DOCUMENT RESUME
ED 425 915 SE 061 912
AUTHOR Bradley, Jack L., Jr.; Beazley, Lea J.; Cook, Carrie TITLE Alpine Forest. Mount Mitchell State Park: An Environmental Education Learning Experience Designed for Grades4-6. INSTITUTION North Carolina State Dept. of Environment, Health, and Natural Resources, Raleigh. Div. of Parks and Recreation. PUB DATE 1997-12-00 NOTE 103p.; Revised edition of ED 378 046. For other documents in the series, see SE 061 913-914. AVAILABLE FROM North Carolina Division of Parks and Recreation, P.O. Box 27687, Raleigh, NC 27611-7687. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Activity Units; Conservation Education; Curriculum Guides; *Ecology; *Environmental Education; Field Trips; *Forestry; Group Activities; Hands on Science; Instructional Materials; Intermediate Grades; Natural Resources; *Outdoor Education; Science Education; *Trees IDENTIFIERS *North Carolina; *State Parks; Stewardship
ABSTRACT This curriculum packet was developed to provide environmental education through a series of hands-on activities for the classroom and the outdoor setting of Mount Mitchell State Park, North Carolina. Designed for grades 3 through 6, the packet meets established curriculum objectives of the North Carolina Department of Public Instruction's Standard Course of Study. Studentsare exposed to major concepts such as spruce-fir forest ecosystems, tree anatomy and physiology, limiting factors and spruce-fir forest decline, decomposition, interdependence of plants and animals, preservation of naturalareas, and stewardship of natural resources. The packet is divided into eightsections: (1) introduction to the North Carolina State Parks system,Mount Mitchell State Park, and the activity packet;(2) activity summary and correlation chart showing how each activity correlates with Department of Public Instruction objectives;(3) pre-visit activities;(4) on-site activities; (5) post-visit activities;(6) vocabulary;(7) references; and (8) a scheduling worksheet, permission form, and program evaluation form. Eachset of activities is comprised of three activities. The first activityincludes curriculum objectives for grade levels 4-6. The second and thirdactivities list learning skills and subject areas covered. All activities contain descriptions of location, group size, estimated time needed,appropriate season, materials needed, major concepts covered, and activity objectives,as well as background information for the educator, instructions,and worksheets. Most activities also include extensions, assessment tools,and student information sheets.(PVD)
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Mount Mitchell State Park ,..An.Environmental EduCation Learning Experience: Designed for Cirades.4:6
BEST COPY AVAILABLE 9 "In the end, we will conserve only whatwe love; we will love only u)hat we understand; d we will understand only whatwe are taught." Senegalese conservationist Baba Diourn
3 1 Funding for the original printing of this Environmental Education Learning Experience was contributed by C P&L This Environmental Education Learning Experience was developed by
Jack L. Bradley, Jr. Lead Interpretation and Education Ranger, Mount Mitchell State Park Lea J. Beazley Interpretation and Education Specialist North Carolina State Parks and Ms. Carrie Cook Intern, East Carolina University
N.C. Division of Parks and Recreation Department of Environment and Natural Resources AVA NCDENR James B. Hunt, Jr. Wayne McDevitt Governor Secretary Mount Mitchell State Park wishes to acknowledge the following individuals whose efforts made this Environmental Education Learning Experience possible:
Ms. Gwen Diehn, Professor, Warren Wilson College;
Ms. Carrie Wittmer, National Audubon Expedition Group;
Ms. Gwen Foor, National Audubon Expedition Group;
Mr. Roger Lacy, National Audubon Expedition Group;
Ms. Caroline Roesler, National Audubon Expedition Group;
Ms. Monica Bosworth, National Audubon Expedition Group;
Dr. Harriett S. Stubbs, The Acid Rain Foundation, Inc.;
Ms. Sonja Whiteside, Buncombe County Schools;
Other Contributors...
Park staff;
Park volunteers;
The N.C. Department of Public Instruction;
The N.C. Department of Environment and Natural Resources;
and the many individuals and agencies who assisted in the review of this publication.
500 copies of this public document were printed at a total cost of $3.362 or $6.72 per copy.
