Educator Guide | Conservation Heritage Project

“I have been a governor every now and then, but I am a all the time.” — Gifford Pinchot

Young Gifford Pinchot created the U.S. Service as a Born in 1865 to James and Mary new agency, with Pinchot still at the Pinchot, Gifford spent most of his helm. childhood in and Pinchot’s family endowed the Yale . Family trips to the School of in 1900 to create a Adirondack Mountains immersed two-year program for training young Gifford in wild and , and Gifford founded the nature, which had a deep and lasting Society of American Foresters to impact on him. His parents provide a professional association for encouraged and fostered his natural the foresters he would hire into his love of the outdoors, and guided him new agency. to become trained in forestry. Gifford promoted the “conservation Gifford’s grandfather had made of natural resources” with an money in the early 1800s by logging emphasis on sustainability. His policy property he bought and selling some was summarized as “the greatest of the cleared land for farming. As good for the greatest number in the Gifford grew up seeing the continued long run.” While President Roosevelt loss of forests and urbanization was in office, 150 million more acres occurring around him, Gifford’s father were added to the national forest wanted to reverse history and heal reserves, and Pinchot infused his the cut-over land he’d inherited from vision of “wise use” into national his father in Milford, Pennsylvania. As forest management policy to balance a result, Gifford’s parents instilled in conservation with economic benefit similar political interests, influence him a conservation ethic of restoring of the forests. Unfortunately, and energy, they were married two the land, in addition to a Gifford’s tenure as US Forest chief years later. Cornelia became a responsibility of giving back to ended in 1910 over differences with powerful partner with Gifford, society through public service. President Taft. campaigning tirelessly for improving the welfare of humankind by Early Training championing women’s rights, pushing Following his graduation from Yale for child labor reform, and supporting University, Gifford spent a year in her husband’s political races. Europe learning about sustainable forestry, then returned home eager Return to Pennsylvania to put his training into practice. With In 1920, Gifford became no forestry jobs yet in America, he Pennsylvania’s Commissioner of created a consulting business and Forestry and increased the number of was hired by George Vanderbilt to foresters and firefighters in the manage the cut-over lands forests. He ran for governor in 1922 surrounding his estate, Biltmore, in and won, with an aim to expand the North Carolina. He soon became state forest reserves and hire men to involved in the newly-formed replant and reforest the landscape of National Forest Commission, helping northern Pennsylvania. to identify lands for the federal His interest was to also help government to acquire for a national improve the lives of women and forest reserve. others being neglected by political leaders, and to help solve social Creation of the U.S. Forest Service problems of the day. In 1898, President William McKinley One major accomplishment in appointed 33-year-old Gifford to which he demonstrated his problem- head up the (then) Division of solving abilities was bringing together Forestry in the U.S. Department of In 1912, Gifford met Cornelia Bryce, a coal mine labor leaders and mine Agriculture. In 1901 the division was well-to-do social activist who was operators to diffuse tremendous bumped up to become a bureau, then campaigning for anger on both sides and find a in 1905 President Theodore Roosevelt and the Progressive Party. With resolution to coal mine strikes.

Gifford Pinchot | July 2016 1 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project

Putting People to Work During the Grey Towers Great Depression After a required term off, Gifford Pinchot was elected for a second time as Governor of Pennsylvania in 1930 as the st ate and n ation were faced with the tremendous unemployment resulting from the Great Depression. Gifford’s landmark road building and paving program not only put thousands of people to work, it helped connect rural farm communities to markets for their goods and services. He also instituted a massive tree- planting program, hiring men to restore the cut-over timber areas of the state. This experimental program became President Franklin Roosevelt’s model for the f ederal Civilian Conservation Corps.

When Gifford was 21, his parents Gifford and Cornelia’s son, Dr. completed the construction of a Gifford Bryce Pinchot, donated the fieldstone mansion in the style of a building and grounds to the U.S. French chateau on family property Forest Service in the 1960s. overlooking the town of Milford, Designated as a National Historic Pennsylvania along the Delaware Landmark in 1963, this public facility River. Known as Grey Towers, it later stands as a reminder of Pinchot’s became the summer home and ethics of public service and doing the permanent residence of Gifford and greatest good for the greatest Cornelia. number in the long run. Cornelia worked to improve and modernize the mansion to be better Visiting Grey Towers: School suited for entertaining guests, and Groups added a number of interesting features and gardens around it. The U.S. Forest Service at Grey Grey Towers became a place of Towers offers a variety of inspiration for Gifford and others curriculum-based conservation who were influential players in the education programs for students in conservation and progressive grades 2-12. The programs are movements of the early 1900s. The designed to increase students’ surrounding property was also used awareness, appreciation and as a training ground for students in understanding of natural resource ’s early forestry conservation and to foster a sense of program. individual responsibility for land stewardship. Each program is tailored to be grade appropriate. Programs are offered free of charge.

Grey Towers National Historic Site P.O. Box 188 Milford, PA 18337 (570) 296-9630 [email protected] fs.usda.gov/main/greytowers

Gifford Pinchot | July 2016 2 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project Gifford Pinchot FAST FACTS

BORN 1865 to James and Mary AGE 26 | 1892 George Pinchot Vanderbilt hires Gifford to manage the cut-over lands on AGE 23 | 1889 Graduates his estate, Biltmore in North Carolina. from Yale University and since there are no forestry schools in the U.S., spends AGE 33 | 1898 President a year in Europe learning McKinley appoints Gifford to about sustainable forestry. lead federal Division of Forestry.

AGE 35 | 1900 Gifford’s family endows the Yale School of Forestry to create a two-year program for training foresters and Gifford founds the professional Society of American Foresters. AGE 49 | 1914 Gifford marries AGE 40 | 1905 President Roosevelt well-to-do social activist creates U.S. Forest Service with Cornelia Bryce, who becomes Gifford at the helm. Gifford a powerful partner for promotes the “conservation of improving the welfare of natural resources” with an humankind by championing emphasis on sustainability, known women’s rights, pushing for AGE 45 | 1910 President as “the greatest good for the child labor reform, and Taft dismisses Gifford greatest number in the long run.” supporting Gifford’s political as chief of the Forest 150 million acres are added to the career. Service. national forest reserves, and forest management policy balances conservation with economic benefit. AGE 55 | 1920 Gifford becomes head of Pennsylvania’s state forestry program and increases the number of foresters and AGE 66 | 1931 Starts second firefighters in the forests. AGE 81 | 1946 Gifford term as governor in the dies in New York of midst of the Depression. leukemia. Acknowledged as the “father” of Road building and paving AGE 58 | 1923 Elected American forestry and program puts people to governor of Pennsylvania largely responsible for work and connects farm AGE 62 | 1926 with a goal to expand popularizing the term communities. He institutes Barred from state forest reserves and “conservation” and for it massive tree-planting succeeding himself hire men to replant and becoming widely known program, hiring men to as governor at the reforest the landscape and supported. He restore the cut-over timber time, runs for of northern Senate, but loses. asserted its definition as areas of the state – Pennsylvania. Finds a “the greatest good for the becomes the model for successful resolution to greatest number in the President Roosevelt’s coal mine strikes. long run.” federal Civilian Conservation Corps.

