Life After Wildfires: Observing and Predicting Forest Recovery

1-period video activity exploring forest succession, observation practices, and science identity with elementary and middle school worksheets.

Life After Wildfires: Observing and Predicting Forest Recovery

Lesson Plan by Brian J. Ciuffreda

Lesson Overview
Grades:
Key Concepts:
  • Wildfire recovery
  • Forest succession
  • Ecosystems
  • Adaptation
  • Science identity
  • Nature of science
Activities:
  • Predictions & Observations
  • Class Discussion
Time Needed:

40-60

minutes

How do ecosystems recover after a wildfire? In this 1-period video-based activity, students investigate ecological succession by stepping into California’s ancient redwood forests alongside real-world experts. Using the short film A Walk in the Woods, students make predictions, collect visual and auditory evidence, and evaluate forest regrowth. Designed for maximum flexibility across elementary and middle school classrooms, this NGSS-aligned lesson includes ready-to-use, tailored worksheets for Grades K–5 and Grades 6–8—helping young learners sharpen their scientific observation skills while building an authentic science identity.

What does a redwood forest look like, and sound like, in the wake of a devastating fire? Walk through a fire-ravaged redwood forest with experts Beatrix Jiménez, Ian Bornarth, and Alex Jones. Their observations make visible the forces of destruction and regrowth throughout the redwoods ecosystem.

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NGSS:

  • MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
  • MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
  • MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
  • HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
  • HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Cross-cutting concepts: 

  • Elementary: Systems and System Models; Cause and Effect
  • Middle School: Stability and Change; Patterns; Energy and Matter
  • High School: Stability and Change; Energy and Matter

Science and Engineering Practices (SEP): 

  • Engaging in Argument from Evidence
  • Analyzing and Interpreting Data
  • Obtaining, Evaluating, and Communicating Information

Foundational Pillars: 

  • Science as a Human Endeavor
  • Empirical Evidence
  • Equity and Diversity

Students will practice important science skills like making predictions, making observations, and reflecting on prior work through the setting of a film that explores the regrowth of an area of forest after a wildfire. Additionally, students will develop their sense of science identity by observing through the eyes of the three visitors to the forest in the film. This may constitute the entire lesson, or it may be incorporated into an ecology unit with the incorporation of topics like ecological succession, dynamic balance in an ecosystem in response to natural disasters, and cycles of matter.

Subject Areas: General Science, Life Science, Ecology

Prior Knowledge: If the learning objective is to improve students’ science identity, no prior knowledge is required. For inclusion in an Ecology Unit, basic knowledge of ecosystems, energy roles, ecological succession, and cycles of matter is beneficial.

Learning Objectives:

  • Describe secondary succession in a forest after a fire.
  • Explain how matter cycles in a forest ecosystem.
  • Make and evaluate predictions.
  • Develop their identity as scientists.

Materials Needed:

  • Projector & computer with internet access to play video
  • Student worksheets (download below)

Lesson Activities: Login to Download Lesson

Distribute Student Worksheet Middle School (recommended for grade 6 and up) or Student Worksheet Elementary (recommended for K-5) to students depending on their level. Have them read the introductory information and complete PART 1: PREDICTIONS. For K-2 students, it is recommended to complete this together through class discussion.

While viewing the film, ask students to complete PART 2 of the student worksheet (Elementary; Middle School). In this part, students record observations pointed out by experts Beatrix Jiménez, Ian Bornarth, and Alex Jones in the film, as well as other things that the students are able to observe that are not necessarily pointed out by the scientists featured on screen. To avoid students’ confusion, review the following items: 

  1. Before any dialogue begins (Timestamp 1:14 - 1:31), the burning sound and sirens are symbolizing Beatrix Jiménez imagining the fire happening around her. Make sure students do not record those sounds as observations. 
  2. When Alex Jones talks about the thickness of the bark and the water cycle and the lack of genetic diversity (Timestamp 4:34 - 5:56), he is showing healthy trees and a healthy area of a forest for comparison.

Ask students to complete PART 3 of the student worksheet (Elementary; Middle School). This step involves reflection and analysis of predictions, as well as students writing a paragraph describing what each student found most surprising in the film.  

