Who Speaks for the Trees?

Students read (or watch!) Dr. Seuss’ The Lorax and examine the importance Activity of the sustainable management of natural resources.

Levels Part A: Grades 2-8 OBJECTIVES ASSESSMENT OPPORTUNITIES Part B: Grades 6-8 I Students will discuss and analyze a fictional Variation: Grades 4-6 I Students’ discussion question answers can story related to natural resources. be used to assess students’ understanding of I Students will determine whether the main Subjects the environmental messages. ideas of the story build a case for the conserva - Science, Social Studies, I Ask students to create a graphic organizer tion and wise use of natural resources. Language Arts showing the main ideas presented.

Concepts I Our increasing knowledge of the Earth’s ecosystems influ - ences strategies used for for - est management and envi - ronmental stewardship. BACKGROUND I Increased public knowledge of the environment and of A quick look around the home or school the need for conservation of natural resources have reveals how many items are made from resulted in lifestyle changes wood and other forest resources. Trees in many cultures. are important to us whether they are used for products or left in their natural Skills environment where they provide oxygen, Discussing, Forming Concepts, Evaluating, Comparing and soil protection, beauty, and a habitat for Contrasting, Identifying Main plants and animals. Ideas Humans have always depended on trees Technology Connections for firewood, shelters, tools, paper, and many other needs. In many parts of the Graphic Organizer Software world, trees are removed from forested DOING THE ACTIVITY Materials areas without being adequately replanted. One copy of Dr. Seuss' The PART A— Dr. Seuss' Lorax (either the book or the Dr. Seuss’ The Lorax presents an opportu - The Lorax movie) nity to have a conversation about the Time Considerations inherent value of forests and importance 1. Read Dr. Seuss’ The Lorax aloud or watch Preparation: 15 minutes of sustainable management. Given the the movie. Activity: 50-minute period many threats to America’s private and public forests due to climate change, 2. Ask students to list what they think pests and pathogens, and land conver - the major ideas of the story are. sion, the story of Dr. Seuss’ The Lorax can start a dialogue about what is being 3. Have them think about and answer done in America to protect the health the following questions: and productivity of our forests now and I Why do you think the Once-ler did for the future. what he did? I What patterns of change in the environment did we observe? GETTING READY I What were environmental conditions like before the company started Obtain a copy of Dr. Seuss’ The Lorax to making “Thneeds”? What were they read aloud to your students, or consider like afterward? showing the movie. For the Variation I What was the author’s message in Part A, write each question on an concerning what one person can do index card. to save or destroy the environment?

Who Speaks for the Trees? © American Forest Foundation Copyright 2012, American Forest Foundation. The reprinting and distribution of this activity from Project Learning Tree's "PreK-8 Environmental Education Activity Guide" is intended for the Universal Pictures’ film release of Dr. Seuss’ The Lorax . Educators can receive the complete guide by attending a PLT workshop. Visit www.plt.org for more information on additional PLT environmental education curricula and upcoming workshops near you.

Variation I The Once-ler explains his actions by 2. After the sequels are finished, ask saying, “If I didn’t do it, someone else students to consider the following 1. Ask students to name things from would.” Is this a good excuse for questions: nature (natural resources) that they use doing what he did? I Does either the original Dr. Seuss to live. Examples include trees, water, air, I The Lorax says he speaks for the story or your sequel accurately minerals, and so on. Read Dr. Seuss’ The trees. What does this mean to you? portray industry? Lorax aloud or watch the movie. What is the Lorax’s attitude at the I Which version, the original or your end of the story? sequel, appears to best describe peo - 2. Divide the class into six groups. Give I What seems to be Dr. Seuss’ purpose ple’s attitudes in the region you live? each group a card with one of the sets in writing this fable? (A fable is a I What social and economic implica - of questions below written on it. Each fictional story that teaches a lesson.) tions will the actions suggested in group should discuss the questions, your sequel have for ensuring a quality write down the answers, and be pre - 3. After groups have had time for environment? For example, who will pared to share them with the group. discussion, have each group read their pay for the environmental protection? I How could the Once-ler have managed questions and answers to the class. I Who will pay for the damage to the his company to protect natural Students can agree, disagree, or add to environment if these actions prove resources and not run out of trees to the answers given by their classmates. unsuccessful? manufacture “Thneeds”? Is it neces - I Who will provide Thneeds if the sary to protect all trees “from axes that PART B—The Sequel Truffula Tree Company doesn’t? hack”? I What did the Once-ler mean by 1. Either alone or in small groups, have 3. Have students prepare a sequence for “UNLESS”? What responsibility does he students write and illustrate a sequel the key events in both Dr. Seuss' The Lorax seem to think “someone like you” to Dr. Seuss’ The Lorax . The sequel might and their sequel. Then, have students needs to take? What kinds of things explain how the Truffula tree made a draw a diagram or flow chart showing can we do today to ensure that trees comeback through replanting and proper the connections between characters in will be available for all different pur - care. The sequel could say what the new the story (Swomee-Swans, Bar-ba-loots, poses in the future? managers of the Truffula Tree Company Lorax) and the natural resources (Truffula I Compare the Once-ler’s attitude are going to do to maintain environmen - trees, clean air, clean water). Do any new toward the environment at the tal quality and at the same time make characters or natural resources emerge in beginning of the story with his Thneeds. the sequel? If so, how do they affect the attitude at the end. outcome of the original story?

Giono, Jean. The Man Who Planted Trees. McClure, Michael Robert. Acorn Alone. A.R.E. READING CONNECTIONS Chelsea Green Publishing Co. 1985. Jean Press. 1994. A story of dramatic effects of Giono’s beautiful allegorical tale is deforestation and how the Earth reclaims Carson, Rachel. A Sense of Wonder. Perennial legendary. Written in the 1950’s, its message and renews itself. Grades PreK-2. ISBN: Library. 1984. Filled with words and pictures was ahead of its time, inspiring readers to 0876043260. to help keep alive the sense of wonder and rediscover the harmonies of the countryside Van Allsburg, Chris. Just a Dream. Houghton delight in mysteries of earth, sea, and sky. and prevent its willful destruction. Grades Mifflin. 1990. When he has a dream about a Grades 6+. ISBN: 006757520X. 4+. ISBN: 1570625387. future Earth devastated by pollution, Walter Geisel, Theodor (Dr. Seuss). The Lorax . Random Leopold, Aldo. A Sand County Almanac. Oxford begins to understand the importance of House. 1971. In this classic story, the Once-ler University Press. 1989. A Sand County taking care of the environment. Grades 1-5. describes how his greedy actions destroyed Almanac combines some of the finest ISBN: 0395533082. a beautiful and thriving environment. nature writing since Thoreau with an Children will enjoy the colorful characters outspoken and highly ethical regard for and rhyming verse. Also available in America’s relationship to the land. Grades Spanish. Grades PreK-6. ISBN: 0394823370. 6+. ISBN: 019505928X.

Project Learning Tree • PreK–8 Activity Guide © American Forest Foundation We All Need Trees

Students are often surprised to learn how many different products we get from trees. Use Activity this activity to help your students learn just how much we depend on trees in our daily lives.

Levels source of products, have students find Part A: PreK-1 OBJECTIVES the following at school or home: Part B: Grades 2-6 I Two things derived from the gum of trees I Students will examine various products and (rubber products, chewing gum) Subjects determine which ones are made from trees. I Two things made directly from wood Science, Social Studies, Visual I Students will describe ways that trees are used (furniture, toothpicks, spools) to make products and ways that these prod - Arts, Language Arts I Two things made from tree resin ucts can be conserved. (violin rosin, soap, varnish) Concepts I Two things derived from fruits and I Humans use tools and tech - nuts of trees (cider, dyes, spices) nologies to adapt and alter ASSESSMENT OPPORTUNITIES I environments and resources Two things extracted from the leaves or bark of trees (astringent lotion, cork, honey) to meet their physical, social, I For Part A, have students sort pictures of I Two things derived from cellulose (rayon, and cultural needs. objects into three groups: wood, food, and I Natural beauty, as experi - paper. paper, cellophane, carpeting). enced in forests and other I To assess their understanding of trees as a habitats, enhances the quality of human life by providing artistic and spiritual inspira - tion, as well as recreational and intellectual opportunities. I All humans consume prod - Internet, make a slide show of them, and ucts and thereby affect the BACKGROUND give the students cards with names and availability of renewable and images that correspond to the slide nonrenewable natural Products are derived from all parts of a show. resources. tree. Wood is one of the most obvious. It Skills provides things such as lumber for hous - In different parts of the room, display a Identifying Attributes and es, furniture, doors, picture frames, large picture or actual product to repre - Components, Classifying and clocks, paintbrush handles, counters, cab - sent each of the three categories: wood Categorizing, Researching, inets, floors, spools for thread, etc. Evaluating products, food products, and paper prod - Cellulose is the major component of ucts. For example, a newspaper could wood (and most other plant fiber). Paper represent paper products, a musical is made from cellulose, and paper prod - instrument could represent wood prod - Realia/Hands-on Learning, Higher ucts include books, wrappers, cereal ucts, and an apple could represent food Order Thinking, Non-linguistic boxes, magazines, newspapers, food products. Representations labels, etc. Besides being used to make paper, cellulose is an ingredient in many Put up three sheets of chart paper other products. See “Would You Believe It with a label (paper, wood, food) Internet Resources, Graphic Comes from Trees?” on next page for a and/or drawing and/or picture to go Organizer Software, Presentation list of just some of the products that along with each category. Students can Software come from cellulose and other tree parts. attach their picture under the label once Materials it has been determined to be correct. See Getting Ready GETTING READY Display charts.