(3Printed on recycled paper. 12-97
iv 6 1. Introduction Introduction to the North Carolina State Parks System 1.1 Introduction to Mount Mitchell State Park 1 7 Introduction to the Activity Packet for Mount Mitchell State Park 1.5
2. Activity Summary 1. I Correlation Chart 2.2
3. Pre-Visit Activities #1 Canada Down South 3.1 #2 The Human Tree 3.2 #3 Acid from the Skies 3.3
4. On-Site Activities #1 Meet a Tree 4.1 #2 Mt. Mitchell A Sense of Place 4.2 #3 Planting for Tomorrow 4.3
5. Post-Visit Activities #1 Forest Game 5.1 #7 Forest Stewardship 5.2 '3 Recycle a Forest Leave a Log Alone 5.3
6. Vocabulary 6.1
7. References 7.1
8. Forms 8 1
9. Notes 9. 1 Introductionio the North Carolina State Parks System
reserving and protecting The North Carolina State As one of North Carolina's pNorth Carolina's natural Parks System has now been principal conservation resources is actually a established for more than agencies, the Division of relatively new idea. The three quarters of a century. Parks and Recreation is seeds of the conservation What started out as one small responsible for the more than movement were planted plot of public land has grown 144,000 acres that make up early in the 20th century into 59 properties across the our state parks system. The when citizens were alerted state, including parks, Division mana,g_es these to the devastation of Mount resources for the safe Mitchell. Logging was enjoyment of the public and destroying a well-known protects and preserves them landmark the highest as a part of the heritage we peak east of the will pass on to generations to Mississippi. As the come. magnificent forests of this An important component mile-high peak fell to of our stewardship of these the lumbermen's axe, lands is education. Through alarmed citizens began our interpretation and to voice their objections. environmental education Governor Locke Craig services, the Division of joined them in their efforts Parks and Recreation strives to save Mount Mitchell. to offer enlightening Together they convinced programs which lead to an the legislature to pass a bill recreation areas, trails, rivers, understanding and establishing Mount Mitchell lakes and natural areas. This appreciation of our natural as the first state park of vast network of land boasts resources. The goal of our North Carolina. That was in some of the most beautiful environmental education 1915. scenery in the world and program is to generate an offers endless recreation awareness in all individuals opportunities. But our state that cultivates responsible parks system offers much stewardship of the earth. more than scenery and recreation. Our lands and waters contain unique and valuable archaeological, geological and biological resources that are important parts of our natural heritage. For more information contact: N.C. Division of Parks and Recreation P.O. Box 27687 Raleigh, NC 27611-7687 919/ 733-4181 8 Mount Mitchell State Park, N C I .1 December 1997 In the crest of the billion The Park as an provides a wonderful outdoor year old Black Mountain range classroom for learning about lies the summit of Mount Outdoor Classroom history, literature and recre- Mitchell, the highest point east Numerous recreation fac- ation. Students can study and of the Mississippi. This lofty ilities and a variety of educa- learn about these and peak is the focal point of the tional opportunities make other subjects on 1,677 acre Mount Mitchell a visit to Mount - r-- a hands-on basis. State Park. Mitchell a rewarding Groups are Mount Mitchell State Park adventure. The natural encouraged to visit is the oldest state park in the resources of this unique the park during the southeastern United States. It mountainous area open the warmer months of was established in 1915 by door to a world of learning the year for hikes, the North Carolina General and discovery. One of the exploration, nature study and Assembly for the preservation most outstanding natural other activities. Leaders may and protection of the unique features of the park is its high choose to design and conduct spruce-fir forests located there. elevation. Because tempera- their own activities or make The two highest peaks of the ture decreases as altitude use of the park's Environ- eastern United States are increases, the climate of mental Education Learning located within the boundaries Mount Mitchell is similar to Experience packet. A park of the park: Mount Mitchell at that of southern Canada. ranger will be happy to meet 6.684 feet and Mount Craig Mount Mitchell State Park with your group upon arrival to at 6,647 feet. has a unique natural history answer any questions the Mount Mitchell is located and is an excellent place to students may have, or to wel- in Yancey County, 34 miles study geology, ecology, come the group and present a northeast of Asheville off the biology and environmental short talk. Park staff will make Blue Ridge Parkway on North issues. The park is also rich every effort to accommodate Carolina Highway 128_. in cultural resources and persons with disabilities.