Gifford Pinchot | July 2016 3 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project Gifford Pinchot GUIDING QUESTIONS These questions and answers are for drinking, irrigation and forested area in Pennsylvania. The designed to aid discussion of two of hydropower, as well as those who Bureau of Forestry started the the main ideas presented in the film, favored a complete hands-off process of updating its State Forest Gifford Pinchot’s Conservation approach. Resource Management Plan in 2015; a Legacy. Gifford expanded on a phrase wealth of information about • Greatest good for the greatest popularized by English Pennsylvania’s state forests and number in the long run philosopher , "the management concerns can be found • Importance of forests and forest greatest good for the greatest here: bit.ly/1Wfq3i6. management number" by adding, “in the long run.” This meant using trained Which of Pinchot's Pennsylvania Open ended questions to begin professionals, guided by science, to legacies can we still see and enjoy discussion: make choices that best serve the today? What is the difference between most people over time. The When Gifford started his second term preservation and conservation (wise philosophy included using nature for as governor, the country was in the and sustainable use of the resource)? the benefit of people. Gifford depths of the Great Depression. In Why is it important to conserve? empathized with those "who do not Pennsylvania, 30 percent – 1.5 million How can you conserve? (not just like to see a tree cut down", but people – had no jobs at all. Gifford related to forests but other ways to noted, "you cannot practice forestry worked with the legislature to set up help the environment) without it." Gifford promoted this and fund a state relief board, and What do you conserve on a daily philosophy as the conservation of two of his first projects became the basis? How can you increase your natural resources, meaning that forerunner of the national Civilian conservation? forests are not consumed faster than Conservation Corps (CCC): a Highway What decisions do we make today in they can be replaced and that Administration program that set up our personal lives and in society that sufficient quantities are maintained six work camps to house some of the are not in line with Pinchot's for future generations. 25,000 unemployed men put to work "greatest good" idea? This philosophy as it relates to on roads; and a Department of forestry morphed into different Forests and Waters (now DCNR) Greatest good for the greatest labels over the years – conservation, project that hired 1,100 men to cut multiple use – but is now known as 10,000 cords of free firewood for number in the long run “sustainable forestry.” needy families, in addition to other (3 questions) forestry projects. There was a What is sustainable forestry today? widespread need for restoration of “…where conflicting interests must Sustainable forestry means caring for lands devastated by poor logging be reconciled, the question will and managing forests for ALL the practices and a cadre of trained always be decided from the things we value from them – trees, foresters available to help, thanks to standpoint of the greatest good of wood, wood products, clean water, Gifford’s earlier tenure as head of the greatest number in the long run.” wildlife, scenic landscapes, soils, Pennsylvania’s state forest program. -Gifford Pinchot, Chief Forester, 1905 smaller plants, as well as a place to The state was well positioned to live, recreate or make a living. It also start the CCC program immediately, What is the "Greatest Good" ensures that future generations will employing 190,000 young men. philosophy? have forests to meet their needs and The CCC planted trees, controlled As first head of the U.S. Forest values. It’s an enormously complex erosion, built cabins and pavilions, Service, Gifford needed to create a process, constantly changing by and restored guiding philosophy for agency advances in science and management historic sites. decisions. Many people saw the techniques, as well as the ecosystem Many of the unregulated destruction of our itself. well-loved nation's forests as an enormous A good place to learn about rustic stone waste and believed it was immoral to sustainable forestry in Pennsylvania and timber convert them into vast personal and all of the decisions involved in it structures we see in our state parks fortunes. The Forest Service faced a is through the Department of and forests are thanks to the CCC. multitude of conflicting interests on Conservation and Natural Resources’ You can find a listing of the work the land they managed: cattle (DCNR) Bureau of Forestry. DCNR completed by the CCC in ranchers, shepherds, miners, loggers, manages 2.2 million acres of state Pennsylvania’s parks and forests homesteaders, developers of water forest land, or 13 percent of the here: bit.ly/1Lh3dWT.

Gifford Pinchot | July 2016 4 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project

Importance of forests and forest What are some of the benefits of effective forest management in management Pennsylvania? (3 questions) Economic: jobs (60,000 jobs), timber value ($16 billion+ added to our Why are forests so important to economy), cost savings (heating with Pennsylvania? wood expanding – renewable and When King Charles II of England cheaper than fossil fuels), reduction granted a New World colony to in water treatment costs (natural William Penn, he named it recharge of aquifers and protection Pennsylvania – Penn in honor of of surface water), other economic William’s father and sylvania from generators (recreation and collection the Latin word for woods… Penns and cultivation of native plants such Woods. The vastness of as ginseng, goldenseal, cohosh, and Pennsylvania's original forests – mushrooms). What are some of the challenges approximately 29 million acres that Social and human health: outdoor facing Pennsylvania’s forests covered 90 percent of Pennsylvania – recreation and education (hunting, now and in the future? awed early European settlers. But it fishing, wildlife watching, hiking, and • lack of forest regeneration after didn’t take long for wholesale more), health and well-being timber harvesting or other forms of exploitation of the forest and its (contributing to mental and physical disturbance, due in part to high resources to happen, primarily well-being), better quality of life populations of white-tailed deer through unscrupulous clearcutting (beautiful landscapes, wildlife (bit.ly/1pkN5tI) for lumber and charcoal-making to habitat, energy savings by cooling • outbreaks of exotic pests, such as fuel iron furnaces. By the beginning summer days and diverting winter hemlock wooly adelgid of the 1900s, the unfragmented winds). (bit.ly/1QKiSx7), emerald ash borer forest was gone except for small, Environmental: water quality and (bit.ly/1MchbEl) and gypsy moth isolated pockets of trees. Repeated quantity (forested watersheds filter (bit.ly/21mVXe4), and a host of forest fires and soil erosion inhibited water and recharge aquifers, collect native defoliators the forests from recovering. Due to and slow stormwater, reduce flood • invasive plants the resilience of nature and threats), resilience (to insects, • climate change farsighted efforts of early pathogens, diseases), wildlife habitat • wildfire, particularly in the conservationists such as Gifford (diverse common, rare, and wildland/urban interface Pinchot, Pennsylvania's forests threatened plant and animal species, • private forest landowners, who rebounded. healthy, cool streams for species like control most of Pennsylvania’s Forests now cover nearly two- trout), carbon storage and pollution forests, but don’t often seek thirds of Pennsylvania, more than 17 reduction (sequester carbon and services of resource management million acres, one of the largest ameliorate effects of climate change, professionals tracts of eastern deciduous forest in reduce air and water pollution). • fragmentation of privately owned the entire country. Our forests are See more detail here (bit.ly/1UlJHKu). forests home to dozens of rare plants and • impact from unchecked endangered species and support a development Share your projects and ideas! $19 billion a year wood-products • demand for timber and other wood industry that employs more than #LiveLikeGifford products is greater than ever 58,000 people. They protect more #PAConservationHeroes before than 25,000 miles of high quality • industrial use of the forest, such as streams. And they provide gas drilling and other practices recreational opportunities for • recreational use is at an all-time millions of people each year. high.