Time Considerations For Part B, collect as many of the follow - For Part A, cut out magazine pictures of Preparation: One hour ing items as you can: Part A: 50 minutes products made from trees. You’ll need at I Newspaper Part B: 50 minutes least one picture per student. You should I Toothpicks collect pictures that fit equally into the I Candy bar with almonds categories wood products, food products, I Scrap of lumber or plywood and paper products. I Tissue paper I Sponge (synthetic, not natural) If you cannot find old magazine pic - I Piece of rayon cloth or clothing tures, look for images on the I Baseball

We All Need Trees © American Forest Foundation Copyright 2012, American Forest Foundation. The reprinting and distribution of this activity from Project Learning Tree's "PreK-8 Environmental Education Activity Guide" is intended for the Universal Pictures’ film release of Dr. Seuss’ The Lorax . Educators can receive the complete guide by attending a PLT workshop. Visit www.plt.org for more information on additional PLT environmental education curricula and upcoming workshops near you.

Would You Believe It Comes from Trees?

Wood Products Cellulose Products Sap Products Fruit, Leaves, and Fuel – wood and charcoal Carpeting (Gums and Resins) Seed Products Lumber for building Cellophane Cosmetics Fruits (apples, mangoes, bananas) Furniture Rayon and other fabrics Paint thinner Nuts (pine nuts, cola nuts) Planks Thickening agent (in shampoo) Perfumes Spices (bay leaves, nutmeg, Packaging Suntan lotion Soap mace) Wood panel veneers Shatterproof glass Rubber products Dyes Particle board Cosmetics Sugar and syrup Cider Plywood Paper products such as Varnishes writing paper, maga - Waxes Note: Some of the prod - Bark Products zines, books, toilet paper, Chewing gum ucts listed aren’t always— Cork newspaper, wrapping Flavoring or exclusively—made Tannin (used for curing leather) paper, building paper, Printing ink from trees. Dye industrial paper, and Shoe polish Drugs and oils wallpaper Crayons Cinnamon Fiber board Cleaning fluids Imitation leather Electrical insulation Adhesives

I Wooden chopsticks or a wooden tree but might say that the other 5. Make sure the students understand mixing or salad spoon object comes from a store, house, clos - the kinds of products that each cate- I Bottle of vanilla (flavoring) et, etc.) If you have one, show students gory includes. Then give them time to I Book or magazine the “tree cookie,” and explain that it go and stand under the picture repre- I Cardboard box also comes from a tree. Have students senting the appropriate category. I Pack of chewing gum see and feel the texture of the wood. I Empty can of paint Can they identify similar texture and 6. Have each of the students name I Bottle cork grain in various wood products? Do their tree product. Ask if anybody can I Rubber gloves they recognize those products as com - think of other products that come I Apple or other piece of fruit ing from trees? from trees. Then refer to “Would You that comes from trees Believe It Comes from Trees?” to dis - I Plastic comb or brush 2. Ask the students if they know cuss some unusual tree products. Have I Piece of cellophane where paper comes from. Describe in students bring in some samples to I Wooden chair or other simple terms the process by which pass around. piece of furniture trees become paper.

I Empty and clean can PART B—Tree Treasures of paint thinner, turpentine, 3. Ask students if they can think of 1. Place the items you collected or mineral spirits. other things that come from trees. Ask whether they’ve used anything today around the room and label each one that comes from trees. with a number. For Part B, make enough copies of the student page for each group of four 4. Explain that paper, wood, and food 2. Divide the group into teams of four, students and cut sheet in sections. are three of the main kinds of products and tell them that team members will people get from trees. Hand out the work together to determine which of DOING THE ACTIVITY pictures you cut out earlier, one per the products are made from trees. All person. Explain that each picture team members must agree with the PART A—Tree-Tectives shows one of these three important team’s decision about each product types of tree products. Tell the students and must be able to explain why each 1. Hold up a small branch and a wood- to decide what type of tree product product is on their team’s list. en object. Ask where each of these they have: wood, food, or paper. comes from. (Students will most likely 3. Have the students in each team recognize the branch as coming from a number themselves from one to four.

Project Learning Tree • PreK–8 Activity Guide © American Forest Foundation Copyright 2012, American Forest Foundation. The reprinting and distribution of this activity from Project Learning Tree's "PreK-8 Environmental Education Activity Guide" is intended for the Universal Pictures’ film release of Dr. Seuss’ The Lorax . Educators can receive the complete guide by attending a PLT workshop. Visit www.plt.org for more information on additional PLT environmental education curricula and upcoming workshops near you.

5. Once teams have could also (1) recycle the product, (2) established their reuse the product, or (3) reduce its use. lists, give each team a set of the readings Enrichment on the student page. Each student should I Make a Treasure Tree read the article that Bring in a dead or pruned tree limb corresponds to his (with lots of branches), a used or her number and Christmas tree, or a small potted explain the contents tree. Have the students decorate the to their team mem - limb (propped up), Christmas tree, or bers. (For younger potted tree with pictures of tree students, you may products. They can draw their own read the articles pictures, cut pictures out of maga- aloud as a class.) zines, or use the pictures from the activity. They can also use actual Tell all the “1’s” that it’s their responsi- small tree products, such as pencils, bility to record the information that 6. The teams should then re-evaluate paper towel rolls, nuts, fruit, cello- everyone on their team agrees on and the list of products they came up with phane, etc., to decorate the tree. that they’ll have to report their in Step 4. Are there any products they group’s findings to the rest of the want to add to or delete from their list? I Find Out the Mystery Product Once again, remind them that every- class. Tell all the “2’s” that they must Cut out tree product pictures from one on their team must agree with the make sure that everyone in the group magazines and use clothespins to changes and should be able to explain has an opportunity to speak as the attach a picture to each student’s why each item is on their list. team tries to reach decisions. The “3’s” back. Tell students they must figure must make sure the group stays on out the product on their back by ask- 7. Have the teams share their lists with track and gets everything accom - ing each other questions. They can the rest of the group. Discuss the diver - plished in the time allowed. And the ask each person only two “yes” or sity of products we get from trees. “4’s” are the only people who may “no” questions. For example, “Is this Check the students’ understanding of leave the group to ask you questions. product used in our school?” For more the articles by asking them to explain advanced students, you can make this why they included certain products. 4. Have the teams move around the game more challenging by not allow- Students should realize by the end of room and examine the products. After ing these questions: “Is it made from the discussion that all the products they have decided if one item comes paper?” “Is it made from wood?” “Is it they looked at came from trees. from trees in some way, they should used for food?” record it on a list and move on to the next one. 8. Discuss how this new aware - ness of tree products might Do not let students open any affect students’ behavior. Talk about of the product containers. conservation practices where their families use a forest product but

explaining how trees are made into paper. provides the perfect answer. Grades K-6. READING CONNECTIONS Grades PreK-2. ISBN: 082250720X. ISBN: 1570911525. Mortensen, Lori. In the Trees, Honey Bees! Dawn Pluckrose, Henry. Trees . Children’s Press. 1994. Dorros, Arthur. A Tree is Growing. Scholastic. Publications. 2009. This book describes Tree shapes, types of leaves, how trees are 1997. Tells about the structure of trees and amazing insects that are also critically fed, why they are green, what animals they how they grow, as well as their uses. Grades important to humans. Simple verse engages house, and the bounty trees produce are all K-3. ISBN: 0590453009. the young child, while sidebars with captured in the text and photographs. Leavell, Chuck and Nicholas Cravotta. The Tree fascinating information satisfy the older Grades K-2. ISBN: 0516401211. Farmer . VSP Books. 2005. A proud audience. Grades PreK-3. ISBN: 1584691158. Silverstein, Shel. The Giving Tree. HarperCollins . grandfather takes his grandson on a Neuschwander, Cindy Wayne Geehan. Sir 1964. A moving parable about the gift of magical journey through his tree farm Cumference and the First Round Table. giving and the capacity to love, told where they discover the majesty of the Charlesbridge Publishing. 1998. When his throughout the life of a boy who grows to forest and the many benefits of trees. knights get together, they sit at such a long manhood and a tree that selflessly gives Grades K-5. ISBN: 1893622169. table that everyone has to shout to be him her bounty through the years. Grades Marshall, Pam. From Tree to Paper. Sundance. heard. Can Sir Cumference and Lady Di of PreK-2. ISBN: 0060256656. 2002. An exciting photo-essay book Ameter measure up to the challenge of building a better table? The fallen tree

