Pennsylvania Envirothon Forest Measurements and Management 2019
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Chautauqua County Envirothon Wildlife Review
Chautauqua County Envirothon Wildlife Review • William Printup, Civil Engineering • Wendy Andersen, Permitting Allegheny National Forest Slide 1 Wildlife Learning Objectives For successful completion of the wildlife section, contestants should be able to: 1. Assess suitability of habitat for given wildlife species 2. Identify signs of wildlife 3. Cite examples of food chains based on specific site conditions 4. Analyze/Interpret site factors that limit or enhance population growth, both in the field and with aerial photos 5. Interpret significance of habitat alteration due to human impacts on site 6. Evaluate factors that might upset ecological balance of a specific site 7. Identify wildlife by their tracks, skulls, pelts, etc. 8. Interpret how presence of wildlife serves as an indicator of environmental quality 9. Identify common wildlife food Slide 2 WILDLIFE OUTLINE I. Identification of NYS Species (http://www.dec.ny.gov/23.html) • A. Identify NYS wildlife species by specimens, skins/pelts, pictures, skulls, silhouettes, decoys, wings, feathers, scats, tracks, animal sounds, or other common signs • B. Identify general food habits, habitats, and habits from teeth and/or skull morphology • C. Specific habitats of the above • II. Wildlife Ecology • A. Basic ecological concepts and terminology • B. Wildlife population dynamics • 1) Carrying capacity • 2) Limiting factors • C. Adaptations of wildlife • 1) Anatomical, physiological and/or behavioral • D. Biodiversity • 1) Genetic, species, ecosystem or community Slide 3 Outline Continued.. • III. Wildlife Conservation and Management • A. Common management practices and methods • 1) Conservation • 2) Protection • 3) Enhancement • B. Hunting regulations • C. Land conflicts with wildlife habitat needs • D. Factors influencing management decisions • 1) Ecological • 2) Financial •3) Social • E. -
Forestry Materials Forest Types and Treatments
-- - Forestry Materials Forest Types and Treatments mericans are looking to their forests today for more benefits than r ·~~.'~;:_~B~:;. A ever before-recreation, watershed protection, wildlife, timber, "'--;':r: .";'C: wilderness. Foresters are often able to enhance production of these bene- fits. This book features forestry techniques that are helping to achieve .,;~~.~...t& the American dream for the forest. , ~- ,.- The story is for landolVners, which means it is for everyone. Millions . .~: of Americans own individual tracts of woodland, many have shares in companies that manage forests, and all OWII the public lands managed by government agencies. The forestry profession exists to help all these landowners obtain the benefits they want from forests; but forests have limits. Like all living things, trees are restricted in what they can do and where they can exist. A tree that needs well-drained soil cannot thrive in a marsh. If seeds re- quire bare soil for germination, no amount of urging will get a seedling established on a pile of leaves. The fOllOwing pages describe th.: ways in which stands of trees can be grown under commonly Occllrring forest conditions ill the United States. Originating, growing, and tending stands of trees is called silvicllllllr~ \ I, 'R"7'" -, l'l;l.f\ .. (silva is the Latin word for forest). Without exaggeration, silviculture is the heartbeat of forestry. It is essential when humans wish to manage the forests-to accelerate the production or wildlife, timber, forage, or to in- / crease recreation and watershed values. Of course, some benerits- t • wilderness, a prime example-require that trees be left alone to pursue their' OWII destiny. -
GOALS for CANON ENVIROTHON CURRICULUM to Develop A
GOALS FOR CANON ENVIROTHON CURRICULUM To develop a teacher friendly, hands on natural resources curriculum. To provide activities and lessons for teams new to the Envirothon, while challenging experienced teams. Use of these curriculum materials will result in: . •Increased Envirothon participation at the local, regional, and State/Provincial levels. •Increased team scores at the Canon Envirothon Contest in the four natural resource categories: soils and land use, aquatic ecology, forestry, and wildlife. Canon Envirothon SOILS/LAND USE CORE ACTIVITY OUTLINE The key points for each Envirothon topic are “fleshed out” into core activities. • Each of the key points is included in one or more of the core activities. • Each core activity contains extended activities, as well as the top resources and professional contacts. Key vocabulary words are also included. • The National Science Standards suggest evaluations for each activity should encourage the students to process the data they collect during the activity, and provide solutions based on the data. This ties each activity into the issues portion of the contest. • Evaluation is based on the information provided for each core activity and from the data students collect. This allows students to make educated decisions and create solutions for the key issues. • Core activities will be evaluated using a performance based assessment. Soils/Land Use Curriculum Soils/Land Use Envirothon Key Points 1S Recognize soil as an important and dynamic resource. 2S Recognize and understand the features of a soil profile. 3S Describe basic soil properties and soil formation factors. 4S Understand the origin of soil parent materials. 5S Identify soil constituents (clay, organic matter, sand and silt). -
