Download Forest Floor - Garnet Valley School

Forest Floor
The forest floor is the lowest layer of the forest. It is comprised of layers of plant and
animal debris in various stages of decomposition. The forest floor is also home to
decomposers that work to break down the plant and animal debris and turn it into
nutrient rich soil that helps new plants to grow.
Activity – Exploring the layers of the forest floor
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Select an area of the forest floor that is as undisturbed by human activity as possible.
Give each group a loop of sting that is 2 feet long and have them place their loop on
a section of the forest floor.
Have the students carefully examine the top layer of the forest floor that is within
their loop. The students should map and label their findings.
After observing the first layer, the students should gently brush aside the items on
the top layer until they uncover a second layer. Again, have the students map and
label their findings at this layer. Have the students repeat this process to discover
additional layers. Hand lenses may be beneficial to help students get a closer
examination of each layer.
Examples of items found at each layer may include:
o Top Layer: Clearly identifiable and intact items such as leaves, branches,
feathers, seeds, plants, animals, etc.
o Second layer: Smaller, more broken down pieces of plant and leaf material
that is not as clearly identifiable. Insects can be found in this layer as well.
o Third Layer: Plant material that has decomposed into soil. There may also
be fine roots and insects.
o The students may report finding more than three layers.
As students explore each layer, encourage them to use all of their senses and record
their findings. Questions to consider may include:
o What does the forest floor smell like? Is the smell familiar?
o Do the lower layers of the forest floor feel wetter or drier than the upper
layers?
o What layer is the warmest? What layer is the coolest?
o What layer had the biggest items? What layer had the smallest items?
Students may also be challenged to find items on the forest floor that meet certain
criteria.
o Find an item that is soft, hard, wet, smooth, alive, been eaten, etc.
When finished, have the students carefully replace all soil, insects, leaf litter and
organic material removed from the forest floor.
As a follow-up question, ask the students what they think the forest floor would look
like if there were no decomposers.
Layers of the Forest
A temperate forest is often classified as having five distinct layers.
Canopy – The tallest and most mature trees in the forest. Common trees in this layer
include oak, maple, beech, chestnut, hickory, elm, walnut, sweet gum, pine, ash, and
aspen
Understory – shade tolerant trees, shorter species of trees, saplings and immature
trees waiting for a place in the canopy.
Shrubs – Low growing, woody plants with several stems. Common shrubs include witch
hazel, rhododendron, azalea, mountain laurel, maple-leaved viburnum, and spicebush.
Herbs – Small, non-woody stemmed plants. Herb layer commonly includes ferns,
flowers and grasses.
Floor – Layer that is composed of fallen leaves, twigs, needles, etc. Moss and lichen
may also be growing at this layer.
Activity
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Give each student a Layers of the Forest Worksheet
Have the students sit alone and observe the different layers of the forest.
Have the students draw the plants that they observe at each layer.
After their drawings are complete, the students should correctly label each layer.
Next, ask the students to look for life or signs or life in each layer of the forest.
Challenge the students to find at least 3 different forms of life or signs of life at each
layer.
The students should record and/or draw their findings in the corresponding layer on
their worksheet.
Questions to consider might include:
o How do the layers of the forest differ?
o Are there any animals that can be found in more than one layer?
When finished, review the layers of the forest with the students and ask the students
to share what they found in the different layers.
Extensions
 Have the students write a short story from the perspective of a bird or an insect
about their journey through the layers of the forest.
 Have the students create their own animal. What is the name of their animal? What
does it look like? In what layer of the forest would their animal live? Why would it
live in that layer? What does their animal eat? Where specifically in that layer does
the animal make its home?
Directions: Draw the plants that you see in each layer of the forest. Label each layer. Draw
and/or list all of the animals and signs of life that you see in each layer.