We All Need Trees © American Forest Foundation Student Page Tree Readings 1. Look around you and chances are you’ll see a lot of 2. All land plants contain things made out of wood. People use wood to build houses a compound called cellu- and other buildings; to construct doors, floors, fences, and lose, which provides them furniture; and to make many other products including with rigidity and support. bowls, boats, paddles, crates, baskets, and baseball bats. It’s the number-one com - ponent in wood. People To make wood products, people first harvest trees and use cellulose from wood process them into lumber. After the trees have been cut to make a variety of prod - down, the branches are removed and they are cut into ucts besides paper. For logs. Then, the logs are loaded onto trucks and transported example, cellulose can be to a sawmill. The first machine at the sawmill strips off the mixed with certain chemi - bark. The logs are then measured and then cut into lum- cals and squeezed into ber. Depending on how the wood will be used (whether for fibers that are used to buildings, furniture, baseball bats, etc.), the trees will be make carpets, wigs, and cut in different ways. fabrics such as rayon for clothes and furniture. What products a tree is used for depends on the type of Cellulose is also used as a key ingredient in cellophane, tree it is. For example, hardwood trees such as oak and sausage casings, explosives, shatterproof glass, sponges, maple are often used for flooring and high quality furni - shampoo thickeners, imitation leather, and many other ture, while softwood (coniferous) trees are usually used for products. Processed with certain chemicals, cellulose may papermaking, lower quality furniture, houses, and crates. also be used to produce molded plastics for eyeglass Plants contain a compound called cellulose to give them frames, hairbrush handles, steering wheels, and so on. rigidity and support. Cellulose is the main component in wood and is also used to make paper.

3. It would be hard, if not impossible, to find a part of a 4. Paper was made by hand for nearly 17 centuries following tree that people do not use in some way. The bark of many its invention in China about 100 A.D. In Asia, plant fibers trees, for example, is used for many different products. were beaten into a pulp, suspended in water, and formed Most bottle corks are made from the bark of cork oak trees, into sheets by draining the fibers through a screen. As which grow in Europe and Africa near the Mediterranean knowledge of papermaking moved westward, paper makers Sea. The spongy bark of these trees is made into bulletin began to use rags rather than plant fibers to furnish pulp. boards, the inner cores of baseballs, and many other prod - ucts. Quinine, the drug used to cure and prevent malaria, Papermaking spread to Europe through the Middle East, comes from Peruvian bark and had been used by Native reaching Spain from North Africa by about 1200. From Americans long before the Europeans arrived. Some tree Spain, the craft eventually was brought to the North and bark has an abundance of a chemical called tannin. People South America. The Spanish established a European-style use tannin to process leather. paper mill in Mexico in about 1580.

Some trees produce saps called gums and resins that are Paper mills use cellulose from three sources: recycled used to make paint thinner, chewing gum, medicines, and paper, wood chips and sawdust leftover from making lum - many other products. For hundreds of years, South ber, and raw logs. When raw logs arrive at the mill, American Indians have extracted the sap or latex from the machines strip the bark off and chop the trees into chips. rubber tree to make products such as rubber-soled shoes Then the chips (and other sources of cellulose) are and containers. They processed it by heating the rubber “cooked” with chemicals until the mixture becomes a thick and mixing it with sulfur to improve its strength. Maple pulp. Next, the pulp is “washed.” During the washing trees produce a sap that people turn into maple syrup. stage, dirt and other impurities are filtered out, producing clean pulp and, leftover waste and solids called sludge Trees provide people with fruits and nuts such as apples, water. The sludge is separated from the water and either coconut, pecans, lemons, and olives, and spices such as all - landfilled, burned, or applied to the land as fertilizer. The spice and nutmeg. Tree leaves, trunks, and other parts also wash water goes into a waste water treatment system. The provide ingredients for paints, road building materials, clean pulp then goes through a series of machines where medicines, artificial vanilla, adhesives, inks, and hundreds the fibers get mashed apart so that the pulp will form of other products. smooth sheets when dried.

Project Learning Tree • PreK–8 Activity Guide We All Need Trees © American Forest Foundation Three Cheers for Trees

It’s easy to take for granted both trees and the many benefits they provide. In this Activity activity, students picture how their community would be different without trees and think about how much trees add to people’s lives.

Levels Grades 1-4 OBJECTIVE ASSESSMENT OPPORTUNITY

Subjects I Students will describe the benefits of trees in I Have students create a “Three Cheers for Trees” Science, Social Studies, Visual their community. bulletin board showing the benefits of trees. Arts Have them develop a list of the benefits that trees provide, and then draw or cut out pic - Concepts tures that depict these benefits (products, I Resource management tech - shade, wildlife, beauty, fresh air, and so on). nologies interact and influ - With your guidance, allow students to design ence environmental quality; and arrange the bulletin board. the acquisition, extraction and transportation of natural resources; all life forms; and each other. I While technological residence by 8 to 12 percent. Trees also advances decrease the inci - BACKGROUND enhance property values, offering anoth - dence of disease and death, er economic benefit to residential prop - the ever-increasing world Most people plant trees to provide fruit, population is placing heavy erty owners. demands on the finite beauty, or shade. But the benefits of trees – resources of the Earth. especially in urban settings – go far beyond (For more information, see the those things. Trees provide social, environ - Background of Activity 6, “Plant a Tree.”) Skills mental, and economic benefits as well. Discussing, Evaluating, Comparing and Contrasting, DOING THE ACTIVITY Identifying Attributes and Social benefits. Trees enhance the quality Components of life for residents of a community. They provide privacy, emphasize views, or 1. Write the following list where every - screen out unpleasant sights. They one can see it: reduce glare and reflection. They provide I playground Digital/Video Cameras, Graphics the urban landscape with natural ele - I school grounds Software ments and wildlife habitats. I city street Materials I neighborhood Activity: drawing paper, Environmental Benefits. Trees provide I park crayons or markers environmental benefits by moderating I zoo Variation: 8" x 10" (20 cm x 25 temperatures and improving water and I highway cm) white paper, 8" x 10" (20 I picnic area cm x 25 cm) overhead trans - air quality. Tree leaves absorb and deflect parencies, pencils, colored the sun’s radiant energy, reducing the I backyard markers for drawing on trans - “heat island” effect of buildings and I farm parencies paved areas in city centers. Trees also Time Considerations intercept rain and hail, reducing the 2. Have each person or team choose and Preparation: 20 minutes amount of water that falls onto the draw one of the areas on the list. Explain Activity: 50 minutes ground below. Leaves absorb carbon that students can draw the area any way dioxide from the air, and in the process they like, with one exception: They must also absorb other air pollutants – such as leave trees out of the picture. (You might ozone, carbon monoxide, and sulfur diox - work on one big mural with each team ide – and give off oxygen. drawing a different section.)

Economic Benefits. Some trees provide 3. When students have finished their wood, fruit, and nuts. Beyond these obvi - drawings, have them draw the same ous economic benefits, trees also reduce scene again, but this time using as many energy costs. A 25-foot tree may reduce trees as they wish. the heating and cooling costs of a typical

4. Display the drawings (or murals) 6. Afterward, they can continue draw- I Many communities have programs where everyone can see them. Ask stu- ing on the transparency. Maybe the to promote urban tree planting. Find dents in which environment they would added trees, plants, or flowers repre- out whether this is happening in your rather spend their time, and if trees have sent the way students would like to community and how students can get anything to do with their preferences. see the scene some day. involved. Contact the local parks, natu - ral resources, extension service, or 5. Discuss the benefits of trees in pub- Enrichment environmental services department. lic places. Have the students brain - I Have students use a digital cam - storm a list of benefits. For example, I As a service-learning project, plan a era to take a picture of a place trees not only look nice; they also pro - planting event (trees, bushes, plants, they visit. Help them load the image vide shade, protection from wind, and flowers) for your school, group, or com - into a graphics program and, using a habitat for wildlife. Trees help to munity. Use this opportunity to publi - the eraser tool, erase all the trees. improve the quality of air and to cize all the benefits that trees and They can then compare and contrast reduce noise. plants provide for us. (See Activity 6, the two images as they write about “Plant a Tree.”) Variation the importance of trees. 1. Give each student or team an 8.5" x 11" (215 mm x 279 mm) piece of paper and an 8.5" x 11" (215 mm x 279 mm) blank overhead transparency.

2. On the piece of paper have students draw a familiar scene (their house or building, street, school, playground, downtown) without its trees, bushes, grass, flowers, or plants of any kind.

3. Have students place the transparency over the picture and tape it to one edge.

4. On the transparency, have them use colored markers to draw any trees, bushes, and plants that they remem- ber being in the scene.

