ALEX Lesson Plan


Save the Forest

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  This lesson provided by:  
Author:Judith Crider
System: Dekalb County
School: Valley Head High School
  General Lesson Information  
Lesson Plan ID: 29797


Save the Forest


President Theodore Roosevelt believed in the need for conservation and was called America's first environmental president. What steps did he take to help preserve the environment and its natural resources? Today we can enjoy the beauty of our nation in national parks like the Little River Canyon National Preserve.

This lesson plan is made possible through the ALEX and the U.S. National Park Service Partnership.

 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (6)
34. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4]
ELA2015 (6)
35. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]
SS2010 (6) United States Studies: The Industrial Revolution to the Present
2. Describe reform movements and changing social conditions during the Progressive Era in the United States.
  • Relating countries of origin and experiences of new immigrants to life in the United States
  • Example: Ellis Island and Angel Island experiences
  • Identifying workplace reforms, including the eight-hour workday, child labor laws, and workers' compensation laws
  • Identifying political reforms of Progressive movement leaders, including Theodore Roosevelt and the establishment of the national park system
  • Identifying social reforms of the Progressive movement, including efforts by Jane Adams, Clara Barton, and Julia Tutwiler (Alabama)
  • Recognizing goals of the early civil rights movement and the purpose of the National Association for the Advancement of Colored People (NAACP)
  • Explaining Progressive movement provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the Constitution of the United States
  • Local/National Standards:

    1. NSS-USH.5-12.7 ERA 7: THE EMERGENCE OF MODERN AMERICA (1890-1930)

    Primary Learning Objective(s):

    1. The students will identify Theodore Roosevelt as the president who helped conserve our nation's wilderness by establishing the United States Forest Service.
    2. The students will appreciate the efforts of Theodore Roosevelt by discovering the beauty of Little River Canyon National Preserve and when it was established.

    Additional Learning Objective(s):

    1. In cooperative groups students will create a list on the reasons to save the forests.
    2. Elected group leaders will present group collaboration.
     Preparation Information 

    Total Duration:

    31 to 60 Minutes

    Materials and Resources:

    1. Informational handout on Theodore Roosevelt
    2. Grid handout on Roosevelt's National Parks
    3. Presentation Material Options (chart paper, marker board, poster board, paper, etc...)

    Technology Resources Needed:

    1. Computer with Internet access.
    2. Slideshow presentation The Beauty of Little River Canyon.


    Theadore Roosevelt saw the need for conservation in America. As a rancher and outdoorsman, he took steps to save our country's natural resources and beauty. It was in 1905 when he proposed to start the U. S. Forest service. He wanted to set aside national forest and wildlife sanctuaries across the United States. He was called Americas first environmental president. It is because of the many efforts of Roosevelt and other conservationist, that we have many beautiful national parks and forest today. One example is the Little River Canyon National Preserve located in the northeast portion of Alabama. Little River Canyon National Preserve was established and made a unit of the National Park System on October 21, 1992. According to the legislation, the Preserve was established to protect and preserve the natural, scenic, recreational and cultural resources of the area and to provide for public enjoyment of those resources.

    1. Use the handout of Theodore Roosevelt to inform students of his presidency.
    2. Have students research president Theodore Roosevelt and complete chart on handout. Click here for website.
    3. Connect the importance of important historical figures to the creation or development of national parks like the Little River Canyon National Preserve. Present slideshow on The Beauty of Little River Canyon.
    4. Divide class into cooperative groups of about 3 to 4 students. Make sure to group students with mixed ability levels.
    5. Pick one student in group to record information.
    6. Have students compose a list of reasons to save the forests.
    7. Let groups compile collected information from both handouts, their reasons to save the forest, and slideshow. Use these materials to create a presentation.
    8. They can use markers, posterboards, etc., to display important information used in presentation.
    9. Make sure all students are participating in activity.
    10. Allow each group to elect a speaker to present their collected information.
    11. Take turns presenting collaborative ideas.

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    Assessment Strategies

    Teacher will assess students through observation and correct completion of gird on handout and observe their cooperation/ completion of group activity. Use Forest Rubric Attachment for presentation of material.


    1. Have students research the origins of the Teddy Bear.
    2. Students could have a debate on the pros and cons of setting aside large amounts of land for national forests. Consider assigning students as an animal, person, or plant. Then have them debate from their assigned point of view. Teacher should review point of view.


    1. Use of peer-tutoring will help those students that are having trouble with assignment completion.
    2. Students may refer back to handouts and slideshow for individualized remediation.

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.