Construction of Old and New Forests
around a computer, but if each computer use is limited, hand out a packet
printed from the site. Assign roles to group members, especially in a middle
2. Every student reads about old growth forests. Each group draws a picture,
with labels, of an old growth forest. They will also list uses for the standing
3. Each group receives a part of the forest as it was after the eruption:
standing dead, blowdown, ashfall, debris avalanche, mud flow, and pyroclastic
flow. Groups create a mini presentation (less than 5 min) of the
characteristics of their region and how plants and animals recolonized.
4. In the end, the class can construct a picture of the new forest.
5. Students can also think of natural disturbances that may occur in their
part of the country, and how this would affect the plants and animals.
Students will contrast the differences between old and new growth forests and learn how natural disturbances affect an ecosystem.