Mount Mitchell State Park. NC I .2 December 1997 Park Facilities: This washhouse is closed 3. The group leader should Restrooms: Restrooms are during the winter. Electric anddiscuss park rules and behavior available at the park office. water hookups are not expectations with adult leaders the restaurant, and concession available. and participants. Safety should stand. Scheduling a Trip: be stressed. Picnic Area: A picnic area 1. Please contact the park at 4. Eveiyone should wear a is located at the north end of least two weeks in advance to name tag. Please color-code the summit parking lot.It make a reservation. tags (for groups) and establish contains 40.picnic tables, a buddy system. 2. Complete the Scheduling several stone grills, drinking Worksheet located on page 5. Activities that take place water and two picnic shelters outdoors may expose partici- 8.1, and return it to the park as which can accommodate 16 pants to insects and seasonal soon as possible. people each. All are available weather conditions. The high on a first-come basis although 3. Research Activity Permits altitude makes the climate of shelters may be reserved. may be required for sampling Mount Mitchell quite cold even Use of the shelters is free of activities. If your group plans in summer. Be prepared by charge unless you reserve to collect any plant, animal or dressing accordingly and them. mineral within the park, please wearing sunscreen and/or insect Family Camping: Family contact the park office at least repellent, if necessary. 30 days in advance to obtain a camping is available from Comfortable walking shoes permit application. May 1 to October 31 on a should also be worn. first-come basis. Each of the Before the Trip: 6. The gimp leader is respon- nine campsites has a grill, 1. Complete the pre-visit sible lbr obtaining a parental picnic table and a gravel pad activities in the Environmental permission fOrm from each for tents. The campsites are Education Learning participant, including a list of located a short distance from Experience. any health considerations and the camparOund parking lot. medical needs. An example of 2. The group leader should A centrally located washhouse this form is on page 8.2. visit the park without the provides drinking water and participants prior to the group 7. If you vilI be late or need to toilet facilities. trip. This will enable you to cancel your trip, please notify become familiar with the the park as fttr in advance as facilities and the park staff. possible. and to identify any While at the Park: potential problems. Whether your class is working on an Environmental Education Learning Experience or taking a nature hike, please obey the following rules: 1. To help you get the most out of the experience and increase the chance of observing wildlife, be as quiet as possible while in the park. BEST COPY AVAILABLE
Mount Mitehell Slate Park. NC I 3 December 1997 1 0 2. On hikes, walk behind the Education Learning Experi- Evaluation forms are available leader at all times. ence packet. in the activity packet on pag-e Running is not permitted. 2. Build upon the field experi- 8.3. 3. All plants and animals ence and encourage Park Information: participants to seek answers within the park are protected. Mount Mitchell State Park to questions and problems Breaking plants and harming Route 5, Box 700 encountered at the park. animals are prohibited in all Burnsville, NC 28714 state parks. This allows future 3. Relate the experience to Tel: (828) 675-4611 visitors the same opportunity classroom activities and Fax: (828) 675-9655 to enjoy our natural resources. curriculum through reports, E-mail: 4. Picnic in designated picnic projects, demonstrations, [email protected] areas only. Help keep the park displays and presentations. Office Hours: clean and natural; do not litter. 4. Give tests or evaluations, 5. In case of accident or if appropriate, to determine if 8:00 a.m.- 5:00 p.m. emergency, contact park staff students have gained the Monday Friday immediately. desired information from the Hours of Operation: experience. Following the Trip: Nov.Feb. 8:00 a.m.6:00 p.m. 5. File a written evaluation of 1. Complete the post-visit March, Oct. 8:00 a.m.7:00 p.m. the experience with the park. activities in the Environmental April, May, Sept. 8:00 a.m. - 8:00 p.m. June Aug. 8:00 a.m.9:00 p.m.