  • Share what surprised you (a few examples)

Note: In case it is not raised, the most common surprises reported in my field tests were the amount of ground cover present and that lots of trees “only” burned about halfway up, leaving the tops of the trees intact.

  • How many people included sense of smell? Hearing? Touch?

Note: On the Elementary Level Worksheet, these are specified. In the field test and for older students, I found it interesting to see how many included senses other than seeing in their predictions. 

  • Would you say that Beatrix Jiménez, Ian Bornarth, and Alex Jones are all scientists? Did you pay attention to their bios?

Note: Beatrix is a Land Stewardship Associate and previously worked as an environmental consultant. Ian is a professional photographer. Alex works as the University of California, Santa Cruz Campus Natural Reserve Manager, where he supports educational programs and research on preserved lands on the campus. Direct the discussion towards recognizing that all three of them behaved as scientists through their observations and analysis. You can make the statement that “You don’t have to have the job title ‘scientist’ to BE a scientist.” 

  • How were cycles of matter evident in the film?
  • While the negative effects of the fire are fairly obvious, what are the possible benefits of such fires?

For deeper learning: Assign smaller groups to discuss more complicated topics and then present back to the class. Possible discussion prompts:

  • Explain why there is very little genetic variation within a given redwood forest area. 
  • Model the water cycle in the redwood forest. 
  • Explain why the higher-up leaves appear soft and not crunchy or dried out. 
  • Identify cycles of matter in the film (oxygen, water, carbon, nitrogen). 
  • How did this film illustrate the redwoods as the climax community in the area?

For diverse learners: You might choose to use the Elementary Level Worksheet, as it specifies making one prediction each related to sight, sound, smell, and touch. It also has a simplified introductory text and a simplified reflection section. For further support, provide “observation starters” (like sentence starters) to aid in the completion of Part 2. Advanced learners might benefit from leading small discussion groups after viewing the film. 

Extension Activities: 

  • A Walk In the Woods was filmed two months after the fires were extinguished. Divide the class into groups and assign each group a timeframe (6 months, 1 year, 2 years, 3 years, 4 years, 5 years). First, each group should discuss and come to a consensus as to a prediction of the state of the forest at their time after the fires were extinguished. Next, they should conduct guided research to find out what the actual status was. Their predictions and researched answers could be presented verbally or with the support of a slideshow. If time permits, you can have students talk to the other groups to compare their predictions.
  • Ask your students to put themselves in the shoes of one of the three scientists in the film. Have them respond to the following prompt in your choice of format (presentation, essay, etc.): If you were able to visit the forest area periodically, what specific things would you observe/measure/track to ascertain the recovery level of the forest?

More Info:

  • Turning on the closed captions can help with focus and spelling issues.
  • Ensuring independent work on parts 1 and 3 will lead to more interesting discussions.
  • Preview the film before showing it to your classes so that you can choose your discussion and extension questions based on your particular goals, as well as to identify observations students should have noticed during the film that you want to highlight or emphasize. If you are NOT teaching an ecology unit, prepare your questions to be focused on science identity, methods of observation, etc. However, if you ARE teaching an ecology unit, then you may wish to spend more time focusing on content areas.
  • If time allows, consider having students watch the film once without writing down observations so they can “take it all in,” and then have them record their observations the second time through. This only adds 13 minutes to the lesson, but it may yield even better results.

What Worked Well:

My students were highly engaged while viewing the film. If anything, the 5th graders (more so than the 6th graders) needed a reminder to write down their observations because they were so focused on what they saw that some of them were forgetting to write. The sharing of things that surprised them led to animated discussions. Living far from the redwood forests, there were lots of things that my students found interesting and surprising, and this film feels like the next best thing to actually walking through a redwood forest.

  • Evaluation of predictions
  • Quality of written observations
  • Reflection paragraph
  • Group discussion input

What My Students Learned:

  • A key takeaway from this lesson is that students have an expanded viewpoint in terms of their role as a scientist. While not every student has a dream of being a researcher in a lab, this film helped them to better understand that there are lots of ways to be a scientist.
  • Vicariously walking in the woods with Beatrix, Ian, and Alex helped bring to life terminology and concepts we study in our ecology unit. It provided a great supplement to bring ecology terminology and concepts to life.
  • Viewing this film dispelled the misconception among students that all forest fires result in a totally barren pile of ashes.

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