Layer Name:
Layer Name:
Layer Name:
Layer Name:
Layer Name:
Animals/signs of life:
Habitat Scavenger Hunt
A habitat is an area where a plant or animal normally lives. All plants and animals have the
same four basic needs of food, water, shelter and space. Therefore, a plant or animal’s habitat
must provide enough food, water, shelter and space for it to survive.
By exploring the forest, the students can begin to identify the habitats that exist within it and how
plants and animals meet their basic needs in those habitats.
Activity
 Divide the students into groups and give each group a Habitat Scavenger Hunt Sheet.
 Each group should try to find as many items as possible. The students should record their
findings on their Habitat Hunt Sheet and collect items when possible. Student should not
collect items that would cause harm to any plants, animals or themselves. For example,
students should collect leaves that have fallen onto the forest floor rather than removing
them directly from the tree.
 After the students complete their scavenger hunt, have the students to select one animal
that they saw during the scavenger hunt.
 Ask the students how they think the animal gets food, water, and shelter in its habitat. The
students should record their answers on the bottom of the Scavenger Hunt Sheet in the
space provided.
 When finished, review the Habitat Scavenger Hunt and allow each group to share some of
their findings.
Habitat Scavenger Hunt
Directions: Identify as many items from the list as possible. Record your
findings in each box. Collect any items when it is safe and possible.
A sign that an
animal was
here
Shelter for a
large animal
A shelter for an
insect
Something out of
place in a habitat
A habitat on the
forest floor
A source of
Water
A sign that
something was
eaten
Something a
decomposer
could eat
Something that
eats plants
Something an
animal could use
to make shelter
A decomposer
Food for an
animal
Something
harmful to a
habitat
A plant
Something that
gets its energy
from the sun
An animal
Select one animal that you saw during the scavenger hunt. How does
that animal get food, water and shelter in its habitat?
Animal _____________________
Food_______________________
Water ______________________
Shelter _____________________
Wetlands
A wetland is a low area of land that is usually wet or periodically covered with standing water.
Wetlands have soil that is hydric, meaning that it holds water. Wetlands typically support plants
and animals that have adapted to life in wet conditions.
Wetlands are an important part of the environment. In addition to providing a habitat for many
different species of plants and animals, wetlands naturally purify water and filter out pollutants,
wetlands prevent flooding by acting like a giant sponge that slows down the flow of rushing
water and wetlands help to reduce erosion. There are many different types of wetlands
throughout the world including bogs, freshwater and saltwater marshes, and swamps.
Activity
 The students will explore the wetland and complete the wetland activity worksheet.
 The worksheet asks students to make observations about the wetland using most of their
senses and to record their findings.
 After making and recording their observations, the students should complete the final three
questions on the worksheet. The questions ask the students to describe 3 things they
observed that help to prove the area is a wetland, to give at least 2 reasons why wetlands
are important, and to provide an example of how both humans and wildlife share wetlands.
 As an additional or alternate activity, the students can complete the Wetland Scavenger
Hunt.
Extension
 Students should write a letter to their local congressman about the importance of wetlands
and why we should take action to help save them.
Wetland Scavenger Hunt
Directions: In the wetland, try to locate examples of the items listed below. Record what you
find and then describe or sketch the item.
_____ Animal tracks
What do the tracks look like? What kind of animal do you think made these tracks?
_____ A water bird
What does it look like? What kind of bird do you think it is?
_____ An insect that floats
How does the insect float on water?
_____ A flying insect
Is it flying quickly or slowly? What kinds of fish/bird/animal might eat this insect?
_____ An amphibian
Describe or sketch the amphibian.
_____ A wetland plant
Describe or draw the plant. How might this plant help the wetland’s ecosystem?
_____ Something rough
What is this object? Why do you think it is rough?
_____ Something smooth
What is this object? Why do you think it is smooth?
_____ Signs of people
How do you know this is a sign of a person? Is this a good sign or a bad sign? Why?
Wetland Observation Worksheet
1. Animal Evidence: Examine the wetland for any signs or evidence that animals use this
area. Record your findings in the boxes below.