5. When they’ve finished, they can flip up the transparency and compare the pictures with and without trees and plants.

Morrison, Gordon. Oak Tree . Walter Lorraine person’s actions can truly make a difference. READING CONNECTIONS Books. 2005. Describes the impact of the Grades K-4 ISBN: 0374399182. changing seasons on an old oak tree and Ryder, Joanne. The Goodbye Walk. Lodestar Gackenbach, Dick. Mighty Tree. Harcourt. 1992. the life that surrounds it. Grades 1-4. Books. 1993. At the end of the summer, a child Three seeds grow into three beautiful trees, ISBN: 0618609180. revisits the special places she has enjoyed on each of which serves a different function in Nivola, Claire A. Planting the Trees of Kenya: The her vacation. Grades K-3. ISBN: 0525674055. nature and for people. Grades K-3. ISBN: Story of Wangari Maathai. Farrar, Straus and Undry, Janice May. A Tree is Nice. Harper Trophy. 0785784209. Giroux. 2008. Nobel Peace Prize winner 1987. Trees are beautiful. If you have a tree, Lauber, Patricia. Be A Friend To Trees. Wangari Maathai learned that Kenya’s you can climb up its trunk, roll in its leaves, HarperCollins. 1994. Discusses the farming practices were threatening the or hang a swing from one of its limbs. Birds importance of trees as sources of food, well-being of her fellow citizens. To combat can make nests in the branches. Grades oxygen, and other things essential in life. the situation, Wangari encouraged women PreK-2. ISBN: 0064431479. Grades K-4. ISBN: 0064451208. to begin planting trees. Learn how one

Three Cheers for Trees © American Forest Foundation Forest for the Trees

In this activity, students will role-play managing a Tree Farm. By using a piece of land as Activity a Tree Farm, they will begin to understand the economic factors that influence management decisions for private forest lands.

Levels Possible answers: Activity: Grades 4-8 OBJECTIVE 1. (C) A young forest seeded naturally, or planted. Variation: Grades 6-8 2. (A) Several trees are removed for firewood. I Students will understand how forest resources 5. (B) With harvesting of mature trees for lumber Subjects are managed to provide products and other after 40 years, a few mature seed trees are left benefits. Science, Math, Social Studies for regeneration. 6. (F) When seed trees are harvested for lumber, Concepts young seedlings are growing. ASSESSMENT OPPORTUNITIES 3. (E) With initial thinning after 15 years, removed Conservation and manage - trees are used for firewood or paper. ment technologies, when I Pass out copies of the Forest Stand puzzle on 4. (D) With pulpwood thinning after 20 years, appropriately applied to the the second student page. Tell students to num - removed trees are used for paper. use of preservation of natural ber Boxes A to F in a logical sequence. On the resources, can enhance and back of the page, have them describe the extend the usefulness of the sequence of events and say what actions were I Have students use graphic organizer soft - resources as well as the quali - taken in each box. ware to create a concept map of the situa - ty of the environment. tions and processes they simulated in the activity. Skills Identifying Main Ideas, Analyzing, Solving Problems, Synthesizing and Creating

Technology Connections Graphic Organizer Software BACKGROUND Privately owned forests are managed for many objectives. Many private forests, Materials The United States has 749 million acres most of them family owned, choose to Three pieces of cardboard and (303 million ha) of forestland that make grow trees for wood products such as string to make three signs to paper and lumber. Like other forests, go around the students’ necks up about one-third of the total land base. Canada has 1,032 million acres or 418 mil - family owned forests not only produce Time Considerations lion ha of forestland. To be classified as timber and other forest commodities, but Preparation: 30 minutes forestland, an area must be at least 1 acre also provide homes for wildlife, produce Activity: 50 minutes (.4 ha) and contain about 10 percent tree oxygen, reduce soil erosion, help protect cover. About 504 million acres (204 mil - water quality, and offer recreation areas. lion ha), or two-thirds, of U.S. forestlands Although family forest owners often are also classified as commercial timber - have different goals for managing their land (forests capable of growing mer - lands, most have one thing in common: chantable crops of trees). Canada has 244 they want to manage their forests in an million acres (99 million ha) classified as aesthetically pleasing and ecologically commercial. U.S. com - sound way, while growing trees for forest mercial timberlands products. One organization, the are owned by three American Tree Farm System® (ATFS), sectors of society: works with family forest owners family owned forests through its network make up 58 percent; of foresters and other natural while public agencies resource professionals to help (federal, state, them better under - county) own stand how to sustain - 29 percent; ably manage their and forest forest land. Since industries own 1941, ATFS has offered 13 percent. family forest owners education and infor -

Forest for the Trees © American Forest Foundation Copyright 2012, American Forest Foundation. The reprinting and distribution of this activity from Project Learning Tree's "PreK-8 Environmental Education Activity Guide" is intended for the Universal Pictures’ film release of Dr. Seuss’ The Lorax . Educators can receive the complete guide by attending a PLT workshop. Visit www.plt.org for more information on additional PLT environmental education curricula and upcoming workshops near you. mation to help them enhance their est ecosystem, often family owned, that 5. Tell the remaining students that forest lands. They also certify family can provide many valuable benefits, they have now grown for another 10 forests as being sustainably managed. including wood, recreation, clean water, years. Have them stand with their arms These certified forests are known as and habitat for wildlife. outstretched and ask them what they Tree Farms. To be certified, landowners think you should do now. Explain that must demonstrate that they are man - 2. Explain to students that in this sce - the trees need thinning again and this aging their forests for all its values: nario they are going to be a family time you will harvest roughly half or wood, water, wildlife, and recreation. owned forest. Explain that you want to every other pine or poplar “tree” for manage this forest to be a productive paper. This thinning will enable the Silviculture is the art and practice of Tree Farm, so you call ATFS or the State remaining “trees” to continue growing managing and regenerating a forest Forest Service for advice. For this sce - at the maximum rate. All “trees” that to best meet the objectives of the nario they recommend planting pine are cut down will join the others owner. Family forest owners apply sil - trees (for southern states) or hybrid already behind the PAPER sign. Explain vicultural techniques to maintain and poplars (for northern states). that pulp from the trees will be used to enhance their forestland. In doing so, (Recommendations of trees to plant in make books, boxes, tissues, and other they can influence forest composition, these regions may vary for different paper products. structure, and growth. Through vari - scenarios or management objectives.) ous techniques that include harvest - They also help you to develop a long- 6. After growing another 15 years, the ing (cutting and thinning ), planting, range management plan for your land. remaining “trees” will be as big as they and vegetation control (herbicide use will probably get. Have them stand and prescribed burning ), a forest 3. Based on the ATFS and Forest Service with their arms outstretched overhead. owner can manipulate the variety and recommendations, randomly place stu - Ask students what they think you age of tree species within a forest, the dents within a defined area to start the should do at this point. Explain that if density of trees, the arrangement of simulation. After each is in place, tell all the trees are left as they are, they different layers or stories of vegeta - students to crouch down low because may be attacked by insects, infected by tion, and lighting and shading. Even they are now tree seedlings. Many of disease, or destroyed by wildfire. If any before a forest matures, owners must them have seeded naturally, but some of these things happen, the “trees” will consider how the next forest will be have been planted. Tell the “trees” that lose most, if not all, of their value as regenerated and managed. The man - they have now been growing for 15 timber. Therefore, you have decided to agement techniques a forest owner years. They should now kneel and have harvest most of the remaining “trees” applies to his or her land not only their arms outstretched. Tell them that for lumber. Place the LUMBER sign on affect the present forest but also influ - they need to be thinned so they can one student and begin to remove most ence its future characteristics. continue to grow quickly. If they are of the remaining “trees.” When the not thinned, they may become crowd - “trees” have been removed, explain For more specific information on silvi - ed and compete for food, water, and that you will replant the land with sev - cultural systems of management, refer sunlight. Such competition may stunt eral trees for every one that you to the first student page. their growth and make them more sus - removed in the final harvest. Leaving ceptible to insects and disease. some mature seed trees standing will allow for natural regeneration. GETTING READY 4. Next, ask students which trees should be harvested. Explain that for 7. For a second simulation, place all of Find a comfortable seating area indoors this thinning, you will remove those the “trees” in a defined area, as in the or outdoors where you can arrange stu - “trees” that are overcrowding others beginning of the activity, and ask them dents in rows. You’ll divide your group and causing too much competition for what natural events could drastically into about five rows of roughly equal water, sunlight, and soil. Some of these change the forest. (Wildfire, insect numbers. Prepare three signs that read “trees” will be used for firewood and infestation, or plant disease could kill FIREWOOD, PAPER, and LUMBER, which some for making paper. Place a FIRE - many trees and plants and could great - will go around students’ necks. WOOD sign around one student’s neck ly affect the ecosystem.) Discuss stu - and have him or her stand to one side dents’ answers. Pretend you are a wild - where the others can see. Have another fire roaring through the forest and DOING THE ACTIVITY tree (student) that has been harvested destroying many of the “trees” (all stu - wear a PAPER sign. You should remove dents sit down). Discuss the results: 1. Ask students for the definition of a Tree approximately every other “tree” dur- Wildlife is homeless; soil is charred; Farm. Using the background information, ing this initial thinning operation. You streams are choked with sediment and explain that a Tree Farm, as certified by can designate these “trees” as firewood ash; valuable timber is lost. Explain the American Tree Farm System®, is a for - or paper and then have them stand that although you, the landowner, are behind the respective students. Project Learning Tree • PreK–8 Activity Guide © American Forest Foundation Copyright 2012, American Forest Foundation. The reprinting and distribution of this activity from Project Learning Tree's "PreK-8 Environmental Education Activity Guide" is intended for the Universal Pictures’ film release of Dr. Seuss’ The Lorax . Educators can receive the complete guide by attending a PLT workshop. Visit www.plt.org for more information on additional PLT environmental education curricula and upcoming workshops near you. very upset, fire is a natural and some- down “trees” to make room for the con - 3. Give teams about 20 minutes to times vital part of the forest lifecycle struction of businesses, schools, and plan a strategy for managing a forest (some tree species actually need fire to roads until all “trees” are gone. Ask the in which the other students are the regenerate naturally from seed). The students, “Would you like to live in this trees. They can choose one of the silvi - forest will return through natural community?” Point out the many bene - cultural systems described on the stu - regeneration and planting. fits that trees provide for a devel- dent page, can use a combination of opment like this. (Beauty, shade, recre- systems, or can make up their own sys - 8. For the final simulation, replant the ation, clean air, and homes for ani- tem. They must be prepared to explain forest or allow for natural regeneration mals.) Discuss how the landowner each action they take. so that all “trees” are standing back in could have developed this housing their places. Tell the students that you community with the assistance of 4. Allow time for each team to lead have decided to retire and move away. foresters so that many of these bene- the entire group through a simulation Before you leave, you must sell the fits could have remained. of its strategy. land. You sell to someone who isn’t interested in forest management. This Variation— person has decided to develop the Silvicultural property for housing without consult - Simulation ing forest managers. 1. Divide students into forest 9. First, the new landowner puts in a management teams of three or road so prospective homebuyers can four. Give each team a copy of see the lots. Remove a portion of the the student page “Forest “trees” where the road will go, and put Silvicultural Systems.” them aside to be burned. (This is often what happens.) Next, remove some 2. Review this information with “trees” next to the road so homes can students to make sure they be built. (Again, put them in a brush understand the forestry terms. pile to be burned.) Continue cutting