Source: PA Bureau of Forestry, dcnr.state.pa.us/forestry

Gifford Pinchot | July 2016 5 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project Gifford Pinchot ACTIVITIES Greatest Good PA Forests and Forest Management The Additional activities: foresthistory.org

The Society offers programs with activities that link our forest heritage Sustaining Penn's Woods, A Sound past to the future. Use of the Land US Forest Service paforestproducts.org/pennswoods fs.fed.us/learn/educators A Pennsylvania-specific five-part curriculum for middle and high Natural Inquirer schoolers designed to improve naturalinquirer.org knowledge of forests and land use. It USDA Forest Service scientists share K-12 Teachers Guide: The Greatest talks about environmental issues, the their research with middle school wood products industry, harvesting Good students. Students "meet the and other related topics. foresthistory.org/Education/TGG scientists," read special information The guide accompanies the 2005 about science and the environment. film, The Greatest Good Students also read about a specific (youtu.be/9m-oFZMhJqc), released research project, written in a way by the U.S. Forest Service in that scientists write when publishing celebration of its centennial; pulls their research in journals. Students together excellent sources for lesson Penn State Department of Ecosystem become scientists when they do the plans related to the film. Sciences and Management offers a Discovery FACTivity, learning number of educational activities vocabulary words that help in Key activity: (bit.ly/21eBJ7z), including: understanding articles. These are just • Design a Community Forest a few: Key activities: • Sustainable Forestry (classroom • Freshwater Natural Inquirer activity) (bit.ly/1Ufa31A) This bit.ly/1SHNrV0 activity explores what sustainable • Woolly Bully- Estimating the Effect forestry is including forest of an Invasive Insect on an Area's management, forest health, and Water Cycle (Monograph) different approaches for bit.ly/1qQ6B1z sustainable forestry. It is part of an • Urban Forest Edition educational series for youth. bit.ly/1ACbFoN If Trees Could Talk • foresthistory.org/Education/Curriculum Sustainable Forestry (field activity) Middle school curriculum with (bit.ly/1Sy13Qq) Forestry is not activities based on archival materials. merely cutting trees. It involves Each module compiles primary understanding tree growth resources--documents, maps, requirements, forest history, stand newspaper articles, oral histories or dynamics, and the potential impacts of poor decisions. photographs. Students gather, fsnaturelive.org examine, and analyze information, • Future Forest Steward Program (bit.ly/21eBJ7z) Offers youth (ages and synthesize insights. Distance learning adventures enable 8-12 years old) an opportunity to classrooms to ‘travel’ to remote learn about the forests of Key activities: locations and ask questions of the Pennsylvania and the important • From Forest to Farm and Back experts. Resources include webcasts, concept of forest stewardship. Again webinars, and on-line education • Trees in Your Own Back Yard resources. Past topics include bats, Additional activity: wetlands, climate change and much • A New Profession Takes Seed more.

Gifford Pinchot | July 2016 6 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project

The following sites require that you attend training to obtain their lesson plan materials. DCNR educators provide a number of workshops in Pennsylvania.

Exploring Environmental Issues: Focus on Forests (bit.ly/1Wob3Rb) Project Wild offers hands-on K-12 Project Learning Tree (PLT) activities designed to support state The Exploring Environmental Issues: and national academic standards. Focus on Forests fosters student projectwild.org understanding of and appreciation for Pennsylvania Songbirds North American forested lands. Key activities: Activities provide an opportunity for • Changing the Land Key activities: hands-on study of forest resources • Everybody Needs a Home • Changing the Land while addressing concepts in biology, • Shrinking Habitat • Everybody Needs a Home civics, ecology, economics, forest • Sustainability: Then, Now, Later • Habitat Evaluation management, and other subject • If There Were No Birds areas. Students examine ecological Check the DCNR Calendar of Events • Shrinking Habitat systems of a forest; analyze (bit.ly/21eBRE9) for upcoming teacher • The Lorax interdependencies within a forest workshops. ecosystem; and explore factors, such Check the DCNR Calendar of Events as fire, that shape the development (bit.ly/21eBRE9) for upcoming teacher of forests. In addition, they develop workshops. critical thinking skills and discover the importance of scientific analysis when making decisions about forest issues.

PLT Environmental Education Activity Guide (bit.ly/29EreIi)

Key activities: Project Wild Aquatic uses the simple, • A Forest of Many Uses successful format of Project WILD • Planet Diversity activities and professional training workshops but with an emphasis on • We All Need Trees aquatic wildlife and aquatic ecology. projectwild.org/aquatic/ Contact the PLT Coordinator (bit.ly/1QyM4Ui) at the PA Bureau of Pennsylvania Supplement to Key activities: Forestry for workshop information, or Windows on the Wild (PA WOW) • Blue Ribbon Niche check the DCNR Calendar of Events is an educator’s guide to exploring • (bit.ly/21eBRE9) for upcoming teacher Watered-Down History Pennsylvania’s biodiversity. workshops. • Watershed Key activities: Additional activities: • Exploring PA Ecosystems • Aqua Words • The Edge Effect • Water Wings • Living Research: Aquatic Heroes and Heroines Suggested Activities Contact the Aquatic Wild Coordinator (bit.ly/1TbKSIk) at the PA Fish and Create a timeline for another Boat Commission for workshop conservationist (or for yourself!) on information, or check the PFBC what things in their lifetime Calendar of Events (bit.ly/1TbKSIk) influenced their conservation ethic or for upcoming teacher workshops. leadership.

