IV.B.1 OAK TREES: THE SERVE-YOURSELF BUFFET

Concepts: Predator/prey relationships, chemical defenses, species diversity, and ecological niches.
Skills: Observation, cooperative learning, and data collection.
Time needed: Approximately 30 minutes. More time is needed if making a leaf-eating evidence collection (step #8).
Best time of year: Spring, when new leaves begin to emerge.
Sunshine State Standards: LA.A.1.2.1, LA.A.1.2.2, LA.A.1.2.4, LA.A.2.2.1, LA.A.2.2.5, LA.A.2.2.8, LA.B.1.2.3, LA.B.2.2.1, LA.B.2.2.2, LA.B.2.2.3, LA.B.2.2.6, LA.C.1.2.1, LA.C.1.2.3, LA.C.1.2.4, LA.C.1.2.5, LA.C.3.2.2, LA.C.3.2.5, MA.A.1.2.3, MA.A.3.2.3, SC.F.1.2.2, SC.G.1.2.1, SC.G.1.2.2, SC.G.1.2.5, SC.G.1.2.6, SC.G.2.2.1, SC.G.2.2.2, SC.H.1.2.1, SC.H.1.2.2, SC.H.1.2.3, SC.H.1.2.4, SC.H.3.2.2, SC.H.3.2.4.

During this activity, your class will examine oak trees for evidence of the variety of ways insects and small animals consume and use leaves, acorns, and other parts of the tree.

IV.B.1 Part One-Collecting the Data

Materials needed:

Each team of 2 students needs:

  • Data sheet
  • Clipboard
  • Pencils
  • Clippers
  • Small envelope for leaf collection
Teacher needs:
  • Flagging to mark boundaries (optional)
Instructions for the teacher:
  1. Locate an area with enough short scrubby oaks (about the height of your students) so each team of two students can have their own oak tree to explore. This height will allow students to compare exposed leaves from the top of the tree to more protected ones. Identifying the species of scrub oak is not necessary for this activity. Mark the boundaries for your students.


  2. Use the question, "Do trees have flowers?" and the information in the introduction to initiate a class discussion about oaks. Be sure your students understand that acorns are the seeds of oak trees. Trees have flowers although they are usually very small and not easily seen. Trees are more likely to be wind pollinated and do not need large, showy flowers. Other plants use large, aromatic, colorful flowers to attract bees and other pollinators.


  3. Divide the class into teams of 2 students. (One student will be the recorder and the other will hunt for evidence of leaf eating.)


  4. Distribute and review the student data sheets #1 and #2.


  5. Take the class outside to explore scrub oaks.


  6. Instruct your teams to select a tree to investigate. Have one team member choose a small branch of the tree and begin examining each leaf for evidence that it has been eaten while the other student records information. Students should look for chewed edges, holes, tunnels, or blotches (leaf miners) and for protrusions growing out from the leaf (galls).


    7. Encourage your students to look carefully for the small animal that ate part of the leaf. Like many diners who sit in dark corners, many insects prefer to remain inconspicuous and will hide under leaves, in leaf curls, or between leaves that overlap.

  7. Students should collect examples of each type of leaf-eating they find and put them in the envelope. Continue until the first student has finished looking at one branch. Students should then switch roles.


IV.B.1-Part 1   Part 2   Student data sheet #1   sheet #2
IV. PLANT-ANIMAL INTERACTIONS
A. Palmettos:    IV.A.1
B. Oak Trees:    IV.B.1
C. Glossary    D. Questions for Student Evaluation