red-tailed hawk ii Mount Mitchell State Park. NC 1 .4 December 1997 s A a
The Environmental Educa- skills and vocabulary learned The first occurrence of tion Learning Experience, in the pre-visit and on-site vocabulary words used in Alpine Forest, provides a activities. These activities may these activities is indicated in series of hands-on activities forbe performed independently; bold type. Their definitions the classroom and the outdoor however, they have been are listed in the back of the setting of Mount Mitchell designed as a series to build activity packet. A list of the State Park. This activity upon the students' newly reference materials used in packet, designed for grades 3 gained knowledge and developing the activities through 6, meets established experiences. follows the vocabulary list. curriculum objectives of the The Environmental Educa- This document was North Carolina Department of tion Learning Experience, Public Instruction's Standard designed to be reproduced, in Alpine Forest, will expose the part or entirety, for use in Course of Study. Three types students to the following major of activities are included: North Carolina classrooms. If concepts: you wish to photocopy or adapt 1) pre-visit activities Spruce-Fir Forest it for other uses, please credit 2) on-site activities Ecosystems the N.C. Division of Parks and 3) post-visit activities Tree Anatomy and Recreation. The on-site activities will be Physiology conducted at the park, while Note: pre-visit and post-visit Limiting Factors and The on-site activities will be activities are designed for the Spruce-Fir Forest Decline outdoors and could expose the classroom. Pre-visit activities Decomposition students to cold conditions, should be introduced prior to ticks and insects. Accessibility Interdependence of to some areas may be difficult the park visit so that students Plants and Animals for persons with special needs. will have the necessary back- Preservation of Natural When conducting the on-site ground and vocabulary for the activities, please remember that on-site activities. We encour- Areas collecting specimens of any age you to use the post-visit Stewardship of Natural kind in the park is prohibited. activities to reinforce concepts, Resources
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striped skunk 9 Mount Mitchell State Park. NC 1 .5 1 December 1997 The following outline provides a brief summary of each activity, the majorconcepts introduced and the objectives met by completion of the activity. I. Pre-Visit Activities 41 Canada Down South (page3.1.1) In this activity, students will play a card game to learn about the changes in naturalcom- munities at different elevations in the Southern Appalachians. Major Concepts: Natural communities Community diversity with change of elevation Identifying plants and animals Learning Skills: Observing, classifying and communicating Organizing and analyzing information Objectives: Describe five different natural communities you would encounteras you ascend Mount Mitchell. Name four plants and four animals from each of these natural communities. List two environmental factors which bring about changes in natural communities between 0 and 6000 feet above sea level in North Carolina.
42 The Human Tree (page3.2.1) Students will participate in a simulation to learn, or review, basic tree anatomy and physiology. During a second simulation, students will be introduced to the limiting factors that impact Fraser firs at Mt. Mitchell. Major Concepts: Tree anatomy and physiology Air pollution Insect pests Limiting factors Learning Skills: Observing, classifying, communicating and predicting Participating in creative interpretations Applying concepts and ideas Objectives: List three or more parts of a tree and describe their functions. List three limiting factors that impact the Fraser firs at Mt. Mitchell, and describe how each factor affects the physiology of the tree.
Mount Mitchell State Park. NC 2.1. 11 3 December 1997 *3 Acid from the Skies (page 3.3.1) Students will simulate the effects of acid rain on a variety of objects by experimenting with household acids and uncooked eggs, pennies, and plants. They will then relate their experiences with acids in the classroom to acid rain in the environment outside the classroom by completing a worksheet that illustrates where the acid in our atmosphere comes from and how it may affect the environment. Also, in an activity involving balloons, they will portray acid rain producers and things affected by acid rain. Major Concepts: Acidity and pH Acid rain formation Effects of acid deposition on plants Learning Skills: Observing, communicating, experimenting and predicting Measuring, averaging and graphing Applying and expanding information Objectives: Predict and observe the effects of household acids on nonliving objects and plants inside the classroom. Using experimental results, predict how acid rain might affect living and nonliving things in the environment outside the classroom. Draw or list two sources of acid rain. Given a list of terms, correctly label a diagram depicting acid rain formation and its possible effects. II. On-Site Activities #1 Meet A Tree (page 4.1.1) The students will collect data from several small plots along the Balsam Trail atMount Mitchell State Park. They will identify each tree species within the plot and estimate each tree's diameter. Students will also measure the pH of the soil in their plot. Major Concepts: Ecology of the spruce-fir forests of the Southern Appalachians Plot sampling methods Soil pH .e.,..... "or c ...7...... " Learning Skills: '.. Observing, classifying and communicating
Interpreting data and making inferences .. -S- Measuring '`',..7'.....e-..'-: --- _J.-, -- ,,, ;y4:4,41,7:. ,,,., . ..).., If.;::::::f1:::: Objectives: "4, iio Identify the four most common trees on Mount Mitchell. ,ff.fefi. i Determine the number of trees in a plot. -1, (..ii,. t ),Apn., ,,, .efko ,,,m;sex:,/,frf" 'IIN; Measure each tree's diameter at 4 1/2 feet above the ground. .yht,,f,.. ,;ts,,Pree , Pc' Determine the soil pH. 1 4 December 1997 Mount Mitchell State Park. NC 2.1. #2 Mt. Mitchell A Sense of Place (page4.2.1) Educators will lead the students in a guided story that allows them touse their imagina- tions to experience life as a Fraser fir at Mount Mitchell. Students will also participate ina silent hike along the Balsam Trail. Major Concepts: Life cycle of a tree Spruce-fir forest Interdependence of plants and animals Learning Skills: Communicating and observing Responding personally and creatively to a story/experience Objectives: Observe and describe three different plants and three different animals inhabiting the spruce-fir forest on Mt. Mitchell. Describe the condition of the trees on Mt. Mitchell and list two possiblecauses of tree mortality. Complete a journal entry with observations, sketches, poetry,or other written response after participating in a guided imagery activity on Mt. Mitchell.