Gifford Pinchot | July 2016 7 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project Gifford Pinchot LINKS Links References Films

DCNR Forestry educational resources Patricia E. Bixler, Gifford Pinchot. dcnr.state.pa.us/forestry/education: Historic Pennsylvania Leaflet No., 39 • Project Learning Tree in Pennsylvania Historical and Museum Pennsylvania bit.ly/1QyM4Ui Commission, 1976. • Common Trees of Pennsylvania Char Miller, Gifford Pinchot and the bit.ly/1TbQJxg Making of Modern , • Penns Woods Strategic Plan Island Press, 2013. bit.ly/1WRxEWQ • Penns Woods: A History of , The Big Burn: Teddy Pennsylvania Forests bit.ly/2340L8X Roosevelt and the Fire That Saved Gifford Pinchot’s Conservation • PAForests YouTube bit.ly/1UffSMx America, Houghton M ifflin Harcourt, Legacy 2009. video.witf.org/video/2365606759/ DCNR State Parks visitpaparks.com/learn Speakman, Joseph M. At Work in If you liked this video, others are Penn's Woods: The Civilian available at Pennsylvania Pennsylvania Forestry Association Conservation Corps in Pennsylvania. Conservation Heritage Project paforestry.org University Park, PA: Pennsylvania paconservationheritage.org State UP, 2006. Print. PA DCNR: The CCC Years Harold St een, The Conservation bit.ly/1Lh3dWT Diaries of Gifford Pinchot, 2001. Additional Films Grey Towers Heritage Association- U.S. Forest Service History; Chiefs; greytowers.org Gifford Pinchot 1898 - 1910. Gifford Pinchot, Conservation Hero— bit.ly/1f3QEi7 Pennsylvania Bureau of Forestry Grey Towers National Historic Site- George Perkins Marsh, Man and youtube.com/watch?v=jWwUur6uHzA fs.usda.gov/greytowers Nature: Or, Physical Geography as Modified by Human Action; C. Gifford Pinchot, America’s First Pennsylvania Conservation Heritage Scribner, 1864. [Mentioned at the Forester--USDA Forest Service Project paconservationheritage.org beginning of the film, this was an youtube.com/watch?v=SkcL5y9svpc Pennsylvania Parks and Forests important book of influence to young Gifford Pinchot.] The Greatest Good – USDA Forest Foundation paparksandforests.org Service youtu.be/9m-oFZMhJqc Department of Conservation and Pinchot, Gifford. Breaking New Natural Resources dcnr.state.pa.us Ground. :New Harcourt, York Brace, 1947. Print. TreeVitalize treevitalize.net Wolensky, Kenneth C. He, on the ExplorePAHistory.com Whole, Stood First: Gifford Pinchot. explorepahistory.com Pennsylvania Heritage 30, no. 1 (Winter, 2 004) WITF witf.org Pennsylvania Forest Fire Museum paforestfiremuseum.org Pennsylvania Lumber Museum lumbermuseum.org/ Forest History Society foresthistory.org Gifford Pinchot State Historic Markers (4 markers) bit.ly/1RAksPF

Gifford Pinchot | July 2016 8 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project ACADEMIC STANDARDS

Key Activities Matched to Pennsylvania State Education Standards Activity/ Grade Major Content Environment/ Environment/ Civics and Additional Source Ecology (SAS) Ecology Government State Board (draft) of Education

A Forest of Many Part A Renewable/ 4.1.4.A 4.2.7.A English/ Uses 1-4 Non-renewable 4.1.7.A 4.2.4.B Language Arts PLT Part B Natural Resources 4.3.3.A 4.6.4.A CC.1.5.2.A 5-8 Forest Management 4.3.4.A 4.6.7.A CC.1.5.3.A 4.3.7.A 4.7.4.A CC.1.5.4.A 4.3.10.A 4.7.7.A CC.1.5.5.A 4.5.7.A 4.8.7.A CC.1.5.6.A 4.5.8.A 4.8.7.B CC.1.5.7.A 4.8.10.B CC.1.5.8.A 4.8.4.C 4.8.7.D Geography 4.8.10.D 7.4.U.B Blue Ribbon Niche 5-8 Interdependence 4.1.7.A 4.1.7.B Geography Aquatic WILD Habitat 4.1.10.A 4.1.10.B 7.2.5.A Riparian Zone 4.1.5.C 4.1.4.C 7.2.6.A 4.1.7.C 4.1.7.C 4.1.7.D 4.1.10.C English/ 4.1.7.E 4.6.4.A Language Arts 4.1.5.F 4.6.7.A CC.1.4.5.V 4.1.7.F 4.6.10.A CC.1.5.5.A 4.2.6.C 4.7.7.B CC.1.5.6.A 4.8.4.C CC.1.5.7.A 4.8.7.C CC.1.5.8.A CC.1.5.5.D CC.1.5.6.D CC.1.5.8.D CC.1.5.6.F CC.1.5.7.F CC.1.5.8.F Changing the Land 6-10 Habitat needs 4.1.6.D 4.7.7.C 5.4.8.C Project WILD Limiting factors 4.1.10.A 4.7.10.C PA Songbirds Interdependence 4.5.7.A 4.8.7.C 4.8.10.C Design A 6-8 Habitat 4.1.7.A 4.3.7.B English/ Community Forest Biodiversity 4.1.10.A 4.3.10.B Language Arts K-12 Teacher Guide: Human Impact 4.4.5.C 4.3.7.C CC.1.5.6.D The Greatest Good Management 4.5.7.C 4.3.10.C CC.1.5.7.D 4.6.7.A CC.1.5.8.D 4.6.10.A 4.7.7.A 4.7.10.A 4.7.7.B 4.7.10.B 4.7.7.C 4.8.7.A 4.8.10.A Everybody Needs A K-4 Basic Needs; 4.1.4.A 4.2.4.A Geography Home Habitats 4.1.3.D 4.6.4.A 7.2.3.A Project WILD 4.1.4.D 4.8.4.D 7.2.4.A PA Songbirds 4.1.4.F 4.3.4.A