1.
4.
2.
5.
3.
6.
2. List any animals that you see:
3. Wetland Plants: Find four different wetland plants. Describe and draw the plants in the
boxes below.
Color:
Color:
Size:
Size:
What does it look like?
What does it look like?
What does it smell like?
What does it smell like?
Location: On land, Coming out of the water,
Floating on the water, Under the water
Location: On land, Coming out of the water,
Floating on the water, Under the water
Name of plant (if known):
Name of plant (if known):
Color:
Color:
Size:
Size:
What does it look like?
What does it look like?
What does it smell like?
What does it smell like?
Location: On land, Coming out of the water,
Floating on the water, Under the water
Location: On land, Coming out of the water,
Floating on the water, Under the water
Name of plant (if known):
Name of plant (if known):
4. Sounds in the wetland: Listen and record the sounds you hear. Record sounds made by
something in nature in the first column. Records sounds made humans or man made objects in
the second column.
Sounds Made by Nature
Sounds Made by Humans
5. Soil Observation: Dig up a small sample of soil. Answer the questions below.
Describe the location where you took your soil sample:
What color is the soil?
What does the soil feel like?
Is the soil wet or dry? Is the soil warm or cool?
Is there any plant or animal life in your soil?
6. Describe three things you observed today that would help to prove this area is a
wetland.
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
7. Wetlands are important because:
1. ______________________________________________________________________
2. ___________________________________________________________________
8. Give one example of how humans and wildlife share the wetlands:
____________________________________________________________________________
Seeds
Most plants reproduce using a system of flowers and seeds. In order for a seed to germinate
and grow, it must get enough sunlight, air, water and nutrients. To help seeds get the essential
they need to germinate and grow, most plants have developed certain ways to disperse their
seeds. These methods of dispersal help seeds travel to areas where they will not be in direct
competition with the parent plant for the essentials of survival. The most common methods of
dispersal include wind, water, and animals. Seeds such as dandelions float on the air. Maple
seeds are designed to fly through the air. Other seeds float through the water. Seeds
contained within fruit such as apples and peaches are eaten by animals and then deposited in a
different area after travelling through the digestive system. Plants such as burdocks have seeds
that easily attach to animals’ fur and travel with the animal to a different location.
Activity
 Along the nature trail, have the students collect as many different seeds as they can find.
Methods such as using masking tape to pick up small seeds or wearing large socks over top
of shoes while walking around the area will help increase the number of seeds that are
collected.
 Have the students observe the seeds they have collected and ask them to sort or classify
their seeds into groups based on the seeds characteristics (i.e. size, shape, color). Ask the
students to explain the method they used to sort their seeds.
 Explain that most seeds have characteristic that help them travel away from the parent
plant. The most common methods of seed dispersal are wind, water, and animals.
 Again have the students sort their seeds. This time, ask the students to group their seeds
according to how they think the seed is dispersed. Some questions to consider include:
o Does the size and shape of the seed influence the way it is dispersed?
o How far do you think a seed can travel?
o Why might it be important for a seed to travel away from its parent plant?
 If possible, have students test their hypotheses about seed dispersal. Students can drop
the seeds in front of a hand held fan to determine if they are affected by moving air. They
can also drop their seeds into a shallow bucket of water to discover if it floats.
Macroinvertebrates
Macroinvertebrates are animals that do not have a backbone and are large enough to be seen
without the use of a microscope.
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Macro = Large
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Invertebrate = Without a backbone
Identifying the macroinvertebrates that live in a stream is a very useful activity because
macroinvertebrates are excellent indicators of water quality. Since macroinvertebrates vary in
their sensitivity to pollution, the presence or absence of certain macroinvertebrates can provide
useful information about the health of a stream. For example, some macroinvertebrates cannot
survive in polluted water while others cannot only survive but also thrive in polluted water. In a
healthy stream, there will be a variety of pollution-sensitive macroinvertebrates. In an unhealthy
stream, only macroinvertebrates that can tolerate pollution will be found.