*3 Planting for Tomorrow (page4.3.1) By planting trees at Mt. Mitchell State Park, students participate ina stewardship activity and express their appreciation of trees. Major Concepts: Benefits of trees Planting trees Spruce-fir forest decline Learning Skills: Observing, measuring, inferring, predicting Participating in a stewardship activity Graphing and interpreting data Objectives: Observe and describe the condition of Fraser firs on Mt. Mitchell. List two limiting factors that stress Fraser firs on Mt. Mitchell. List at least three ways that trees benefit people. Successfully plant Fraser fir seedlings on Mt. Mitchell, or observe andmeasure trees that were planted by other groups.
Mount Mitchell State Park, NC 2.1.3 December 1997 ost-Visit Activities #1 Forest Game (page 5.1.1) Through a game. students will experience some of the factorslimiting tree growth. Major Concepts: Environmental factors affecting forest growth Learning Skills: Communicating and observing Participatina in creative interpretations Applying concepts and ideas Objectives: List live elements that can adversely affect natural communities. List three ways to help protect the spruce-fir forest.
#2 Forest Stewardship (page 5.2.1) Students write forest stewardship plans outlining responsibleactions they can take to improve the health of trees and forests. Major Concepts: Conservation of natural resources Stewardship Responsible environmental action Learning Skills: Writing a stewardship plan Carefully considerimz consequences of actions Objectives: List at least two stewardship actions individuals can take toimprove the health of trees and forests. Explain the positive consequences of each action listed above. Define at least two of the four types of responsible action: ecomanmzement, persuasion. consumerism, and political action. Choose one type of responsible environmental action and write a forest stewardship plan, outlining the steps in taking action.
Mount Mitchell State Park. NC 2.1.4 Decenther 1997 #3 Recycle a Forest Leave a Log Alone (page 5.3.1) Students will listen to a story to learn why rotting logs are important to the health of the forest community. They will participate in a simulation to learn how a variety of decomposers work together to break down dead trees. Major Concepts: Decomposers and decomposition Forest resource management Learning Skills: Participating in creative interpretations; listening Applying concepts and ideas Observing, classifying, communicating and predicting Objectives: List three decomposers and describe their role in returning dead trees to the soil. Explain why park managers often choose to leave dead trees and logs alone. List pros and cons of not disturbing dead trees or logs on school property or in students' neighborhoods.
Mount Mitchell State Park. NC 2.1.5.1 7 December 1997 Note to classroom teachers: The following Correlation Chart shows how each activity in this Environmental Education Learning Experience (EELE) correlates with the North Carolina Department of Public Instruction (DPI) objectives in science, mathematics, social studies and English langune arts. The activities are listed in the order in which they appear in this EELE. The recommended grade levels are listed along the side of the chart. Notice that only the objective numbers are listed. Use your DPI Teacher Handbook for each subject area to get a complete description of the objectives in that subject area.