Gifford Pinchot | July 2016 9 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project

Activity/ Grade Major Content Environment/ Environment/ Civics and Additional Source Ecology (SAS) Ecology Government State Board (draft) of Education

Exploring PA 5-10 Habitat 4.1.5.A 4.6.7.A Geography Ecosystems Ecosystems 4.1.7.A 4.6.10.A 7.2.5.A PA Biodiversity Adaptation 4.1.10.A 4.7.7.A 7.2.6.A Interdependence 4.1.5.C 4.7.10.A 7.2.8.A Niche 4.1.7.C 4.7.7.B 7.4.5.B Food Web 4.1.7.D 4.7.10.B 7.4.6.B 4.1.7.E 4.7.7.C 7.4.7.B 4.1.10.E 7.4.8.B From Forest to 5-8 Natural Resource 4.1.7.A 4.4.7.A 5.3.7.G Geography Farm and Back Land Use 4.1.10.A 4.4.10.A 5.3.8.G 7.1.6.B Again Succession 4.1.5.D 4.6.7.A 7.1.7.B If Trees Could Talk 4.1.7.E 4.6.10.A 7.1.8.B 4.1.10.E 4.7.7.A 7.4.5.B 4.3.7.A 4.7.10.A 7.4.6.B 4.3.10.A 4.7.7.B 7.4.7.B 4.5.6.A 4.7.10.B 7.4.8.B 4.5.7.A 4.7.7.C 7.4.9.B 4.7.10.C 7.4.U.B

Math CC.2.4.5.A.2 Future Forest 3-6 Habitat 4.1.4.A 4.2.4.A 5.2.3.A Geography Stewards Program Natural Resources 4.1.7.A 4.2.7.A 5.2.4.A 7.2.3.A Penn State Change Over Time 4.1.5.C 4.2.4.B 5.3.4.C 7.2.4.A Department of Human Impact 4.1.4.E 4.2.7.B 5.3.5.C 7.2.5.A Ecosystem Science Management 4.3.4.A 4.2.4.C 5.3.6.G 7.2.6.A and Management 4.3.7.A 4.4.4.C 7.4.3.B 4.4.5.C 4.4.7.C 7.4.4.B 4.5.3.A 4.6.4.A 7.4.5.B 4.5.4.C 4.6.7.A 7.4.6.B 4.8.4.A 4.8.7.A Habitat Evaluation 4-8 Habitat 4.1.4.A 4.6.4.A English/ PA Songbirds Limiting Factor 4.1.5.A 4.6.7.A Language Arts Management 4.1.7.A 4.7.4.A CC.1.5.5.A 4.1.10.A 4.7.7.A CC.1.5.6.A 4.1.7.E 4.8.4.C C C.1.5.7.A 4.8.7.C CC.1.5.8.A Gifford Pinchot 3-12 One individual can 4.5.6.C 4.8.4.A 5.1.7.A English/ Video/ influence change 4.5.7.C 4.8.7.A 5.1.C.A Language Arts Discussion Human Impact 4.5.4.E 4.8.10.A 5.1.12.A CC.1.5.7.A Conservation 4.5.7.E 4.8.4.C 5.3.5.C CC.1.5.8.A 4.8.7.C 5.3.7.G CC1.5.9-10.A 4.8.10.C 5.3.8.G CC1.5.11-12.A 4.9.7.A CC.1.5.6.C CC.1.5.7.C If There Were No 4-8 Natural Resources 4.1.4.A 4.2.4.A English/ Birds Human Impact 4.3.4.A 4.2.7.A Language Arts PA Songbirds 4.3.7.A 4.2.4.B CC.1.4.4.V 4.5.7.A 4.2.10.B CC.1.4.5.V 4.3.7.B CC.1.5.4.A 4.8.7.B CC.1.5.5.A CC.1.5.6.A CC.1.5.7.A

Gifford Pinchot | July 2016 10 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project

Activity/ Grade Major Content Environment/ Environment/ Civics and Additional Source Ecology (SAS) Ecology Government State Board (draft) of Education

Planet Diversity 4-6 Habitat 4.1.4.A 4.6.7.A English/ PLT Biodiversity 4.1.7.D 4.6.4.A Language Arts 4.1.4.F 4.7.4.A CC.1.5.6.A 4.1.5.F CC.1.5.4.D 4.1.6.F CC.1.5.5.D CC.1.5.6.D CC.1.5.6.F

Geography 7.2.4.A 7.2.5.A 7.2.6.A Shrinking Habitat 5-10 Habitat 4.1.7.A 4.6.7.A 5.2.6.A English/ Project WILD Human Impact 4.1.10.A 4.6.10.A 5.2.7.A Language Arts PA Songbirds 4.1.6.D 4.6.7.B CC.1.5.5.A 4.1.10.D 4.6.10.B CC.1.5.6.A 4.1.7.E 4.7.7.C CC.1.5.7.A 4.1.10.E 4.7.10.C CC.1.5.8.A 4.5.7.A 4.8.7.C CC.1.5.9-10.A 4.8.10.C Geography 7.4.4.B 7.4.5.B 7.4.6.B 7.4.7.B 7.4.8.B Sustainable 9-12 Habitat 4.1.10.A 4.2.10.B 5.3.C.B English/ Forestry Natural Resource 4.1.12.A 4.2.12.B Language Arts Penn State Management 4.1.10.D 4.3.10.C CC.1.5.9-10.A Department of Sustainability 4.1.10.E 4.4.10.C CC.1.5.10-12.A Ecosystem Science 4.1.12.E 4.6.10.A and Management 4.3.10.B 4.6.12.A Geography 4.6.12.C 7.4.U.A 4.7.10.A 7.4.U.B 4.7.12.A 4.7.10.C 4.7.12.C 4.8.10.B 4.8.10.C Sustainability: 9-12 Community 4.3.10.A 4.2.10.A 5.2.9.D English/ Then, Now, Later Natural Resources 4.3.12.A 4.2.10.B 5.2.U.D Language Arts Project WILD Sustainability 4.3.10.B 4.2.12.B CC.1.5.9-10.A 4.3.12.B 4.2.10.C CC.1.5.11-12.A 4.5.12.A 4.2.10.D CC.1.5.9-10.D 4.5.12.C 4.2.12.D CC.1.5.11-12.D 4.5.10.D 4.3.10.B 4.5.12.D 4.8.10.A Geography 4.8.12.A 7.4.9.B 4.8.10.B 4.8.12.B 4.8.10.D The Edge Effect 5-10 Limiting Factor 4.1.7.A 4.3.10.B Math PA Biodiversity Fragmentation 4.1.10.A 4.6.7.A CC.2.1.7.B.1 Human Impact 4.1.7.E 4.6.10.A CC.2.4.5.A.2 4.1.10.E 4.7.7.C CC.2.4.7.B.2 4.7.10.C 4.8.7.C 4.8.10.C