Activity
 At the stream, the students can conduct their own water quality study by examining the
macroinvertebrates that live there.
 Using nets and buckets have the students collect as many macroinvertebrates from the
stream as possible.
 The best way to collect macroinvertebrates is to find a shallow area of the stream where
the water is briskly flowing. Place a net right in the middle of the flowing water, with the
submerged portion of the net touching the bottom of the stream if possible. Have a
second person gently turn over the rocks and stir the area of sediment that is in front of
the net. This will cause the macroinvertebrates that are living under the rocks and at the
bottom of the stream to become dislodged and flow directly into the net.
 Have the students examine the contents of the net for signs of movement and life. For
closer examination, place the macroinvertebrates into a bucket, cup, shallow pan or ice
cube tray that is filled with water. Light colored containers allow you to observe the
macroinvertebrates more easily.
 Using the pollution classification chart, have the students identify the different types of
macroinvertebrates that they found. Then, ask the students to make a determination
about the quality of water in the stream based upon the macroinvertebrates that they
found living there.
 When finished, make sure the students gently return all of the macroinvertebrates, water
and organic material to the stream as these are all important parts of the ecosystem.
Bird Watching
The key to bird watching is a good sense of sight and hearing. Knowing a bird’s name is not
always necessary because there are many ways to classify and identify birds while bird
watching. Birds can be classified by:
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Color
Size
Behavior
Habitat preference
Voice
By observing these characteristics (known as field marks) for a single bird, you can gather
enough information about the bird to identify then it with the help of a field guide.
Activity
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Take the students on a bird walk and try to observe as many birds as possible.
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Some clues to help notice birds include:
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o
Listen for birds. In addition to listening for bird calls, hearing rustling in trees,
bushes and shrubs may be an indication that a bird is nearby. Loud knocking or
tapping noises may help you to locate a woodpecker.
o
Look for signs of birds. Nests are very visible clues that a bird may be nearby.
Holes in trees may be a sign of a woodpecker. Feathers on the ground might
indicate that a bird has been in the area. Trees and plants with fruit commonly
attract many birds.
Students should tally their findings on the Bird Watching Worksheet based on the groupings
below.
o
By color
o
By size
o
By actions
o
By Location
Once students have gotten used to looking for birds, and recording their observations, they
should gather information on a single bird that can later be used in conjunction with a field
guide to help them identify the bird. Students sketch the bird and record their observations
on the Bird Watching Worksheet.
o
What color is the bird? Does it have any specific markings or features?
o
What size is the bird? What shape is it?
o
Describe its body parts. Does it have long or short legs? Short or skinny beak?
Forked tail or a tuft of feathers on its head?
o
What are its actions? Does it run, glide, swoop, hop, bob its tail, fly in a
formation, etc?
o
Where was the bird located?
o
Was the bird making sounds? Try to describe the sounds.
Bird Watching Worksheet
Record the number of birds you see for each category below.
Color
Size/Shape
Actions
Location
How many birds of
mostly each color did
you see?
How many birds of
each size did you see?
How many birds did
you see doing each
activity?
How many birds did
you see in each
location?
Red:
Small:
Flying:
Perched on a branch:
Blue:
Medium:
Perched:
On the ground:
Brown:
Large:
Eating:
Under a shrub or bush:
Hopping or running:
In a nest:
Fighting:
Other (describe location):
Black:
How many birds of
each shape did you
see?
Gray:
Green:
Plump:
Yellow:
White:
Slender:
Singing:
Other (describe action):
Other (describe shape):
Other (describe color):
Choose one bird that you see. Answer the question about the bird below. Based on
your observations, use a field guide to help you identify the name of the bird.
What does the bird look
like? (Color and
markings)
What size and shape is
the bird?
Describe its body parts.
