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Discovering Our Temperate Rainforests Activities to explore species adaptation and forestry issues in North America’s coastal temperate rainforests
by Anne Lindsay 1901. Another bird, the Rhinoceros auklet, digs deep burrows in the root systems of large trees in remote Subjects: ecology, social science coastal islands of the rainforest. To date, 80 species have been found to be dependent on this ancient ecosystem Key concepts: adaptation, habitat needs, environmental for their survival. The activities could form part of a more issues (forestry) comprehensive unit of study of temperate rainforests, Skills: creativity, problem solving, role playing complement a classroom or school-wide study of Location: indoors rainforests or endangered species, be used as Earth Week activities, or form the basis of an independent study or ome of giant conifers, some of them more than research project. The Create a Creature activity could 90 meters (300 feet) also serve as a culminating H tall and 1,000 years task, for evaluation, at the old, the temperate rainforests end of a study of adaptations of the Pacific Northwest to habitats. support the greatest diversity of wildlife on the North How old is ancient? American continent. The The largest western red cedar study of these ancient forests ever recorded was about provides students with an 2,000 years old, and Douglas opportunity to examine the firs may be more than 1,000 ways in which living things years old. To help students adapt to a specific habitat, grasp the age of some of and the environmental issues the trees in the temperate that arise from human activity rainforest, have them plot in a complex ecosystem. major events in history on These activities are a timeline that spans the designed to introduce stu- lifetimes of these oldest trees. dents to the temperate You could begin by asking rainforests of North America students to bring to class the and to the unique climatic oldest object in their home. conditions that produce an (Caution them to ask environment conducive to permission, and not to bring plant and animal species found anything living, fragile, or nowhere else. For example, valuable.) The age of these the threatened marbled objects can be plotted on the murrelet is a small seabird that timeline first. Other informa- nests on the highest branches tion for plotting could include of old-growth trees, where students’ birth dates, the the moss creates a thick pad. date on which their town was The nest site of this species, founded, the birthdates of which spends most of its historical figures, the dates time on the Pacific Ocean, of inventions, or other dates
was not discovered until Gail Littlejohn of interest to the class. Coast redwoods of Northern California. 44 Teaching Green: The Middle Years TG 1-97FINAL.qxd 7/20/2004 3:24 PM Page 45
Adaptations to Life in an Ancient Temperate Forest Characteristics of the Forest Adaptations
Large cone-bearing trees form Animals: • some eat bits of moss and lichen that fall from branches a canopy over the forest. As a of large trees (e.g., Roosevelt elk) result, the plants on the forest • some burrow under the extensive root systems of the large trees floor and in the understory for nesting (e.g., Rhinoceros auklet) receive little or no sunlight. Plants: • plants on the forest floor have a higher than average concentration of chlorophyll • some plants have eliminated the need for roots and hang from the branches of large trees so that they can gain greater exposure to sunlight (e.g., lichens, mosses, and ferns)
Large standing snags or Animals: • some use snags as nesting sites, shelters, and as a food source decaying trees (home of many insects) Fungi: • grow on decaying trees (e.g., bracket fungi)
Nurse logs (fallen logs on Animals: • use nurse logs for shelter, as nesting sites, and as a food source the forest floor) Plants: • use nurse logs as a source of nutrients, moisture and warmth, especially for new seedling trees (hence the name “nurse log”)
Large logs lying in streams Animals: • use slower water for protection (e.g., insects and young salmon)
Dry summers Plants: • broom-like branches of large trees “sweep” moisture from the air
Cold wet winters Animals: • warm coats of some mammals provide protection from cold (e.g., fox) Plants: • evergreen conifers carry out photosynthesis in the winter
Green lush environment Animals and Plants: • camouflage (e.g., three-toed salamander)
Fast Facts about North America’s Coastal Temperate Rainforest • Coastal temperate rainforests comprise only two to three • The rainforest of the Pacific Northwest supports more percent of the world’s rainforests. Half of the world’s than 30 tree species and 250 species of mammals and temperate rainforests are in the Pacific Northwest; other birds. Rainforest streams are the spawning grounds and major tracts are in Chile, New Zealand, and Australia. nurseries of seven species of Pacific salmon and trout. • North America’s temperate rainforest once covered • The dominant tree species of the Pacific Northwest 25 million hectares (62 million acres) in a coastal strip rainforest are conifers. They include the gigantic running from California north to Alaska. About 55 redwoods of California, western hemlock, western red percent of this original forest remains undeveloped; cedar, Douglas fir, Sitka spruce, and mountain hemlock. almost all of these old-growth sections are in northern Different species dominate at different latitudes. British Columbia and Alaska. • Coastal temperate rainforests store more organic matter • Temperate rainforests are defined not by their vegetation than any other forest type, including tropical forests — but rather by their unique climate. The conditions for from 500 to 2,000 metric tons of wood, foliage, leaf litter, temperate rainforests are created by high coastal moss, and soil per hectare. mountains that trap moisture-laden clouds moving inland • For more than 5,000 years, the rich resources of the from the ocean. Abundant rainfall (as much as 200 Pacific Ocean and the inland rainforest watersheds sup- centimeters / 80 inches per year) and mild temperatures ported one of the largest and most diverse populations year-round promote the rapid growth of vegetation. Fog of aboriginal peoples in North America. More than and clouds provide moisture for the growth of lichens 65 languages were spoken, and an extensive trading and mosses in the forest canopy. network linked villages and cultures. • Constant moisture from rain and fog means that coastal rainforests are rarely disturbed by fire. Trees are long- Source: Edward C. Wolf, Andrew P. Mitchell, and Peter K. Schoonmaker, The Rain Forests of Home: An Atlas of People and lived and many grow to enormous sizes. Windfall trees Place, Ecotrust, Pacific GIS, and Conservation International, 1995, create openings for new growth, and decaying logs and