Gifford Pinchot | July 2016 11 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project

Activity/ Grade Major Content Environment/ Environment/ Civics and Additional Source Ecology (SAS) Ecology Government State Board (draft) of Education

The Lorax 4-10 based Habitat 4.3.10.B 4.2.7.B 5.2.5.A English/ PA Songbirds on dis- Basic needs 4.1.4.A 4.2.10.B 5.2.6.A Language Arts cussion Human Impact 4.1.10.A 4.6.4.A 6.2.7.A CC.1.5.4.A Natural Resources 4.6.7.A CC.1.5.7.A Conservation 4.6.10.A CC.1.5.8.A 4.6.10.B CC1.5.10.A 4.7.7.C 4.8.7.B 4.8.10.B 4.8.7.C 4.8.10.C 4.8.7.D 4.8.10.B 4.9.7.A Trees in Your Own 5-8 Natural Resources 4.1.7.A 4.2.7.A 5.2.5.A English/ Back Yard Habitat 4.3.7.A 4.2.10.A 5.2.6.A Language Arts If Trees Could Talk Human Impact 4.4.6.A 4.2.7.B 5.2.7.A CC.1.5.5.A 4.5.7.C 4.2.10.B 5.2.8.A CC.1.5.6.A 4.3.7.B 5.2.6.D CC.1.5.7.A 4.6.7.A CC.1.5.8.A 4.7.10.A CC.1.5.6.C 4.6.10.B CC.1.5.7.C 4.8.7.B CC.1.5.6.D 4.8.10.B CC.1.5.7.D 4.8.7.C CC.1.5.8.D 4.8.10.C Watered-Down 5-10 Water Quality 4.1.5.F 4.1.7.B Geography History Human Impact 4.1.10.F 4.1.10.B 7.1.7.A Aquatic WILD 4.2.5.C 4.2.12.B 7.1.8.A 4.2.6.C 4.8.7.C 7.2.6.A 4.8.10.C 7.2.7.A 4.1.12.C 7.2.8.A Watershed 5-10 Watershed 4.2.7.A 4.1.7.B Geography Aquatic WILD Human Impact 4.2.10.A 4.1.10.B 7.2.5.A 4.2.6.C 4.1.7.C 7.2.6.A 4.1.10.C 7.2.8.A 4.1.7.D 7.2.U.A 4.1.7.E 7.2.9.A 4.1.10.E Math CC.2.4.5.A.2 We All Need Trees 2-6 Renewable/ 4.3.3.A 4.2.4.B English/ PLT Non-renewable 4.3.4.A 4.2.7.A Language Arts Natural 4.3.7.A 4.2.7.B Resources 4.3.3.B 4.2.4.C CC.1.5.2.A Conservation 4.5.3.A CC.1.5.3.A 4.5.4.A CC.1.5.4.A CC.1.5.5.A CC.1.5.6.A CC.1.5.6.D

Gifford Pinchot | July 2016 12 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project

Academic Standards Environment and Ecology (Dept of Ed.) 4.3.4.A Identify ways humans depend on Environment and Ecology (State Board on SAS natural resources for survival. of Education, aligned to STEE Anchors) 4.1 Ecology 4.3.7.A Explain how products are 4.1 Watersheds and Wetlands 4.1.4.A Explain how living things are derived from natural resources. 4.1.4.A Identify various types of water dependent upon other living and 4.3.10.A Evaluate factors affecting the environments. non-living things. use of natural resources. 4.1.7.B Understand the role of the 4.1.5.A Describe the roles of producers, 4.3.12.A Evaluate the advantages and watershed- Explain factors that consumers, and decomposers disadvantages of using affect water quality. within a local ecosystem. renewable and nonrenewable 4.1.10.B Explain the relationship among 4.1.7.A Describe relationships between resources. landforms, vegetation and the biotic and abiotic components of 4.3.3.B Identify local natural resources. amount and speed of water- an ecosystem. 4.3.10.B Analyze how humans manage Define factors that affect the 4.1.10.A Evaluate factors affecting the and distribute natural resources. quality of water. use of natural resources. 4.3.12.B Analyze factors that influence 4.1.4.C Identify living things found in 4.1.12.A Analyze the significance of the local, regional, national and water environments. biological diversity in an global availability. 4.1.7.C Explain the effects of water on ecosystem. 4.4 Agriculture and Society the life of organisms in a 4.1.5.C Describe different food webs 4.4.6.A Explain how different plants and watershed. including a food web containing animals have specific growing 4.1.10.C Describe the physical humans. requirements related to climate characteristics of a stream and 4.1.7.C Explain the flow of energy within and soil conditions. determine the types of an ecosystem. 4.4.5.C Investigate the factors organisms found in aquatic 4.1.3.D Identify organisms that are influencing plant and animal environments. dependent on one another in a growth. 4.1.12.C Analyze the parameters of a given ecosystem. 4.5 Humans and the Environment watershed- Interpret physical, 4.1.5.D Explain the differences between 4.5.3.A Identify resources humans take chemical and biological data as a threatened, endangered, and from the environment for their means of assessing the extinct organisms. survival. environmental quality of a 4.1.6.D Identify reasons why organisms 4.5.4.A Identify how people use natural watershed. become threatened, endangered resources in sustainable and 4.1.7.D Explain and describe and extinct. non-sustainable ways. characteristics of a wetland. 4.1.7.D Explain how biological diversity 4.5.6.A Examine how historical events 4.1.7.E Describe the impact of relates to the viability of have shaped the sustainable use watersheds and wetlands on ecosystems. of natural resources. people. 4.1.10.D Research practices that impact 4.5.7.A Describe how the development 4.1.10.E Identify and describe natural and biodiversity in specific of civilization affects the use of human events on watersheds ecosystems. natural resources. and wetlands. 4.1.4.E Explain that ecosystems change 4.5.12.A Research how technology 4.2 Renewable and Nonrenewable over time due to natural and/or influences the sustainable use of Resources human influences. natural resources. 4.2.4.A Identify the needs of people. 4.1.7.E Identify factors that contribute 4.5.4.C Describe how human activities 4.2.7.A Know that raw materials come to change in natural and human- affect the environment. from natural resources. made systems. 4.5.6.C Identify key people and events 4.2.10.A Explain that renewable and 4.1.10.E Analyze how humans influence that shaped the environmental nonrenewable resources supply the pattern of natural changes. history in the United States. energy and materials. 4.1.12.E Research solutions addressing 4.5.7.C Explain how human actions 4.2.4.B Identify products derived from human impacts on ecosystems affect the health of the natural resources. over time. environment. 4.2.7.B Examine the renewability of 4.1.4.F- 4.1.12.F Scientific Inquiry 4.5.12.C Analyze the costs and benefits resources. 4.2 Watersheds and Wetlands of means to control pollution. 4.2.10.B Evaluate factors affecting the 4.2.7.A Explain how water enters, moves 4.5.10.D Evaluate various methods of availability of natural resources. through and leaves a watershed. managing waste as related to 4.2.12.B Analyze factors affecting the 4.2.10.A Examine the interactions economic, environmental and availability of renewable and between abiotic and biotic technological factors. nonrenewable resources. factors within a watershed. 4.5.12.D Evaluate waste management 4.2.4.C Know that some natural 4.2.5.C Identify physical, chemical and practices. resources have limited life biological factors that affect 4.5.4.E Identify different ways human spans. water quality. health can be affected by 4.2.7.C Explain natural resource 4.2.6.C Identify natural and human- pollution. distribution. made factors that affect water 4.5.7.E Describe how length and degree 4.2.10.C Analyze how manmade systems quality. of exposure to pollutants may have impacted the management 4.2.7.C Use appropriate tools and affect human health. and distribution of natural techniques to analyze a resources. freshwater environment. 4.2.10.D Explain different management 4.3 Natural Resources alternatives involved in recycling 4.3.3.A Identify the natural resources and solid waste management. used to make various products. 4.2.12.D Evaluate solid waste management practices.