(Ex: long legs, forked
tail)
What was the bird
doing?
Where was the bird?
Did the bird make
sounds? Describe the
sounds.
Draw a picture of the bird
The name of my birds is: ________________________________________________________
Tree Activities
Trees are an incredibly important part of the environment. Among other things, trees produce
oxygen, reduce carbon dioxide in the air, prevent soil erosion, produce food and goods, slow
storm run-off, and provide a habitat for many plants and animals. There is estimated to be
over 100,000 different species of trees in the world.
By observing a tree in the forest, students can develop a better awareness of trees and learn
about some of the characteristics that are used to identify trees.
Activity
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Hug a Tree: Divide the students into pairs. One partner is blindfolded and then carefully
led to a tree by the sighted partner. The blindfolded student must then examine the tree
using his or her sense of touch. The student should try to examine the tree’s bark, leaves,
branches and other features. The sighted partner then carefully leads the blindfolded
student back to the starting point. Once the blindfold is then removed, the student will try
to find the tree he or she hugged. The activity should be conducted a second time so that
the partners can switch roles.
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Have each student select one tree to observe. It can either be the tree they examined in
the Hug a Tree activity or a different tree of their choosing.
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Have the students gather information about their tree to complete the Tree Identification
Worksheet.
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On the worksheet, the students will:
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o
List 10 words that describe the tree
o
Make a rubbing of the tree’s bark using a pencil or crayon
o
Draw or Trace a leaf from the tree
o
Explain why they think the tree is alive or dead
o
Record sounds they hear near the tree
o
Draw a picture of the tree
o
Describe one thing they find interesting about the tree
Using the information gathered about the tree, students should use a field guide to try and
identify the tree so they can answer the final question on the worksheet.
Extensions
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Have the student write a paragraph or a poem using the ten words that described their
tree.
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Gather leaves and make leaf prints.
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Re-visit the tree during a different time of the year to observe how the tree might have
changed.
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Have the students prepare a short report or poster about the type of tree they observed.
Tree Identification Worksheet
Directions: Select on tree in the forest to observe. Use that tree to complete the activities below.
List 10 words that describe your tree.
1. ______________________________
6. _______________________________
2. ______________________________
7. _______________________________
3. ______________________________
8. _______________________________
4. ______________________________
9. _______________________________
5. ______________________________
10. ______________________________
Make a rubbing of your tree’s bark in the box
Draw or trace a leaf from your tree
Is your tree alive? How can you tell?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Draw the seeds:
Does your tree have any seeds? Describe the seeds.
________________________________________________
________________________________________________
________________________________________________
Quietly stand next to your tree and listen for any sounds. Do you hear any sounds near your
tree?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Draw a picture of your tree including the shape it its trunk, branches and treetop.
What is one thing that is interesting about your tree?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What type of tree is your tree?
_______________________________________________________________________________
Comparing Leaves
Leaves of plants and trees come in many different varieties. For example, there are large
leaves, small leaves, slender leaves, and wide leaves. Leaves can be soft, prickly, hairy, or
hard. Observing and sorting leaves is one way to learn about the varieties, similarities and
differences that exist among leaves.
Activity
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Have each students gather at least 5 different types of leaves. The students should try to
gather leaves from the ground rather than picking leaves from the trees.
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After each student has gathered his or her leaves, have the students work in pairs or small
groups to observe the leaves they collected.
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Have the students look closely at the leaves, noticing the shape, color, size, and texture of
each leaf. After students have examined the leaves, have them decide how to sort the
leaves by common characteristics.
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Once all the groups have sorted their leaves, ask the students to share the method they
used to sort the leaves.
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Discuss additional ways the leaves can be sorted and have the students try to rearrange
their leaves into those groupings.
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If desired, have the students select one leaf to trace. Under the drawing, the students
should describe the leaf including how the leaf looks, feels, smells, and any special
characteristics (i.e. hard, smooth, large, small, teeth, hairy, etc.)