Forest Measurements for Natural Resource Professionals, 2001 Workshop Proceedings
Natural Resource Network Connecting Research, Teaching and Outreach 2001 Workshop Proceedings Forest Measurements for Natural Resource Professionals Caroline A. Fox Research and Demonstration Forest Hillsborough, NH Sampling & Management of Coarse Woody Debris- October 12 Getting the Most from Your Cruise- October 19 Cruising Hardware & Software for Foresters- November 9 UNH Cooperative Extension 131 Main Street, 214 Nesmith Hall, Durham, NH 03824 The Caroline A. Fox Research and Demonstration Forest (Fox Forest) is in Hillsborough, NH. Its focus is applied practical research, demonstration forests, and education and outreach for a variety of audiences. A Workshop Series on Forest Measurements for Natural Resource Professionals was held in the fall of 2001. These proceedings were prepared as a supplement to the workshop. Papers submitted were not peer-reviewed or edited. They were compiled by Karen P. Bennett, Extension Specialist in Forest Resources and Ken Desmarais, Forester with the NH Division of Forests and Lands. Readers who did not attend the workshop are encouraged to contact authors directly for clarifications. Workshop attendees received additional supplemental materials. Sampling and Management for Down Coarse Woody Debris in New England: A Workshop- October 12, 2001 The What and Why of CWD– Mark Ducey, Assistant Professor, UNH Department of Natural Resources New Hampshire’s Logging Efficiency– Ken Desmarais, Forester/ Researcher, Fox State Forest The Regional Level: Characteristics of DDW in Maine, NH and VT– Linda Heath, -
National FUTURE FARMER Editor-In-Chief
Inside This Issue: Profiles in FFA Leadership Star Farmers: Telling It Like It Is THEY'RE CROPPING UPALLOVER. Some farmers say it's the best mission with a super-low first gear. racks can haul everything from tool- thing they've ever put on their soil. And a handy reverse so you can get boxes to cattle feed. 1" Hondas FourTrax 250 four-wheeler in to—and out of—just about any And if your north 40 is more like a and Big Red® three-wheeler. tight spot. north 400, you'll appreciate Honda's Both have dependable four-stroke You'll appreciate the virtually unlimited mileage, six-month engines, with enough muscle to tow maintenance-free shaft drive and warranty." twice their own weightr And they the convenient electric starter. Plus Honda's new FourTrax 250 and can go many places a tractor or pick- the comfort of full front and rear Big Red. They love to do just about any could near. up never get suspension. job you can think of—even if it's just Each features a five-speed trans- Their front and rear carrying horsing around. Unners are always in control— they know what they're doing. So read your owner's manual WINNERS RIDE SAFELY 5carefully. And make sure your ATV is in good operating condition before you ride. Always wear your helmet, eye protection and protective clothing. Get qualified training and ride within your skills. Never drink when'you ride. Never carry passengers or lend your ATV to unskilled riders. Ride with others— never alone— and always supervise youngsters. -
Page 1 of 34 Forestry Measurement Techniques Measuring, Quantifying
Forestry Measurement Techniques Measuring, quantifying, and displaying forestry data. Reference for: WILD2400, WILD3850, WILD4750, WILD5700 (updated September 2019) Measuring trees to characterize stands or forests has its own unique set of tools and techniques. Because trees do not necessarily scale to forests to landscapes, etc., there are important considerations to make to accurately characterize trees and stands in the field. Generally, the data we collect have little meaning in and of themselves, they need to be tabulated, or displayed graphical to portray their meaning. These data are important if we want to make important silvicultural consideration with respect to characterizing, and/or treating the stand. This may be to portray wildlife habitat, quantify current volume, or to enhance future growth, among other things. This handout is a review of some essential measurement and quantification skills requisite for forestry, and really any natural resource professional tasked with characterizing trees and forests. We will define some basic concepts, show you how to make some simple tree- and stand-level measurements. Then we will show you how to use the data collected for quantitative assessment of: stand stocking, determining site index (site quality), stand density, species composition, and diameter/age distributions. I anticipate that you would keep this handout for future reference during your curriculum at USU, and that it might be a helpful reference in your future. Tree Measurements (direct) Crown Base (CB): Height to the base of live branches. Used to calculate live crown ratio (LCR). Typically measured with a Biltmore stick, clinometer, or hypsometer. Diameter at breast height (DBH): where breast height is 4.5 feet (or 1.3 m) off the ground. -