Pre-Visit Activity #1: Canada Down South, p. 3.1.1 Grade Science English Lang. Arts Soc. Studies Mathematics
3 2.1, 2.2, 2.4, 2.6, 1.1, 2.1;2.2 8.3 4.1, 5.1,5.3 Skill Goal I
4 2.1, 2.2, 2.4, 2.6, 1.1, 2.1, 2.2 3.2, 4.2 5.1, 5.2, 5.3, 4.1,5.2 Skill Goal I 5.5, 5.6
5 2.1, 2.2, 2.4, 2.6, 1.1, 2.1, 2.2 4.2 5.1, 5.2, 5.3, 4.1, 5.1, 5.3 Skill Goal I 5.5, 5.6
6 2.1, 2.2, 2.4, 4.1, 1.1, 2.1, 2.2 7.1,7.2 6.1
Pre-Visit Activity *2: The Human Tree, p. 3.2.1 Grade Science English Lang. Arts Soc. Studies Mathematics
3 2.1,2.2,2.4,2.7, 1.1,1.2,1.3,2.1, '4.2 3.1,4.2,4.3,5.1 2.2,2.3,4.1,4.2, Skill Goals I & II 4.3
4 2.1,2.2,2.4,2.7, 1.1,1.2,1.3,2.1, 3.1,4.2 2.2,2.3,4.1,4.3
5 2.1,2.2,2.4,2.7, 1.1,1.2,1.3,2.1, 3.1,4.2,5.1,5.3 2.2,2.3,4.1,4.3
6 2.1,2.2,2.4,2.7, 1.1,1.2,1.3,2.1, 3.1,4.2,5.1,6.1 2.2.2.3,4.1,4.3
Mount Mitchell State Park. NC 2.2. 1 1 3 December 1007 Pre-Visit Activity "3: Acidfrom the Skies, p. 3.3.1 Grade Science English Lang. Arts Soc. Studies Mathematics 3 1.1, 1.3, 1.4, 1.5, 1.1, 1.2, 1.3, 2.1, 6.2, 6.3, 8.3, 9.3 4.1, 4.3, 4.13, 2.1, 2.2, 2.3, 2.4, 2.2, 2.3, 3.1, 4.1 Skill Goals I & II 6.1, 6.2, 6.7 2.5, 2.6, 2.7, 2.9, 2.10, 2.11, 2.12, 2.13, 3.1, 3.3, 3.5, 4.1, 4.2, 4:3, 5.1 4 1.1, 1.3, 1.4, 1.5, 1.1, 1.2, 1.3, 2.1, 2.3, 5.3, 9.4, 11.2,4.1, 4.3, 6.1, 6.2 2.1, 2.2, 2.3, 2.4, 2.2, 2.3, 3.1, 4.1 11.3 2.5, 2.6, 2.7, 2.9, Skill Goals I & ll 2.10, 2.11, 2.12, 2.13, 3.1, 3.3, 3.5, 4.1, 4.2, 4.3 5 1.1, 1.3, 1.4, 1.5, 1.1, 1.2, 1.3, 2.1, 2..3, 5.2, 5.3 6.1, 6.2 2.1, 2.2, 2.3, 2.4, 2.2, 2.3, 3.1, 4.1 Skill Goals I & ll 2.5, 2.6, 2.7, 2.9, 2.10, 2.11, 2.12, 2.13, 3.1, 3.3, 3.5, 4.1, 4.2, 4.3, 5.1, 5.3, 5.6 6 1.1, 1.3, 1.4, 1.5, 1.2, 1.3, 1.3, 2.1, 5.2, 5.3 5.2, 6.5, 6.8 2.1, 2.2, 2.3, 2.4, 2.2, 2.3, 3.1, 4.1 Skill Goals I & ll 2.5, 2.6, 2.7, 2.9, 2.10, 2.11, 2.12, 2.13, 3.1, 3.3, 3.5, 4.1, 4.2, 4.3, 5.1, 5.2, 6.2, 6.3
On-Site Activity "1: Meet a Tree, p. 4.1.1 Grade Science English Lang. Arts Soc. Studies Mathematics 3 2.1,2.2, 2.3, 2.4, 2.5, 1.1,1.2,1.3,2.1, 4.1, 4.3,4.6, 2.7,2.9, 3.1, 3.3, 4.1, 2.2,2.3 4.11, 4.12, 4.13, 4.2,5.1, 5.3 6.1, 6.2 2.1,2.2, 2.3, 2.4, 1.1,1.2,1.3,2.1, 4.1, 4.10, 5.1, 2.5,2.7, 2.9, 3.1, 2.2,2.3 6.1, 6.2 3.3,4.1, 4.2 5 2.1,2.2, 2.3, 2.4, 2.5, 1.1,1.2,1.3,2.1, 2.4, 4.1, 4.6, 6.2, 2.7,2.9, 3.1, 3.3, 4.1, 2.2,2.3 6.4 4.2,5.1, 5.3 6 2.1,2.2, 2.3, 2.4, 1.1,1.2,1.3,2.1, 6.1, 6.2 2.5,2.7, 2.9, 3.1, 2.2,2.3 3.3.4.1, 4.2, 6.1
Mom Mitchell State Park. NC 1 9 December 1997 Correlation_ Chart
On-Site Activity #2: Mt. Mitchell A Sense of Place,p.4.2.1 G rade Science English Lang. Arts Soc. Studies Mathematics 3 2.1,2.4,3.1,3.5, 1.1,1.2,1.3,2.1, 4.1,4.2,5.1,5.2 2.2,4.1,4.2,4.3