Extension

Make a graph depicting the many different types of leaves that the students found.

Use a field guide to identify the type of tree that has each leaf.

Make craft projects using the leaves the students collected such as leaf rubbings or leaf
pressing.
Moss
Compared to other land plants, mosses are very simple plants. Mosses are non-vascular, which
means that they do not have an internal tissue system that can transport water and nutrients through
the plant. As a result, mosses are very short, often growing only several centimeters in height and
must grow in areas that are moist. Mosses are commonly found in damp, wooded areas and along the
edge of streams. Mosses also differ from other land plants by the fact that they do not have any true
leaves, stems or roots. Since mosses reproduce with spores, they do not have any seeds either.
Mosses can also survive extreme drying. Moss that appears dry and dull in color can return to life
shortly after receiving water.
Activity

Walk to an area where both moss and stemmed land plants are growing. This will most likely be a
moist area since moss grows in damp locations. Ask the students to select a moss and a stemmed
land plant that they would like to observe.

Using a Venn diagram, have students compare and contrast the moss with the stemmed plant.
Students should write the characteristics of the moss on the left side of the diagram, the
characteristics of the stemmed plant on the right side of the diagram and any shared characteristics
in the center of the diagram. In the end, the students should be able to observe the fact that moss
differs from other land plants because it is much shorter in height and it does not have any true
leaves, stems or roots. Also, since moss grows from spores, they have no seeds.

In the space provided, have the student draw a picture of the moss and the stemmed plant that they
observed.

Finally, the students should write a short description about the moss that they observed.
Extensions

Find dry moss. Wet it. Observe and describe what happens.

Investigate the belief that moss only grows on the north side of a tree.
Compare and Contrast the two different types of plants.
Moss
Stemmed Plant
Draw a Picture
Moss
Stemmed Plant
Why do you think the moss is much shorter that the stemmed plant?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Write a short description of the moss that you observed.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Stream Walk: A Visual Stream Health Assessment
A stream walk is a simple inspection of a stream that is done through visual observations. By
making a series of observations and recording the findings, you can help determine the health
of the stream and identify any changes in the stream over time. The survey addresses several
physical characteristics of the stream and the surrounding area because any changes in the
stream habitat can affect the plants and animals that live there. By periodically conducting
stream walks, you can help to identify and address any threats that might exist to the stream
and its inhabitants.
The stream walk inspects many different physical characteristics of the stream and its
surrounding areas. When conducting the stream walk, the following observations may indicate
that the stream is in danger:
Smells – Strange smells can mean that chemicals or sewage have gotten into the water.
Chemicals and sewage in the water can sicken both animals and people that use the stream.
Shiny or rainbow colors on the water surface – This might mean that oil is polluting the
stream. Oil can kill fish and other animals that live in or near the stream.
Foamy Water – A lot of foam in the water may indicate that soap or detergent is spilling into the
stream. Since soap breaks the surface tension of the water, insects that usually move along the
surface of the water can drown.
Green Water – This could be a sign that there is too much algae in the water. Since algae use
up a lot of oxygen, too much algae means that the fish that live in the water might not be able to
get the oxygen they need to survive.
Brown or Muddy Water – This could be a sign that there is too much sediment in the water.
Sediment blocks the sunlight, which means that the underwater plants cannot get the light they
need to survive. If the plants in the water die, the insects and fish that need those plants can
die also.
Activity
 Select an area of the stream for the students to survey.
 Using the stream walk data sheet, have the students visually inspect the stream and record
their results.
 After completing the stream survey, the students can draw the area of the stream that they
observed.
 Finally, ask the students their opinion on the health of the stream. The students should use
their findings to support their conclusion.
 As a class, review the survey items and discuss how they are important to the health of a
stream.