Johnson, Sylvia. Apple Trees. Lerner. 1983. Shetterly, Susan Hand. Shelterwood . Tilbury READING CONNECTIONS Discusses the growth and cultivation of House Publishers. 1999. This story takes the apple trees and the development, reader on a journey through the woods as Drake, Jane. Forestry . Kids Can Press. 2002. harvesting, and storage of apples. an environmentally conscious forester Where do the wood products that we use Grades 3-6. ISBN: 0822514796. passes on his knowledge to his everyday come from? Take an informational Jordan, Sandra. Christmas Tree Farm . Orchard granddaughter, showing her how he tour of the harvesting and replanting of Books. 1993 Describes the activities that take protects forest biodiversity by selectively trees and the equipment and manpower it place on a Christmas tree farm in Rhode cutting trees. Grades 3-7. ISBN: 0884482111. takes to provide these products for us. Island throughout each season of the year. Waldron, Kathleen Cook and Ann Walsh. Grades 3-5. ISBN: 1553374231. Grades K-3. ISBN: 0785798978. Forestry A-Z . Orca Book Publishers. 2008. An Heinrich, Bernd. The Trees in My Forest . Pringle, Laurence. Fire in the Forest: A Cycle of A to Z format answers numerous questions HarperCollins Publishers. 1997. The author Growth and Renewal . Simon and Schuster. about the history of modern forestry, from takes the readers on an eye-opening journey 1995. Depicts, in text and illustrations, the how plywood is made and what the workers through the hidden life of a three hundred stages of fire and regrowth in a Western do at camp to how the industry has acre forest. Each of the 24 essays explores a lodgepole pine forest over a period of three changed over the years. Grades 3-6. ISBN: different aspect of the relationships among hundred years. Also discusses the fire cycle 1551435047. plants, animals, and people of the forest. and the role of fire in forest ecology. Grades 7+. ISBN: 0060174463. Grades 2-6. ISBN: 068980394X.

Forest for the Trees © American Forest Foundation Student Page Forest Silvicultural Systems Silviculture is the art and sci - ence of managing and regen - erating forests to control their composition, structure, and growth. Forests are frequently managed in smaller units called stands. A stand is a group of trees similar enough in species composition, condi - tion, and age distribution to be considered a unit. Stands may be even-aged (trees are of relatively the same age) or uneven-aged.

A forest manager can choose among several systems of sil - viculture to harvest and grow new trees within a forest stand. These include the clearcutting, seed-tree, shel - terwood, and single tree and shelterwood trees and allow regeneration to develop group selection systems. as an even-aged stand.

In the clear-cutting system , most trees in a stand are The single-tree selection system differs from the other harvested at once, with the expectation that a new, systems by creating and maintaining an uneven-aged even-aged stand becomes established. The clear-cut stand. Foresters examine a stand and judge each tree system works well for establishing trees that grow best on its individual merit. Trees are harvested as they in full sunlight. The new stand is most commonly mature. Seedlings or sprouts grow in the spaces creat - developed by planting seedlings. In other cases, a clear- ed. Periodic thinning and harvesting results in a stand cut area is regenerated by seeds from nearby stands, that contains trees of many ages and sizes. Because from seeds stored in the forest floor, or from stump or relatively few trees are harvested at any one time, and root sprouts of cut trees. because the forest floor is generally shaded, this sys - tem favors species that thrive in low light. The seed-tree system requires leaving a few good seed- producing trees on each stand when the mature stand The group selection system requires harvest of small is harvested. These trees provide the seeds needed to groups rather than individual trees. The openings cre- regenerate a new, even-aged stand. The seed trees are ated resemble miniature clear-cuts, or gaps, with the sometimes harvested after a crop of new, young trees major difference being that the resulting regeneration has become established. occupies too small an area to be considered an even- aged stand. As in the single-tree system, both thinning The shelterwood system involves a series of partial and harvest cuttings are done at the same time. The cuttings over a period of years in the mature stand. new trees that grow in these small openings are Early cuttings improve the vigor and seed production regarded as parts of a larger stand containing trees of of remaining trees and prepare the site for new many ages. In either singletree or group selection sys - seedlings. The remaining trees produce seeds and tems, frequent harvests are needed to maintain a bal - shelter young seedlings. Later, cuttings will harvest ance of tree ages, classes, and sizes.

Project Learning Tree • PreK–8 Activity Guide Forest for the Trees © American Forest Foundation Student Page Forest Stand Puzzle

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Forest for the Trees Project Learning Tree • PreK–8 Activity Guide © American Forest Foundation 400-Acre Wood

In this activity, students will play the role of managers of a 400-acre (162 hectare) Activity piece of public forest. Through this role, students will begin to understand the complex considerations that influence management decisions about forest lands.

Levels Grades 7-8 OBJECTIVES ASSESSMENT OPPORTUNITY

Subjects I Students will experience the analysis and deci- I Have student teams present their plan for 400- Science, Math, Social Studies sion-making involved in managing forest land. Acre Woods to a Community Council (made up I Students will understand that any land-use of students). Give each team five minutes to Concepts decision has a number of consequences for explain why their plan should be accepted by I Resource management and people, wildlife, and plants. the council. After all teams have presented their technological systems help plans, give the council members time to choose societies to meet, within lim - the plan they believe is best. Use team presen - its, the needs of a growing tations to assess how well students understand human population. the pros and cons of their proposals. I Conservation technology enables humans to maintain and extend the productivity of vital resources. I Natural beauty, as experi - enced in forests and other Forest managers must consider the eco - habitats, enhances the qual - BACKGROUND nomic effects of their decisions about ity of human life by provid - forest lands. But they must also consider ing artistic and spiritual Public and private forests cover nearly one- inspiration, as well as recre - the forest’s intangible elements such as ational and intellectual third of our nation’s land. More than just recreation, water, soil, and wildlife val - opportunities. trees, forests are made up of a wide variety of ues, even though those items are harder species that interact to create a thriving to evaluate. One way to consider the Skills ecosystem. They provide habitats for many value of a forest for recreational use Identifying Main Ideas, species of plants and animals as well as vital Analyzing, Solving Problems would be to compare costs and benefits, resources for people. People use forests in for example, the cost of developing a many ways such as harvesting timber, campground versus the income from camping, hiking, hunting, and fishing. fees charged. Another way is to calculate Spreadsheet/Database Software Forests also provide clean water by anchor - the number and type of visitors a specific ing the soil and preventing soil erosion. attraction or activity will bring to the for - Materials est in a year. Copies of student pages; a The Multiple Use and Sustained Yield Act yellow marker; chart paper; of 1960 requires that national forests be colored markers; calculators One way to determine the value of (optional); masking tape; managed “in a manner to provide the wildlife is to measure its contribution to transparencies and overhead maximum benefit for the general pub - the forest’s economic value. Calculate this projector (optional) lic.” Multiple use management of public value by finding out the species of Time Considerations lands means forest managers must con - wildlife that live in the forest and if those Preparation: 60 minutes sider values for fish and wildlife, soil, animals consist of game (hunted) species Activity: Two to three 50- water, timber, and recreation. Private like deer, turkey, or quail. minute periods forests are often managed for Then determine the those same values. income generated from hunters In our society, many public pol - through licenses, icy and legislative decisions guns, equipment, are made in terms of lodging, and travel. costs, benefits, and envi - ronmental impacts.

