trees, wind, and animals.)
• "Using the forest as a model, what ideas do you have to make our city forest more like the mountain forest?"

THE NEXT STEP

Journal Activity
Have students write what their character does as part of a forest cycle.

Student Activity Booklet
On page 2, have students color in the shape that best represents how a forest works.

WISDOM OF OUR TRADITION

"One generation passes and another comes but the earth remains forever."
Ecclesiastes 1:4

This pasuk (verse) makes two statements about the "way of the world, " the way that things are in this world. What are they? Could you imagine anything happening which would change either of these? What could possibly happen that would make human life go on forever? Is this likely? Could anything happen that might cause the earth not to go on forever?

Which of these two possibilities is more likely? Why?

This pasuk is problematic because it states as fact that something is God's plan or intention, but that plan may not work out that way. When such a contradiction occurs, there is often a midrash, a story or explanation by the Rabbis, which comes to explain and clarify the meaning. Here is such a midrash to help us understand what our responsibility to the earth is:

God led Adam around the Garden of Eden and said, 'Look at My works. See how beautiful they are, how excellent. See to it that you do not spoil or destroy My world-for if you do, there will be no one to repair it after you."
Eccesiastes Rabbah 7:13

According to the midrash, who is responsible to see that God's plan is carried out? How do we do this? (Refer to the lesson taught and to other aspects of the environment familiar to the class.)