Non-Point Source (NPS) Pollution and Low Impact Development (LID)
Envirothon Study Guide Non-point source (NPS) Pollution and Low Impact Development 201(LID)2 1 This Study GuideEnvirothon is to be Study used Guide to help - Forestry Envirothon teams prepare for the Ontario Envirothon Program. 2012 Ontario Envirothon Preface This report was written by Nousheen Ahmed, Stephen Jeschke, Clarissa Jewell and Tyler Miller in partial fulfillment of the Credit for Product II course in the third year of the Ecosystem Management Technology Program 2011 at Sir Sandford Fleming College. This study guide was written for Kristina Quinlan of the Ontario Forestry Association. This study guide focuses on nonpoint source pollution and low impact development, and ties these two issues to the core topics of aquatics, forests, soils and wildlife. The guide contains background information on these topics in addition to case studies, activities, references and a glossary. Also included in this package are informational videos designed to teach students about water quality issues and learn about different monitoring and identifying that can be used in the field. The objective of this study guide is to provide Ontario Envirothon participants with information on the 2012 topic “Nonpoint Source Pollution and Low Impact Development”. Activities, case studies and sample questions are highlighted throughout the study guide to ensure a comprehensive understanding of nonpoint source pollution and low impact development issues. We would like to thank our faculty advisor, Sara Kelly, for her guidance and input throughout the course of this project. We would also like to thank Kristina Quinlan for her support as a mentor in creating this guide. We sincerely hope that this study guide will be of value to Ontario Envirothon students in the future. -
Forestry Cde – Junior Division Guide
FORESTRY CDE – JUNIOR DIVISION GUIDE Revised 2013 Junior Forestry CDE Study Guide July 2013 1 TABLE OF CONTENTS Page Introduction 3 Rules can be found on the Rules link. Individual Activities 4 Tree Identification 4 Timber Stand Improvement and/or Thinning 6 Timber Cruising for Cord Volume 9 Land Measurement 11 Hand Compass Practicum 13 Tree/Forest Disorders 15 Timber Cruising for Bd. Ft. Volume 17 Product Classification 18 Reforestation 20 Forest Management 21 Appendixes 22 A Jr. Forestry CDE Score Sheets 23 Tree Identification 23 TSI and/or Thinning 24 Timber Cruising/Cd Volume 25 Land Measurement 26 Hand Compass Practicum 27 Tree/Forest Disorders 28 Timber Cruising for Bd. Ft. Volume 29 Product Classification 30 Reforestation 31 Forest Management 32 B Equipment List 33 Junior Forestry CDE Study Guide July 2013 2 INTRODUCTION Georgia’s forestry industry creates a multi billion-dollar economic impact in the state annually. There are thousands of jobs created as a result of the abundant forestry resources across the state of Georgia. The Jr. Forestry Career Development Event promotes conservation of and is an asset to the forestry resources in Georgia. This guide is intended to be a supplement to the Agricultural Education Curriculums in Forestry, Natural Resources and the Environment. It should also serve as an aid in preparing students for the forestry-related CDE’s throughout the state. It is not intended to be a teaching unit or textbook. The objectives for this publication and the various FFA forestry-related career development events are to aid the teacher in: 1. Teaching students the practical application of natural resources management practices. -
Florida Envirothon Study Packet Aquatic Section
Florida Envirothon Study Packet Aquatic Section Contents CONTENTS WATER CYCLE FACTS .............................................................................................................. 1 The Hydrologic Cycle......................................................................................................... 1 AQUIFER FACTS......................................................................................................................... 5 Classification ........................................................................................................................ 5 Recharge .............................................................................................................................. 5 Shallow Aquifer................................................................................................................... 6 Deep Aquifer........................................................................................................................ 6 Major Florida Aquifers ....................................................................................................... 7 Human Impacts ................................................................................................................... 8 Management Techniques ................................................................................................... 9 RIVER SYSTEM FACTS ............................................................................................................ 11 River Features ................................................................................................................... -