400-Acre Wood © American Forest Foundation Copyright 2012, American Forest Foundation. The reprinting and distribution of this activity from Project Learning Tree's "PreK-8 Environmental Education Activity Guide" is intended for the Universal Pictures’ film release of Dr. Seuss’ The Lorax . Educators can receive the complete guide by attending a PLT workshop. Visit www.plt.org for more information on additional PLT environmental education curricula and upcoming workshops near you.

Wildlife’s economic value might include other uses that generate income such as wildlife photography and bird watching.

Another way to determine the impor - tance of wildlife is to realize that it has intrinsic value, regardless of its eco - nomic value. With this approach, man - agers view the forest as a complex ecosystem in which every part of the system is important to every other part. If managers maintain each component of the ecosystem, the result will be healthy and assorted wildlife and plant communities, or biodiversity. To figure out how a specific action or non - action might impact biodiversity, forest managers look at the impact of an action on several wildlife species with different habitat needs.

One impact of human development can be fragmentation . Fragmentation best use (or uses) of 400-Acre Wood, is the process of dividing large, contin - DOING THE ACTIVITY which has been donated to the com - uous ecosystems and habitats into munity. Each team will develop a land smaller, isolated parcels. When 1. Introduce the activity by explaining management plan that will serve the humans develop a piece of land for that students will look at several com- best interests of the entire ecosystem. homes, roads, businesses, agriculture, plex issues that face forest managers. Make sure students understand that parking lots, and other developments, Help students brainstorm a list of activ - their team can use the entire 400 they change the biological community. ities that take place on forest land. List acres (162 ha) for one use, or can divide As the size of a habitat becomes small - their ideas on the board. Include uses it up for multiple uses. For example, er and smaller, more and more animal like hiking, fishing, hunting, reading, they may devote 200 acres (81 ha) to and plant species are affected. taking pictures, camping, rock climbing, wilderness and hiking, 80 acres (32 ha) Sometimes, the decline of a certain skiing, snowmobiling, logging, grazing, to a campground, and 120 acres (49 species can serve as an early indicator or mining. Ask the class to look at the ha) for harvesting timber or hunting. that a whole community or ecosystem list and decide if any activities would is changing. conflict with each other if done on the 4. Before students begin, ask these same piece of land. questions: I Which forest uses in “If You Were the GETTING READY 2. Discuss these questions: Boss” are compatible with other I Which activities would cost the most uses? (for example, building a camp - Make copies of the student pages. to provide on forest land? ground and hiking trail next to each Using a light-colored marker, draw a I Which would bring the most visitors? other) 20" x 20" (50.8 cm x 50.8 cm) grid map I Which would have the greatest I Which might be incompatible with of 400-Acre Wood on a piece of chart impact on the forest ecosystem? On each other? (hunting near a camp - paper for each team of four or five stu - the wildlife there? Would this effect ground) dents. (Teams can also make their be permanent or temporary? I What could you learn by figuring own.) The grid should have 400 1" x 1" I Which would cause fragmentation? out the costs, revenues, trees, (2.5 cm x 2.5 cm) squares, each repre - I Which would provide for society’s wildlife populations, and number of senting 1 acre (0.4047 hectare). On most critical needs? visitors for each management plan? another piece of chart paper, make an (how the plan affects different forest identical, but larger, grid to use in 3. Have students read the “If You Were values) group discussion. If you have an over- the Boss” student pages. Divide the I Are owls, wood rats, and salaman- head projector, you may want to pre - group into teams of four or five, and ders the only wildlife in the forest? pare a transparency of the grid. explain that each team will decide the (no) What could you learn about the

forest ecosystem by analyzing the 8. Use the large grid map to lead a I What will be the long-term effects populations of these three species? group discussion of different plans. of each plan? How will costs or rev - (By looking at three animals with Ask these questions: enue change in the next year? Will different habitat requirements, you I Which plan enables the most people the numbers of trees, wildlife, or vis - get an idea of the general health of to enjoy the forest? What is the itors change? the forest ecosystem.) monetary cost in attracting the most visitors? Are there any other costs 5. Give each team a map (grid) of the besides money? Enrichment 400-Acre Wood. Also give each team a I Which plan does the most to pre- I Repeat the activity and have each copy of the “What’s the Score?” student serve the forest in its original state? team extend its management plan pages. Each team should discuss various What are the costs of this plan? into the next year, and calculate the strategies for managing the forest. When I Which plan has the most impact on effect on money, trees, wildlife, and the team arrives at a consensus on how wildlife and fragmentation? Why visitors for the second year. the land should be managed, direct should we care if one animal species members to use “What’s the Score?” for a leaves the forest? I Contact the local Forest Service cost and benefit analysis of their plan. I Which plan seems to provide the office or forestry agency, and invite a They should discuss what impact their best balance of money, forest manager to talk to your class plan would have in terms of visitors, trees, wildlife, and visitors? about how his or her organiza - wildlife, trees, and cost and revenue. I How do you think your tion makes land-use decisions. plan should be paid for? If Encourage students to ask questions See the PLT website, www.plt.org, your plan made a profit, based on what they learned in the for information about obtaining a what should happen activity. For example, how do spreadsheet or database to use in con - with the money? forest managers weigh the junction with the “What’s the Score?” I Which do you think is effects of an action on trees, student pages. most important: hav - people, and animals in a ing the most trees, forested area? 6. When the teams have completed the most wildlife, or their management plans, they should the most visitors? use crayons or colored markers to illus- What makes you trate their plans on the grids. Remind think so? them to include a key showing what I Which do you think different colors and symbols mean. is most important —an activity’s cost or revenue, 7. Ask teams to present their plans to or the activity’s effects on trees, the entire group, making clear how wildlife, and visitors? Give an they decided on their plans. Have example. them also report the findings of their I Which items are on-going costs or “What’s the Score?” student pages. revenues? Which are one-time costs Post the maps around the room. or revenues?

ranging from soil and water to forests, of the land, the beauty of the models, and READING CONNECTIONS wildlife, and marine resources. Includes new insights into nature. Grades 6+. ISBN: suggested activities and discussion of 0674003446. Bryan, Nichol. Los Alamos Wildfires. Gareth occupations in the field. Grades 6+. Heinrich, Bernd. The Trees in My Forest . Stevens. 2003. Describes the events ISBN: 0827367163. HarperCollins Publishers. 1997. The author surrounding the wildfire that raged in New Foster, David R. and John F. O’Keefe. New takes the readers on an eye-opening journey Mexico in 2000, and the resulting debate England Forests Through Time: Insights from through the hidden life of a three hundred over the policy of prescribed burning, or the Harvard Forest Dioramas . Harvard acre forest. Each of the 24 essays explores a purposely setting fires as a means of forest University Press. 2000. The historical and different aspect of the relationships among management. Grades 4+. ISBN: 0836855078. environmental lessons of New England’s plants, animals, and people of the forest. Camp, William G. and Thomas B. Daugherty. landscape are told through the world- Grades 7+. ISBN: 0060174463. Managing Our Natural Resources. Delmar renowned dioramas in Harvard's Fisher Learning. 1995. Examines the nature, history, Museum. This first book based on the and management of natural resources dioramas conveys the phenomenal history

400-Acre Wood © American Forest Foundation Student Page If You Were the Boss

Because the forest currently has no roads or trails, few people use or visit it.

You and your team will make a map of 400-Acre Wood and develop a management plan for it. You may decide to do one thing with the entire forest. Or you may want to divide the forest and do different things in different areas. You goal is to find what you think is the best balance between visitor enjoyment, trees, wildlife, and money.

Below are the different forest uses you can include in your plan. The “What’s the Score?” student page will help you evaluate your plan’s total effect on visitors, trees, wildlife, and money. Wilderness Preserve The purpose of a wilderness preserve is to allow wildlife and plants to exist without humans interfer - ing. Typically a wilderness preserve has no roads, grad - ed trails, or campsites. Wilderness preserve areas will have the following effects.