4 2.1,2.4,3.1,3.5, 1.1,1.2,1.3,2.1, 4.1,4.2,5.2 2.2,4.1,4.2,4.3
5 2.1,2.4,3.1,3.5, 1.1,1.2,1.3,2.1, 4.1,4.2,5.1,5.3 2.2,4.1,4.2,4.3
6 2.1,2.4,3.1,3.5, 1.1,1.2,1.3,2.1, 4.1,4.2,6.2,6.3 2.2,4.1,4.2,4.3
On-Site Activity '3: Planting for Tomorrow,p. 4.3.1 Grade Science English Lang. Arts Soc. Studies Mathematics 3 1.1, 2.1, 2.3, 2.4, 1.1, 1.2, 1.3, 1.2, 6.1, 6.3, 9.3, 2.6, 4.1, 4.7, 2.5, 2.6, 2.7, 2.9, 2.1, 2.2, 2.3, 11.2, 11.4 4.13, 6.1, 6.2, 6.3 3.1, 3.3, 3.4, 3.5, 4.1, 4.2 Skill Goals I,III & 4.1, 4.2, 5.1, 5.3 IV 4 1.1, 2.1, 2.3, 2.4, 1.1, 1.2, 1.3, 2.3, 5.2, 5.3, 7.5, 2.6, 4.1, 4.6, 2.5, 2.6, 2.7, 2.9, 2.1, 2.2, 2.3, 8.2, 9.4, 11.3 4.11, 6.1, 6.2, 3.1, 3.3, 3.4, 3.5, 4.1, 4.2 Skill Goals I,Ill & 6.3, 6.4 4.1, 4.2 IV 5 1.1, 2.1, 2.3, 2.4, 1.1, 1.2, 1.3, 2.3, 5.2, 5.3, 9.2 4.5, 4.6, 6.1, 6.2, 2.5, 2.6, 2.7, 2.9, 2.1, 2.2, 2.3, Skill Goals I,III & 6.4 3.1, 3.3, 3.4, 3.5, 4.1, 4.2 IV 4.1,4.2, 5.1, 5.3, 5.4 6 1.1, 2.1, 2.3, 2.4, 1.1,1.2, 1.3, 4.1, 4.2, 6.1, 6.2, 2.5, 2.6, 2.7, 2.9, 2.1, 2.2, 2.3, 6.5, 6.6 3.1, 3.3. 3.4, 3.5, 4.1, 4.2 4.1, 4.2. 5.1, 5.2, 6.2. 6.3 ,
N.lottilt Mitchell Stztie P:tuk. NC 1:1.3 Decemhei Correlation_ Chart Post-Visit Activity #1: ForestGame, p. 5.1.1 Grade Science English Lang. Arts Soc. Studies Mathematics
3 2.1,2.4,3.1,4.1, 1.1,1.2,1.3,2.1, 1.2, 4.2, 6.2, 6.3, 4.2,5.1,5.2 2.2,2.3,4.1,4.2 9.3, 11.4 Skill Goals I, Ill & IV
4 2.1,2.4,3.1,4.1, 1.1,1.2,1.3,2.1, 2.3, 5.2, 5.3, 7.5, 4.2 2.2,2.3,4.1,4.2 8.2, 9.4 Skill Goals I, Ill & IV
5 2.1,2.4,3.1,4.1, 1.1,1.2,1.3,2.1, 2.3, 5.2, 5.3 4.2,5.1,5.3,5.4 2.2,2.3,4.1,4.2 Skill Goals I, Ill & IV
6 2.1,2.4,3.1,4.1, 1.1,1.2,1.3,2.1, 4.2,5.1,6.3 2.2,2.3,4.1,4.2
Post-Visit Activity #2: Forest Stewardship, p. 5.2.1 Grade Science English Lang. Arts Soc. Studies Mathematics 3 1.1,2.1,2.2,2.4, 1.1, 1.2, 1.3, 2.1,1.1, 1.2, 1.3, 3.1, 4.2, 2.6,2.7,4.1,4.2, 2.2, 2.3, 3.1, 3.2,4.4, 5.3, 6.3, 9.3, 4.3,5.1 3.3, 4.1, 4.2, 4.3 11.2, 11.4 -- Skill Goals I, II, Ill & IV
4 1.1,2.1,2.2,2.4, 1.1, 1.2, 1.3, 2.1, 2.3, 5.2, 5.3, 7.5, 8.2, 2.6,2.7,4.1,4.2, 2.2, 2.3, 3.1, 3.2, 8.3, 9.1, 9.2, 9.4, 4.3 3.3, 4.1, 4.2, 4.3 11.3 Skill Goals I, II, Ill & IV
5 1.1,2.1,2.2,2.4, 1.1, 1.2, 1.3, 2.1,2.3, 5.3, 7.3, 8.2, 2.6,2.7,4.1,4.2, 2.2, 2.3, 3.1, 3.2,11.3 -- Skill Goals I, 4.3,5.1,5.3,5.4 3.3, 4.1, 4.2, 4.3 II, III & IV
6 1.1,2.1,2.2,2.4, 1.1, 1.2, 1.3, 2.1, 2.6,2.7,4.1,4.2, 2.2, 2.3, 3.1, 3.2, 4.3.5.1,5.2,6.3 3.3, 4.1, 4.2, 4.3
Mount Mitchell State Park. NC 2.2.4 December 1907 Correlation Chart. Post-Visit Activity #3: Recycle a Forest Leave a Tree Alone, p. 5.3.1 Grade Science English Lang. Arts Soc. Studies Mathematics 3 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1, 1.1, 4.4, 9.3, 11.4 3.1, 3.5, 4.1, 4.2, 2.2, 2.3, 4.1 Skill Goals I & II 5.1, 5.2, 5.3 .