Gifford Pinchot | July 2016 13 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project

4.3 Environmental Health 4.7.10.B Explain how structure, function Civics and Government -Draft (on SAS) 4.3.4.A Know that plants, animals and and behavior of plants and 5.1. Principles and Documents of humans are dependent on air animals affect their ability to Government and water. survive. 5.1.7.A Cite functional examples of how 4.3.7.B Describe how human actions 4.7.4.C Define and understand the rule of law protects property affect the health of the extinction. rights, individual rights and the environment. 4.7.7.C Explain natural or human actions common good. 4.3.10.B Explain how multiple variables in relation to the loss of species- 5.1.C.A Analyze the sources, purposes, determine the effects of explain how a habitat functions of law, and how the pollution on environmental management practice affects a rule of law protects individual health, natural processes and population. rights and promotes the human practices. 4.7.10.C Identify and explain why common good. 4.3.7.C Explain biological diversity. adaptations can lead to 5.1.12.A Analyze the sources, purposes, 4.3.10.C Explain biological diversity as an specialization- explain how functions of law, and how the indicator of a healthy management practices may rule of law protects individual environment. influence the success of a rights and promotes the 4.4 Agriculture and Society specific species. common good. 4.4.7.A Explain society’s standards of 4.7.12.C Analyze the effects of 5.2. Rights and Responsibilities of living in relation to agriculture. threatened, endangered or Citizenship 4.4.10.A Describe the importance of extinct species on human and 5.2.3.A Identify personal rights and agriculture to society. natural systems. responsibilities. 4.4.4.C Know that food and fiber 4.8 Humans and the Environment 5.2.4.A Identify individual rights and originate from plants and 4.8.4.A Identify the biological needs and the rights and needs animals. requirements of humans. of others in the classroom, 4.4.7.C Explain the functions of the 4.8.7.A Describe how the development school and community. components of the food and of civilization relates to the 5.2.5.A Identify individual rights and fiber system. environment. needs and the rights and needs 4.4.10.C Analyze and research the social, 4.8.10.A Analyze how society’s needs of others in the classroom political and economic factors relate to the sustainability of school, community state and that affect agricultural systems. natural resources. nation. 4.6 Ecosystems and their Interactions 4.8.12.A Explain how technology has 5.2.6.A Compare and contrast rights and 4.6.4.A Understand that living things are influenced the sustainability of responsibilities of citizenship in dependent on nonliving things in natural resources over time. the community, state, and the environment for survival. 4.8.4.B Know that environmental nation. 4.6.7.A Explain the flows of energy and conditions influence where and 5.2.7.A Compare and contrast rights and matter from organism to how people live. responsibilities of citizenship in organism within an ecosystem- 4.8.7.B Explain how people use natural the community, state and nation. demonstrate the dependency of resources. 5.2.8.A Summarize the role of citizens in living components in the 4.8.10.B Analyze the relationship terms of rights and ecosystem on the nonliving between the use of natural responsibilities in different components. resources and sustaining our government systems. 4.6.10.A Explain the biotic and abiotic society. 5.2.6.D Explain why participation in components of an ecosystem 4.8.12.B Analyze technology’s role on government and civic life is and their interactions. natural resource sustainability. important. Demonstrate the dependency of 4.8.4.C Explain how human activities 5.2.9.D Analyze citizens’ roles in the living components in the may change the environment. political process toward the ecosystem on the nonliving 4.8. 7.C Explain how human activities attainment of goals for individual components. may affect local, regional and and public good. 4.6.12.A Analyze the interdependence of national environments. 5.2.U.D Evaluate and demonstrate what an ecosystem. 4.8.10.C Analyze how human activities make competent and 4.6.7.B Explain the concepts of cycles. may cause changes in an responsible citizens. 4.6.10.B Explain how cycles affect the ecosystem. 5.3. How Government Works balance in an ecosystem. 4.8.4.D Know the importance of natural 5.3.4.C Identify the services performed 4.6.12.C Analyze how human action and resources in daily life. by local and state governments. natural changes affect the 4.8.7.D Explain the importance of 5.3.5.C Describe the role of local and balance within an ecosystem. maintaining the natural state government officials. 4.7 Threatened, Endangered and Extinct resources at the local, state and 5.3.6.G Identify individual interest Species national levels. groups and how they impact 4.7.4.A Identify differences in living 4.8.10.D Explain how the concept of government. things. supply and demand affects the 5.3.7.G Explain the role of interest 4.7.7.A Describe diversity of plants and environment. groups in local and Pennsylvania animals in ecosystems. 4.9 Environmental Laws and governments. 4.7.10.A Explain the significance of Regulations 5.3.8.G Explain the role of interest diversity to ecosystems. 4.9.7.A Explain the role of environmental groups in federal government 4.7.12.A Analyze biological diversity as it laws and regulations - explain process. relates to the stability of an the role of local and state 5.3.C.B Analyze the roles of local, state ecosystem. agencies in enforcing and national governments in 4.7.7.B Explain how species of living environmental laws and policy-making. organisms adapt to their regulations. environment.