Visitors: About 5 people per acre per year will visit the A magnificent forest, 400-Acre Wood, has just been preserve. donated to your community. You and your team have Trees: The number of trees per acre will remain the the job of deciding what to do with this forest. same. Wildlife: The numbers of owls, wood rats, and salaman - As you might have guessed, 400-Acre Wood is 400 ders per acre will remain the same. acres (162 hectares) in size. An acre is an area of land Money: It will cost money to manage the preserve, and equal to a square that is 208.7 feet on each side, and each visitor will pay an entrance fee. 400 acres is a little less than 1 square mile. (A hectare [ha] is 10,000 square meters and is equal to about 2.47 Trails acres. To convert acres to hectares, multiply by 0.4047). Graded trails allow different types of visitors to enjoy a forest area, including walkers, cyclists, families with 400-Acre Wood is made up of pine forest, with about 150 strollers, and wheelchair users. Trails areas will have mature pine trees per acre. In addition, it contains lots of the following effects. wildlife such as owls, deer, bear, woodpeckers, turkey, Visitors: About 25 visitors per acre per year will quails, wood rats, fish, and woodland salamanders. use the trails. Trees: Some trees must be cut to Wildlife biologists use something called management build a trail. indicator species (MIS) to evaluate the impact of peo - Wildlife: The increase in visitors will disturb the ple’s actions on the environment. For 400-Acre Wood, wildlife. Owls will leave areas with trails (they sleep the indicator species are barred owls, wood rats, and during the day when people are about), and trails are woodland salamanders. Wildlife biologists estimate dangerous for woodland salamanders as they migrate that 400-Acre Wood currently has two barred owls per to pools of water during breeding season. There will be 100 acres (40 ha) of forest, and one wood rat and 25 no affect on the wood rat population. woodland salamanders per acre (0.40 ha). That means Money: It costs money to build and maintain trails. a total of 8 barred owls, 400 wood rats, and 10,000 Trees removed to make the trail can be sold. Each visi - salamanders currently live in 400-Acre Wood. tor will pay an entrance fee.

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Project Learning Tree • PreK–8 Activity Guide 400-Acre Wood © American Forest Foundation Student Page If You Were the Boss (continued) Campground A campground allows visitors to enjoy a forest area overnight or over the weekend. It typically has a number of campsites, plus picnic tables, fire pits, parking spaces, and bathrooms. A camp - ground also needs to have a road winding through it. A campground has about 4 sites per acre. Campground areas will have the following effects. Visitors: About 12.5 campers per site per year will come to the campground, or 50 campers per acre per year. Trees: Trees need to be removed to build the road and the camp - sites. Wildlife: A campground and campers will cause all three indicator species—owls, wood rats, and salamanders—to disappear from the area. Trees: Trees will need to be removed to create the lake. Money: It costs money to build and maintain the road, Wildlife: Creating the lake will cause all three indicator to clear and level the campsites, and to build and species—owls, wood rats, and salamanders—to disap - maintain the restrooms. It also costs money to manage pear from the fishing area. the campground. Trees removed for the road and Money: It will cost money to build the dam to create campsites can be sold. Campers pay a camping fee. the lake. It will also cost money for management. Trees removed for the lake can be sold. Anglers will pay a Hunting fishing fee. Some forest areas are managed to encourage game animals (deer, turkey, and quail) for hunters. These Timber Harvest areas require a road for visitors. Hunting areas will Some forest areas are set aside for timber harvesting, have the following effects. which means cutting trees to sell the logs. Using a sus - Visitors: About 1 hunter per acre per year will visit. tainable yield approach, only a portion of the trees are Trees: Trees will need to be removed to build the road. removed at any given time. This minimizes the effect Wildlife: With regulations to keep game populations on wildlife, while producing as many logs as possible constant, there should be no effect on the three indica - over the long-term. For pine trees, which take 35 years tor species—owls, wood rats, and salamanders. to reach maturity, one-fifth of the trees are cut every 7 Money: It will cost money to build and maintain the years. Timber harvest areas will have the following road. It will also cost money for management. Trees effects. removed for the road can be sold. Hunters will pay a Visitors: About 5 people per acre per year will visit. hunting fee. Trees: Trees will be removed to build the road, plus one-fifth of remaining mature trees will be removed. Fishing Wildlife: The timber harvest will have a minimal To encourage fish for anglers, a lake can be created by impact on the three indicator species. damming the forest stream. Fishing areas will have the Money: It will cost money to build and maintain the following effects. road and for management. The harvested trees can be Visitors: About 2 anglers per acre per year will visit. sold. Visitors will pay a fee.

400-Acre Wood Project Learning Tree • PreK–8 Activity Guide © American Forest Foundation Student Page What’s the Score? Step 1. Determine how many acres you plan for each land use . The total should be 400 acres.

(_____ acres Wilderness) + (_____ acres Trails) + (_____ acres Campground) + (_____ acres Hunting) + (_____ acres Fishing) + (_____ acres Timber Harvest) = _____ Total Acres

Step 2. Calculate how many visitors per year this plan will attract to your community.

(_____ acres Wilderness x 5 visitors/acre) + (_____ acres Trails x 25 visitors/acre) + (_____ acres Campground x 50 campers/acre) + (_____ acres Hunting x 1 hunters/acre) + (_____ acres Fishing x 2 anglers/acre) + (_____ acres Timber Harvest x 5 visitors/acre) = _____ Total Visitors per Year

Step 3. Calculate how this plan will affect the wildlife management indicator species. Compare the totals you get to the original population of 8 owls, 400 wood rats, and 10,000 salamanders.

Owls: (_____ acres Wilderness) + (_____ acres Hunting) + (_____ acres Timber Harvest) = _____acres that will support owls x 0.02 owls/acre = _____ Total Owls (Note: Round down to the nearest whole owl.)

Wood Rats: (_____ acres Wilderness) + (_____ acres Trails) + (_____ acres Hunting) + (_____ acres Timber Harvest) = _____ acres that will support wood rats x 1 wood rat/acre = _____ Total Wood Rats

Salamanders: (_____ acres Wilderness) + (_____ acres Hunting) + (_____ acres Timber Harvest) = _____ acres that will support salamanders x 25 salamanders/acre = _____Total Salamanders

Step 4. Calculate how many miles of trail or road are needed for your plan.

(_____ acres Trails) ÷ 6 acres/mile = ______Total Miles of Trail (_____ acres Campground x 250 ft/acre) ÷ 5,280 ft/mile = _____ miles of road for Campground (_____ acres Hunting x 100 ft/acre) ÷ 5280 ft/mile = _____ miles of road for Hunting (_____ acres Timber Harvest x 100ft/acre) ÷ 5280 ft/mile = ______miles of road for Timber Harvest

Step 5. Calculate how many mature trees remain based on your plan.

(_____ miles of Trail x 0.36 acres/mile) x 150 trees/acre = ______(_____ miles Campground road x 1.45 acres/mile) x 150 trees/acre = ______(_____ miles Hunting road x 1.45 acres/mile) x 150 trees/acre = ______(_____ acres of Fishing) x 150 trees/acre = ______(_____ miles Timber Harvest road x 1.45 acres/mile) x 150 trees/acre = ______(_____ acres Timber Harvest x 1/35 harvested) x 150 trees/acre = ______Total trees removed ______

60,000 mature trees in 400-Acre Wood – trees removed = trees remaining ______

(continued on next page)

Project Learning Tree • PreK–8 Activity Guide 400-Acre Wood © American Forest Foundation Student Page What’s the Score? (continued) Step 6. Calculate the revenue and costs associated with your plan, and determine the net profit or loss.

Revenue Fees (per year) _____ Wilderness visitors x $2 fee per visitor = $______Trails visitors x $2 fee per visitor = $______Campground campers x $20 fee per site ÷ 2 campers per site = $______hunters x $5 fee per hunter = $______anglers x $2.50 fee per angler = $______Timber Harvest visitors x $2 fee per visitor = $______

Sale of Trees _____ trees removed for Trails x $50 per tree = $______trees removed for Campground road x $50 per tree = $______trees removed for Hunting road x $50 per tree = $______trees removed for Fishing x $50 per tree = $______trees removed for Timber Harvest x $50 per tree = $______

Total Revenue $ ______

Costs Management Costs (per year) _____ acres Wilderness x $2.50 per acre = $______acres Trails x $50 per acre = $______acres Campground x $200 per acre = $______acres Hunting x $5 per acre = $______acres Fishing x $2.50 per acre = $______acres Timber Harvest x $5 per acre = $______

Construction Costs _____ miles of Trail x $100 per mile = $______miles Campground road x $600 per mile = $______acres Campground x 4 sites per acre x $1000 per site = $______miles Hunting road x $600 per mile = $______acres Fishing x $3000 per acre = $______miles Timber Harvest road x $600 per mile = $______

Total Costs $ ______Profit or Loss

(Total Revue $______) – (Total Costs $______) = $______Net

If the Net amount is positive, it is a profit; if is it negative, it is a loss.