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Create a Creature of a temperate rainforest and gives examples of how vari- ous species have adapted to each of these conditions. Time: two 45-minute periods The first four characteristics are common to all ancient Materials: class chart of “Adaptations to Life in an temperate rainforests of the Pacific Northwest. This sum- Ancient Temperate Rainforest” (page 45); 1 large piece of mary chart can be used as a reference or can be pro- paper (or Creature Information Sheet, below), duced as a class chart for students when you introduce modeling clay (optional) per student, student journals this activity. In this activity, students create an imaginary plant or Procedure: Explain to students that they are to create animal that is adapted for life in an ancient temperate a plant or animal that is adapted to living in an ancient rainforest. temperate rain- Goals: forest. They are • to review the habitat needs of plants and ani- to include a mals and how these needs are met colored drawing • to reinforce, in a concrete way, the ways in of the creature which living things interact and adapt to their in its natural natural habitat environment, • to promote creativity and problem-solving and they are to skills complete the • to introduce the concept of food chains and information food webs sheet about Background: The wet winters, short dry sum- the creature. mers, and dense coniferous canopy of the temperate rainforest create a unique environment found nowhere else in North America. The plants and animals that are indigenous to the rainforest have adapted to this environment, often in remarkable ways. The chart “Adaptations to Life in an Ancient Temperate Rainforest” outlines some of the physical characteristics and conditions Ray Cromie
Creature Information Sheet 1. Animal or plant? ______7. If creature is a plant: 2. Name of creature: ______(a) Source of light: ______3. Drawing of creature: (b) Soil type: ______8. What species, if any, uses your creature as a food source? ______9. How does your creature protect itself? ______4. Creature’s source of water: ______10. Name three ways your creature is adapted to life in a temperate rainforest. 5. Creature’s space or territory: ______6. If creature is an animal: ______(a) Food: ______(b) Shelter: ______
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Rainforest debate presented in real-life logging controversies that have occurred in such areas as British Columbia’s Great Time: two 30-minute periods Bear Rainforest, Clayoquot Sound, and Stoltmann Materials: role-playing cards (provided: 1 per student), Wilderness, and the Tongass National Forest in outline of debate format (on chart paper), costumes and Alaska. The group playing animals and plants may props (optional), student journals wish to research the needs of particular species that This activity encourages students to consider issues raised can survive only in old-growth forests. All groups by human activity, particularly logging, in an ancient should consider a range of options and compromises: temperate rainforest. Students assume the roles of a vari- clearcutting, sustainable logging, no logging of old- ety of people who would be affected in different ways by growth trees, no logging in protected areas, or no plans to log an area of forest. By considering many per- logging at all. The group playing the government spectives, they can begin to understand the need for committee representatives can write the names of the cooperative resolutions to environmental problems. The participants in the debate and discuss what position activity requires two days to complete (one to prepare, they think each will present on the logging plans, as and one for the debate). well as one argument each might make to support that position. Ask each group to choose one represen- Goals: tative to be the speaker at the debate. • to introduce current issues relating to ancient temper- ate rainforests of the Pacific Northwest Note: Students may wish to dress for the parts they are playing. • to encourage students to consider the various needs of different groups when discussing an environmental 4. For the debate, have the groups make their presenta- issue tions one after the other in an order determined by you. Each group has 1 to 3 minutes to state its • to provide a forum for presenting ideas and opinions position on the logging proposal and to explain why. • to encourage cooperative group work Then hold an open question period of 10 to 15 • to involve students in considering how natural minutes in which members of any group may ask a resources can be used in a sustainable way question of any other group. Finally, allow each group to give a brief summary statement (30 seconds Procedure: each). 