Gifford Pinchot | July 2016 14 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project

5.4. How International Relationships 7.4.6.B Describe and explain the effects English- Language Arts Function of people on the physical 1.4 Writing 5.4.8.C Explain how common problems systems within regions. CC.1.4.4.V Conduct short research are addressed by organizations 7.4.7.B Describe and explain the effects projects that build knowledge and governments. of people on the physical about a topic. systems within regions. CC.1.4.5.V Conduct short research Geography 7.4.8.B Interpret the effects of people projects that use several 7.1. Basic Geographic Literacy on the physical systems within sources to build knowledge 7.1.7.A Explain how common geographic regions. through investigation of tools are used to organize and 7.4.9.B Compare and contrast the effect different aspects of a topic. interpret information about of people on the physical region 1.5. Speaking and Listening people, places and across regions of the United CC.1.5.2.A Participate in collaborative environments. States. conversations with peers and 7.1.8.A Explain how common geographic 7.4.U.A Analyze the effects of changes in adults in small and larger tools are used to organize and the physical systems. groups. interpret information about 7.4.U.B Analyze the effects of human CC.1.5.3.A Engage effectively in a range people, places and activity on the physical systems. of collaborative discussions environments. on grade level topics and 7.1.6.B Describe and locate places and texts, building on others’ regions as defined by physical ideas and expressing their and human features. own clearly. 7.1.7.B Explain and locate places and CC.1.5.4.A Engage effectively in a range regions as defined by physical of collaborative discussions, and human features. on grade-level topics, texts 7.1.8.B Explain and locate places and and issues, building on other’s regions as defined by physical ideas and expressing their and human features. own clearly. 7.1.U.B Analyze the effects of human CC.1.5.5.A Engage effectively in a range activity on the physical systems. of collaborative discussions, 7.2. Physical Characteristics of Places on grade-level topics, texts and Regions and issues, building on others’ 7.2.3.A Identify the physical ideas and expressing their characteristics of places and own clearly. regions. CC.1.5.6.A Engage effectively in a range 7.2.4.A Identify the physical of collaborative discussions, characteristics of places and on grade-level topics, texts, regions. and issues, building on others’ 7.2.5.A Describe the physical ideas and expressing their characteristics of places and own clearly. regions. CC.1.5.7.A Engage effectively in a range 7.2.6.A Describe the physical of collaborative discussions, characteristics of places and on grade-level topics, texts regions. and issues, building on others’ 7.2.7.A Explain the characteristics of ideas and expressing their places and regions. own clearly. 7.2.8.A Explain the characteristics of CC.1.5.8.A Engage effectively in a range places and regions. of collaborative discussions, 7.2.9.A Explain the physical on grade-level topics, texts characteristics of places and and issues, building on others’ regions including spatial patterns ideas and expressing their of Earth’s physical systems. own clearly. 7.2.U.A Analyze the physical CC.1.5.9-10.A Initiate and participate characteristics of places and effectively in a range of regions, including the collaborative discussions on interrelationships among the grade level topics, texts, and components of Earth’s physical issues, building on others’ systems. ideas and expressing their 7.4. Interactions Between People and own clearly and persuasively. the Environment CC.1.5.11-12.A Initiate and participate 7.4.3.B Identify the effect of people on effectively in a range of the physical systems within a collaborative discussions on community. grade level topics, texts, and 7.4.4.B Identify the effect of people on issues, building on others’ the physical systems within a ideas and expressing their community. own clearly and persuasively. 7.4.5.B Identify the effect of people on CC.1.5.6.C Interpret information the physical systems within a presented to diverse media community. and formats and explain how it contributes to a topic, text or issue under study.

Gifford Pinchot | July 2016 15 paconservationheritage.org Educator Guide | Pennsylvania Conservation Heritage Project

CC.1.5.7.C Analyze the main ideas and clarify information. Mathematics supporting details presented CC.1.5.7.F Include multimedia 2.1 Numbers and Operations in diverse media formats and components and visual CC.2.1.7.B.1 Analyze proportional explain how the ideas clarify a displays in presentations to relationships and use them topic, text or issue under clarify claims and findings and to model and solve real- study. emphasize salient points. world and mathematical CC.1.5.4.D Report on a topic or text, tell CC.1.5.8.F Integrate multimedia and problems. a story, or recount an visual display into 2.4 Measurement, Data and Probability experience in an organized presentations to add interest, CC2.4.3.A.1 Solve problems involving manner, using appropriate clarify information and measurement and estimation facts and relevant, descriptive strengthen claims and of temperature, liquid, details to support main ideas evidence. volumes, mass and length. or themes, speak clearly with CC.2.4.5.A.2 Represent and interpret data adequate volume, appropriate using appropriate scale. pacing and clear CC.2.4.7.B.2 Draw informal comparative pronunciation. inferences about two CC.1.5.5.D Report on a topic or present populations. an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly with adequate volume, appropriate pacing and clear pronunciation. CC.1.5.6.D Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciations. CC.1.5.7.D Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciations. CC.1.5.8.D Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciations. CC.1.5.9-10.D Present information, findings and supporting evidence clearly, concisely and logically such that listeners can follow the line of reasoning, ensure that the presentation is appropriate to purpose, audience and task. CC.1.5.11-12.D Present information, findings and supporting evidence clearly, concisely and logically such that listeners can follow the line of reasoning, ensure that the presentation is appropriate to purpose, audience and task. CC.1.5.6.F Include multimedia components and visual displays in presentations to

Gifford Pinchot | July 2016 16 paconservationheritage.org