Assessment of Timber Harvesting and Forest Resource Management in Vermont: 2012
ASSESSMENT OF TIMBER HARVESTING AND FOREST RESOURCE MANAGEMENT IN VERMONT: 2012 VERMONT AGENCY OF NATURAL RESOURCES DEPARTMENT OF FORESTS, PARKS AND RECREATION December, 2014 Vermont Agency of Natural Resources Department of Forests, Parks & Recreation 1 National Life Drive, Davis 1 Montpelier, VT 05620-3801 (802) 828-1399 This publication is available upon request in large print, braille and audio CD. VT TDD 1-800-253-0191 The Assessment of Timber Harvesting and Forest Management in Vermont: 2012 was funded in part through a competitive grant from the USDA Forest Service, Northeastern Area State and Private Forestry (NA S&PF), Competitive Allocation Request for Proposals (CARP) process. The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, reprisal, or because all or part of an individual's income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (braille, large print, audiotape, etc.) should contact USDA's TARGET Center at (202) 720-2600 (voice and TDD). To file a complaint of discrimination, write to USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, DC 20250-9410, or call (800) 795-3272 (voice) or (202) 720-6382 (TDD). USDA is an equal opportunity provider and employer. ACKNOWLEDGEMENTS This report would not have been possible without the dedication of a long list of volunteers who gave their time and expertise to all aspects of the project from planning, to data collection, to data analysis, and the preparation and review of the final report. -
Forest Landowners Need to Know About the Measurement of Timber and Logs Before a Buyer Appears with an Offer, a Contract, and a Check, One Seemingly Cannot Refuse
Forest landowners need to know about the measurement of timber and logs before a buyer appears with an offer, a contract, and a check, one seemingly cannot refuse. Often the check seems very large and the offer very enticing, especially if the owner has a bill due. So the owner may accept the offer without knowing much about the quantity of quality of the timber. Landowners who know how much timber they have to sell can make a better judgment about the fairness of an offer to buy. Comparing lists of timber volumes made several years apart will allow a landowner to calculate the growth of the forest in the amount of board feet per acre, per year. This growth, or “yield”, is the amount that can be cut from the forest, indefinitely, for firewood or lumber. Forest owners, who know this figure, become forest managers, and their decisions should be of greater benefit to themselves, the forest, and other people. This article deals with the basics needed by a landowner who wishes to measure the quantity of his own timber. Quality is another variable and will be discussed in a later article. MEASURING LOGS (SCALING) The most accurate way to determine the amount of timber is to cut the trees down. Then, measure and tally the number of board feet in the logs. The only tool needed is a yardstick. Logs are commonly cut in even lengths from 8 to 16 feet long. An extra 4 inches is customarily added for trim so that a 16 foot log is actually 16 feet 4 inches in length. -
Envirothon Brochure
“Our experience was Everyone Benefits from that the Canon Envirothon Participation Envirothon offered a unique opportunity for The Envirothon is more than a competition. individual students to bring their fundamental Together with teachers, schools and profession- knowledge and reason- als, we help develop knowledgeable citizens 2 3 5 ing ability together as a 1 4 team to focus on under- who can make informed decisions that affect the standing critical areas of quality of life in our communities. Ultimately, we our environment.” are creating new leaders who will provide the Dr. Lois Blondeau Arizona volunteer advisor vision for our future and well-being. Take Advantage of the Envirothon Today Soils and Land Use Aquatic Ecology Forestry Wildlife Environmental Issues Professional soil scientists Students work alongside Students develop an A favorite for many Challenged by field “I participated in the Both teachers and students enjoy the Envirothon’s in-class help students learn about soil marine and freshwater understanding of the Envirothon participants, professionals, students work Envirothon for three learning that combines hands-on, outdoor activities. Student structure, interpret maps, and biologists to assess the practices for maintaining students learn firsthand from as a team to explore the years and it has been a teams are exposed to scientists and experts in the field who evaluate land forms, and soil quality of delicate aquatic healthy forest ecosystems wildlife experts about animal facets of the current wonderful experience. I coach and guide their learning experience. Teams then compete characteristics that affect ecosystems. They also learn to through the help of populations, their dynamics, environmental issues and have gained years of in local Envirothons and winners advance to state/provincial/ agricultural and development identify aquatic organisms, professional foresters.