Stream Walk Data Sheet
Name _______________________________________________
Date ____________
Weather Conditions ____________________________________
Time ____________
Visual Stream Inspection (Check all that apply)
1. How does the water look?
Clear
Muddy
Green
Brown
Black
Oily
Foamy
Other ____
No Smell
Rotten Egg
Oil or Gas
Fishy
Rotting
Sewage
Other ___________
Sand
Gravel
Mud
Cement
Big Rocks
Tiny Rocks
Other _________
4. How is the water moving?
Very Fast
Fast
Slow
Not Moving
5. What is the water level?
High
Normal
Low
Muddy
Rocky
Plants
Tree Roots
Logs
Other_________
Trees
Shrubs
Grasses
Plants
Flowers
Other _________
2. How does the water smell?
3. What covers the bottom of the stream?
6. What does the stream bank look like?
Sandy
7. What type of vegetation is on the bank?
8. How much of the bank is covered? (For example: plants, rocks, leaves, logs, etc.)
Most of the bank (75-100%)
9. Is the stream bank eroded?
Part of the bank (25-75%)
A little of the bank (0-25%)
Slightly
Highly
10. Do you see any fish in the stream?
Moderately
No
Yes
Severely
How many? _________
11. How much litter is in or near the stream? (Estimate the number of pieces)
Paper or small items
0-5
5-10
10-50
Over 50
Cans and bottles
0-5
5-10
10-50
Over 50
Tires or larger items
0-5
5-10
10-50
Over 50
12. Is there any evidence of life in or near the stream? (Describe what you observe)
Tracks
Homes
Sounds
Droppings
Feathers
Fur
Bones
Animal Sighting
13. Draw part of the stream that you inspected.
14. Do you think the stream is healthy? Why or why not?
Fallen Log
When you see a fallen log it may appear to be a dying piece of nature, however, if you take a closer
look you will notice that a fallen log is full of activity. Fallen logs are very important to the forest
ecosystem providing a habitat for variety of life. A fallen log that has started to decompose provides
nutrients for new plants to grow. Seedlings, plants, moss and fungus can often be found growing on a
fallen log. Fallen logs also serve as a habitat for many animals. Insects such as bark beetles,
termites and carpenter ants can be found eating or tunneling through the wood of a fallen log. As
they feed through the wood, they help to break down the log. Other animals like centipedes, spiders
and beetles are drawn to the fallen logs as well because they eat the scavengers that feed on the
fallen log. Some animals, like wasps, lay their eggs in the decaying wood. Under the log,
salamanders can often be found living in the cool and damp conditions that exist there. Larger
animals, like birds, chipmunks, squirrels, and skunks can also be found near fallen logs. Some may
simply stop to eat the insects that inhabit the log while others may use it as a safe spot to hide.
Activity
 Begin by walking to an area of the forest where the students will be able to observe one or more
fallen logs.
 Explain to the students that they will be examining a fallen log to discover its many features.
 Divide the students into groups and have each group examine a section of the log(s).
 The students should record their findings on the data sheet.
 Instruct the students to disturb the log as little as possible while conducting their investigation.
 After their examination, students should return the contents and inhabitants of the log back to their
original locations.
 Discuss the students’ findings. In particular, discuss the ways in which all of the different
organisms that exist on a fallen log interact with each other.
Extension
 Return to the fallen log at a different time of the year to observe how it changed.
 Research some of the organisms that were found on the log to find out what specific roles they
play as members of the fallen log community.
 Start a class compost bin to further explore decomposition.
Fallen Log Data Sheet
1. Is the log solid or hollow?
2. Is the log wet or dry?
3. Describe how the log feels.
4. Describe how the log smells.
5. What are five things that you notice about the fallen log?
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7. How many different types of insects do you see?
 Draw a picture of one of the insects.
8. Are there any plants growing on the log?
 Draw a picture of one plant and show where it is growing on the log.
9. Is there any evidence of animal/insect activity on or near the log? List the evidence and
where you found it.
Evidence
Location
Example:
Feather
On top of log