1. Read to students the following scenario: 5. Have the government committee members discuss “TreeCut Company has placed a proposal before the debate and make their decision either to refuse government seeking permission to harvest an area of the logging plan or to approve it with guidelines. If ancient temperate rainforest called Orca Sound. Many they vote for approval, they should present the guide- people, as well as the forest itself, are likely to be line that TreeCut should follow. affected by the government’s decision to permit or turn down the proposal. Some of them have asked While the government is making its decision, ask the the government committee for an opportunity to other students to write individual journal entries to present their views about the logging proposal in a answer these questions: debate. The people can also make suggestions about • Why do you think that we had this debate? guidelines that TreeCut Company will have to follow if logging is allowed. At the end of the debate, the • Before the debate, what was your view on the logging government committee will vote to recommend that proposal? Has your view changed since the debate? the legislature either refuse the logging plan or Explain why. approve it with guidelines.” • Did you agree with the position that your group had 2. Inform students that they are to play the roles of the to present? Explain why. If you didn’t agree with your people in the debate. They will tell the government group’s position, how did you feel about preparing it? committee what they think about the logging propos- • Explain the importance of considering the views of al and why. It is important to explain that they are others, even if we don’t agree with them. role-playing a point of view with which they may not Wrap-up: After reviewing all of the reasons given for and agree, and that the purpose is to present and consider against logging in the ancient temperate rainforest, invite all points of view involved in deciding how an ancient students to vote again, but this time giving their personal temperate rainforest should be used. opinions. Ask the students whether they changed their 3. Divide the class into nine groups. Give each group a minds during the debate and, if so, which facts, argu- role-playing card and give the students time to pre- ments, or opinions influenced their decision. pare their group’s positions. At this point, you may wish to allow time for students to research the issue Anne Lindsay is an environmental science specialist who in greater depth, perhaps by learning about perspectives teaches in Huntsville, Ontario.
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Rainforest Debate Role-Playing Cards
Animals and Plants Aboriginal Elder: TreeCut Company President: of Orca Sound: You are Nuu-chah-nulth and You have been in the forestry You wish to remain in the your people have lived in the business for more than 50 ancient temperate rainforest, Orca Sound area for thousands years, providing jobs for which is one of the few places of years. You believe that your thousands of people. where you can find your natural people should have the final You admit that some of the habitat. You believe that you decision about what happens logging practices used in the have the right to shelter, food, to the forest in your ancestral past were irresponsible and clean water, and space. You homeland. Your people have you are taking steps to know that logging — particularly used the forest respectfully, improve them. If the clearcut logging (a method but you would consider some government does not allow that removes all the trees logging if the profits help to logging in Orca Sound, your in an area) — will destroy improve life for your people. company will start to lose your habitat and you will money and might have to probably die. lay off some long-time workers in several towns.
Tourist: Business Owner in Environmentalist: You are planning a trip to the Logging Town: You are an environmentalist Orca Sound area next summer You own a restaurant near a who has lobbied government for for sea kayaking, and hiking TreeCut Company mill, the a long time to protect ancient and photography in the forest. biggest business in town. temperate rainforests in Orca You will spend a lot of People who work there and Sound from all industry, includ- money to hire a guide and their families enjoy meals at ing logging. Already, large areas to fly yourself and your your restaurant. If TreeCut’s of the forest have been equipment to Orca Sound. proposal to log the Orca Sound destroyed by clearcutting. You You are against the plans for area is not allowed, many of believe that replanting trees only logging, as it would ruin the people in your town might provides another crop of trees your chance to experience lose their jobs and have to for the logging company to cut; the beauty of an ancient move to find work. Without it can never replicate the com- temperate rainforest. their business, your restaurant plex ecosystem of a true ancient might have to close. temperate rainforest or replace the habitats that will be lost.
Logger: Inn Owner near Rainforest: Government Representatives: You are the third generation of You own a small hotel that is You are newly elected and loggers in your family who often used by sea kayakers and depend on everyone's support to have worked for TreeCut people who hike in the ancient stay in office. You must recom- Company and you have three temperate rainforest. You have mend to the legislature either to children to support. You are stayed in the Orca Sound area refuse or to approve (with guide- not trained for any other type where you grew up so that lines) the logging proposal. of work and other jobs are you can spend your free time Environmentalists want you to hard to find in your communi- enjoying the forest. If the pressure the legislature to ty. If TreeCut is not allowed to rainforest is logged, tourists preserve what remains of your log the Orca Sound area, you may no longer have a reason to area's ancient temperate rainfor- might lose your job. You visit the area and stay in your est. Loggers and others fear that understand that saving the inn. You may have to close your they will lose their jobs and old-growth trees is a good business and leave the area. businesses if logging is not thing, but you have to make a allowed in Orca Sound's living for your family to survive. rainforests.
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RESOURCES Websites Books
Learning About Ecosystems 49