2. What’s inside this handbook? 1)An introduction to forest health. 2)An introduction to systems thinking. 3)Six activities that teach forest health using systems thinking as a guide.

3. 1. Forest health: What does this handbook cover? Forest health touches on issues ranging from: The beneficial roles of insect pests and tree disease pathogens in a forest. Management-related forest health issues. The impacts of exotic, invasive species. Forest fragmentation and urban encroachment.

4. 1. Forest health: What will your students learn? We hope that students will learn to: Consider forest health from various viewpoints. Understand interrelationships and feedback mechanisms. Visualize spatial and temporal mechanisms of forest system functions. Appreciate the variety of threats to forest health. Consider their role as future forest stewards.

5. 1. Forest health: What will your students learn? We hope that students will learn to: Consider forest health from various viewpoints. Understand interrelationships and feedback mechanisms. Visualize spatial and temporal mechanisms of forest system functions. Appreciate the variety of threats to forest health. Consider their role as future forest stewards.

6. 1. Forest health: What will your students learn? We hope that students will learn to: Consider forest health from various viewpoints. Understand interrelationships and feedback mechanisms. Visualize spatial and temporal mechanisms of forest system functions. Appreciate the variety of threats to forest health. Consider their role as future forest stewards.

7. 1. Forest health: What will your students learn? We hope that students will learn to: Consider forest health from various viewpoints. Understand interrelationships and feedback mechanisms. Visualize spatial and temporal mechanisms of forest system functions. Appreciate the variety of threats to forest health. Consider their role as future forest stewards.

8. 1. Forest health: What will your students learn? We hope that students will learn to: Consider forest health from various viewpoints. Understand interrelationships and feedback mechanisms. Visualize spatial and temporal mechanisms of forest system functions. Appreciate the variety of threats to forest health. Consider their role as future forest stewards.

9. 2. Systems thinking: Why does this handbook use it? Forests are dynamic ecosystems. Systems thinking helps teach about dynamics. Systems thinking is a higher order thinking skill. It helps students think critically by looking for and understanding the systems underlying various phenomena. ?

10. 2. Systems thinking: What is a system? A set of components that interact with each other in various ways resulting in changes to the collective whole. The whole system displays emergent properties and behaviors as a result of the relationships among its parts.

11. 2. Systems thinking: An example What do I need to know to keep my trees alive?

12. 2. Systems thinking: Elements of systems There are many elements of systems, including: 1.Interdependence 2.Feedback loops 3.Inputs and outputs 4.Micro- to macro- systems

13. 2. Systems thinking: Elements of systems There are many elements of systems, including: 1.Interdependence 2.Feedback loops 3.Inputs and outputs 4.Micro- to macro- systems Japanese mimosa Southern magnolia + –

14. 2. Systems thinking: Elements of systems There are many elements of systems, including: 1.Interdependence 2.Feedback loops 3.Inputs and outputs 4.Micro- to macro- systems Input Number and location of bark beetles + Number and types of trees + Environmental conditions = Output Epidemic outbreak of beetles?

15. 2. Systems thinking: Elements of systems There are many elements of systems, including: 1.Interdependence 2.Feedback loops 3.Inputs and outputs 4.Micro- to macro- systems

16. 3. Six forest health activities featuring systems thinking elements

18. Each activity includes: A lesson summary List of Next Generation Sunshine State Standards List of materials Time considerations Behavioral objectives

19. Each activity includes: Background information A “Thinking in systems section”

20. Each activity includes: Instructions on how to prepare for, conduct, and assess each activity

21. Each activity includes: Suggestions on: How to optimize the learning experience Points for discussion and reflection Student pages and answer keys where applicable

22. Each activity includes: Extension ideas Additional resources, including the University of Florida’s SFRC Extension website for complementary resources.

23. Thanks! Your suggestions and enthusiasm have driven the making of these materials. We’d love to hear your feedback on how these activities perform with students. Good luck and enjoy teaching!