Never underestimate the power of a tree! Besides giving us an amazing array of paper Activity and wood products, trees provide a host of other benefits – from shading our backyards to assisting in the maintenance of the global climate. Students can express their appreciation of trees by planning and carrying out their own tree-planting project. 6

Levels Grades 1-8 OBJECTIVES ASSESSMENT OPPORTUNITY

Subjects I Students will identify ways that urban trees I Have your students put together an informa - Science, Social Studies enrich our lives. tion booklet that other groups could use to I Students will determine how people care for plan, execute, and publicize a community tree- Concepts urban trees and identify areas in the commu- planting project. Teams of students can work I Organisms are interdepend - nity that would benefit from having more on different sections of the booklet such as the ent: they all depend on non - trees. benefits of tree planting, selecting a site in living components of the I Students will organize and execute a class tree- your community, getting permission and Earth. planting project in a local area. advice for planting on a site, finding volunteer I Altering the environment help and funding, determining what species to affects all life forms-includ - plant, planting and caring for the trees, and ing humans-and the interre - arranging for publicity. Students can include lationships that link them. photos, diagrams, drawings, and videos. I Resource management tech - nologies interact and influ - ence environmental quality; we plant and care for trees, alone or the acquisition, extraction BACKGROUND together, we begin to build an internal and transportation of natural place of peace, beauty, safety, joy, simplici - resources; all life forms; and Trees are invaluable assets to our com - each other. ty, caring, and satisfaction. The results munities. They give us flowers, fall colors, encourage us to take on larger challenges. Skills and lovely scents. They provide homes for After a while, we discover that we’ve Researching, Defining birds, squirrels, butterflies, and other established a richer inner and outer world Problems, Formulating wildlife. Their branches create beautiful Questions, Making Decisions, for ourselves, our families, our neighbor - Evaluating shapes that soften the urban landscape hoods, our cities, and our world.” and even hold tree houses. They shade and cool our streets and buildings and insulate home from cold winds. They con - GETTING READY Internet Resources, Digital/Video tribute to a community’s sense of place. Cameras, Presentation Software Find out which agencies or organizations Trees, particularly those planted in urban are responsible for tree planting and Materials or residential areas: maintenance in your community. Parks Paper and pencils, copies of I departments, urban forestry depart - “Plant a Tree” student page Help settle out, trap, and hold small Optional: Billy B Sings About particles (dust, ash, smoke) that can ments, and independent garden clubs Trees CD damage lungs are possibilities. Students can write to I Absorb sulfur dioxide and other pollu - those agencies or organizations for tree- Time Considerations planting information. Preparation: 60 minutes tants Activity: Two to five 50-minute I Store carbon, helping to reduce atmos - periods pheric carbon dioxide DOING THE ACTIVITY I Hold soil with roots, preventing erosion I Provide homes and food for birds and 1. Ask students to name some areas in other animals the community (such as along city streets I Serve as a windbreak, keeping build- and in other public areas, including the ings warmer school grounds) where trees have been I Provide shade, keeping buildings cooler planted. Then have them work in small I Muffle traffic noise groups to list the benefits trees provide to I Provide beauty and enjoyment people and wildlife in those areas. By planting a tree, students can con - 2. Use the groups’ lists to develop a class tribute positively to their neighborhood list, and add any other benefits you can and community. As the founder of think of (see Background). Have everyone TreePeople in Los Angeles writes, “When make a copy of the list.

3. Tell the students that planting trees criteria exist, you may want to sug - mendations on the student page, and is a great way to do something good gest to students that they consider get directions from the nursery on for the community – and for the plan - many different factors before decid - how to plant and care for the particu- et as a whole. Have them work in small ing on which trees to plant. For lar species of tree. groups over the next week or so to example, depending on where identify areas in the community (or on they’ll be planting, they may want to The students can take digital pictures the school grounds) that would be consider native species and species before and after planting the tree. improved by the presence of one or that are resistant to air pollution, Using presentation software they can more trees. Remind students to refer drought, and so forth. keep a scrapbook of the tree over time. to their lists of tree benefits as they I What are some hardships that consider different planting sites. If urban trees face? What is the aver - Enrichment you’re working with younger students, age life span of a city tree? I Students could arrange for a special take them on a walk around the school I How can citizens become involved in tree-planting ceremony, possibly in to locate an area or areas that would planting and maintaining trees on conjunction with a special occasion be improved by adding a tree. public property? such as Earth Day or Arbor Day. 4. After the students have identified Help students use this information to Students should plan the event and possible sites, have a group discussion compose a letter to the appropriate send out news releases to publicize about the feasibility of each site. Have people, agencies, or organizations for it, including the benefits of planting students decide which site (or sites) permission to plant. trees. should be the focus for their tree-plant- I Have students make a map of the ing campaign. With proper supervision, 6. After the students have received planting site using graph paper. The teams can work on different sites. permission to plant, help them detail plans for their tree-planting project. map should show the site as it is 5. If you’re working with older stu- For instance, they may decide to raise now and the area the tree canopy dents, ask them whom they think they money to buy trees from a local nurs - will cover when the tree reaches should contact to get permission to ery, or they might ask people to maturity. Have students use garden plant in the area(s) they’ve chosen. donate trees. You may contact local books or on-line resources to deter - Help them learn about tree planting in foresters or nurseries to get help with mine the mature size of the tree. your community, finding answers to planning and carrying out the plant - Students calculate and compare the questions such as: ing. areas of the two canopies. I How much money is spent annually I Use selected music (“My Roots Run on tree care in the community? How Students can do Internet research Deep” and “These Trees”) from the many trees are planted, and where? to find out what kind of tree to Billy B Sings About Trees CD to I Which species are most often chosen plant and the specific requirements for planting? for that tree. enhance the concepts covered in this activity. I Do any criteria exist for selecting the species that will be planted? If so, 7. Have students plant trees and take what are they? Whether or not such care of them. See the planting recom-

Locker, Thomas. Sky Tree: Seeing Science more. Includes 19 information sections on READING CONNECTIONS Through Art. HarperCollins. 1995. A tree the different parts of a tree and their stands on a hill by a river. As the sky functions, 23 practical projects that help you Aliki. Story of Johnny Appleseed. Prentice-Hall. changes, so does the tree, its branches filling discover the life-cycle of a tree, and more 1963. Retells the wandering of John with clouds, stars, snow, birds, mists, and the than 250 illustrations, photos, and Chapman whose devotion to planting apple golden spring sun. One tree can mean many explanatory artwork. Grades 3-6. trees made him a legendary figure in things. Grades K-4. ISBN: 0064437507. ISBN: 1842150944. American history. Also available in Spanish. Manson, Christopher. The Tree in the Wood: An Winter, Jeanette. Wangari’s Trees of Peace: A Grades K-3. ISBN: 0671667467. Old Nursery Song. North-South Books. 1993. True Story from Africa. Ho ughton Mifflin Giono, Jean. The Man Who Planted Trees. A cumulative folk song that traces a tree Harcourt. 2008. This book depicts Wangari Chelsea Green Publishing Co. 1985. Jean back to the acorn planted by a boy whose Maathai’s inspirational story in brief words Giono’s beautiful allegorical tale is bed was feathered by a bird nesting in a and colorful images. It offers a welcome legendary. Written in the 1950’s, its message similar tree. Grades K-3. ISBN: 1558581928. introduction to Wangari’s awe-inspiring was ahead of its time, inspiring readers to Mellett, Peter. Trees: Fantastic Facts. Anness work and to the subject of activism in rediscover the harmonies of the countryside Publishing, Ltd. 2000. Reveals for young general. Grades K-4. ISBN: 0152065458. and prevent its willful destruction. Grades readers the secret life of trees – what really 4+. ISBN: 1570625387. goes on inside the trunk, how leaves make food, when trees first grew on the earth, and

Choose Your Site Carefully. If you’re planting a sapling… Look up, around, and down. The tree you Dig a hole twice as wide and as plant today could eventually reach 40 deep as the rootball. Build a to 100 feet (12 to 30 meters) in height, mound of soil, and place the sapling on top depending on the tree type. Give your of the mound so that it is two inches (five tree plenty of room – its roots will grow cm) above the hole’s bottom. If the roots wide and deep. are wrapped, remove the burlap. Fill the hole with dirt, tamping it down with Plant it well away from buildings and your foot and wetting it with water as power lines, so that it won’t do any dam - you fill the hole. age, or need harmful pruning later in its life. Plant the tree where its roots will not If you’re planting a seedling… grow into sewers and pipelines, or under drive - Dig a hole a little deeper than the ways and sidewalks. roots’ length. Fill the hole around the seedling with dirt. Then gently pull the Look at the tree. Make sure it’s suited to the trunk of the seedling up slightly to environment you are planting it in, so that straighten the roots. it has the best chance of surviving.

Give Special Care During the Early, Take Care Before and During Planting. Developmental Years. Keep the tree cool and shaded, and keep its A tree is most vulnerable during the first roots moist until planting. During plant - years of its life. Protect it from pests and ing, try not to handle the tree’s roots. animals. Water it as appropriate for the Tamp the dirt firmly, but don’t pack it too tree type. Add a 3- to 4-inch (8 to 10 cm) tightly or the roots won’t be able to either layer of mulch around the base of the tree reach out for water and nutrients, or anchor to help keep the soil moist and improve soil the tree. Soak the soil around the tree with aeration (mulch should not touch trunk). water to encourage deep rooting. Then sit back and enjoy! If cared for prop - erly, each tree you plant will grow and flourish, providing you and all of us with benefits and beauty for generations.