The American chestnut tree was the predominant tree species in North American forests before the 20th century. As the tree grew rapidly and could attain huge sizes, it was often the outstanding visual feature in urban and rural landscapes. The trees were decimated by a fungus that was accidentally introduced to the U.S. in the early 1900s by imported plants.
Woodgrove High School students, working with the American Chestnut Foundation, took action recently to help restore the American chestnut. Environmental Science and Environmental Biology students planted nearly 400 chestnut tree seeds.
The students will document the trees’ growth and resistance to blight. To help support their scientific process, the students planted four varieties of chestnut: two varieties of American chestnut, Chinese chestnut, and a hybrid variety. The data collected by the students over the years will aid the American Chestnut Foundation’s goal of restoring the trees. The trees were planted on the Woodgrove campus as part of the school’s proposed Environmental Pathway.
Scott Fortney, a science teacher at Woodgrove, coordinated this project with the American Chestnut Foundation. He said this project will support students’ study of environmental science by providing them with hands-on lessons in ecology, the role of keystone species, and the impact of invasive species and diseases. In addition, the students will hone their understanding of the scientific method, independent and dependent variables, and randomization.
Chris Looney, a fellow Environmental Science teacher at Woodgrove, said that he hopes to be at Woodgrove for the next several years and looks forward to tracking the project. Plus, since he lives in the community, his children will also eventually attend Woodgrove. “It brings me joy to think that my children might be working on the project that we started this year,” he said.
Andrew Dean, a 10th-grade Environmental Biology student, said that the project helped him feel more connected to his community. “We have learned so much about our scientific history and we're applying it not only to real life but also to our local community.”
Madison Slade, an 11th-grade Environmental Science student said that she has never been more engaged with science. “Knowing I was progressing an effort to help with the planting applications made what I was learning feel important. The hands-on project made the learning process more gratifying.”