4 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1, 2.3, 5.2, 5.3, 3.1, 3.5, 4.1, 4.2, 2.2, 4.1 8.2, 9.4 5.1, 5.2, 5.4 Skill Goals I & II
5 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1, 5.2, 5.3 3.1, 3.5, 4.1, 4.2, 2.2, 4.1 Skill Goals I & ll 5.1, 5.3
6 2.1, 2.2, 2.4, 2.7, 1.1, 1.2, 1.3, 2.1, 3.1, 3.5, 4.1, 4.2, 2.2, 4.1 6.1, 6.3
Mount Mitchell State Pat k. NC 2.2.5 December 1997 Curriculum Objectives: Location: Classroom Grade 4 Communication Skills: lis- Group Size: tening, reading, vocabulary 30 students, class size and viewing comprehension, study skills using environ- Estimated Time: 20 minutes mental sources Guidance: competency for Appropriate Season: Any interacting with others Science: living things Materials: animals, adaptation to envi- Provided by the Educator: ronment, weather and climate Per group: "Mountain Commu- Educator's Information: Social Studies: gather, orga- nity Fact Sheet", one deck nize and analyze information, ,of "Mountain Community n this card game, students draw conclusions, participate Cards" will learn about the plants effectively in groups and animals that make up Major Concepts: five different natural com- Grade 5 Natural communities munities in the piedmont and Communication Skills: lis- Community diversity with tening, reading, vocabulary mountain regions of the south- change of elevation and viewing comprehension, eastern United States. They Identifying plants and ani- study skills using environ- will learn which plants and mental sources, competency mals for interacting with others animals are common to sev- Science: living things Objectives: eral natural communities and plants, earth science, environ- Describe five different natu- which are found only in one ment ral communities you would community. Social Studies: gather, orga- encounter as you ascend nize and analyze information, draw conclusions, participate Mount Mitchell. effectively in groups Name four plants and four animals from each of these Grade 6 natural communities. Communication Skills: lis- tening, reading, vocabulary List two environmental and viewing comprehension, factors which bring about study skills using environ- changes in natural commu- mental sources nities between 0 and 6000 Guidance: competency and feet above sea level in skill for interacting with others, North Carolina. Healthful Living: environ- mental health, Science: ecology Social Studies: gather, orga- nize and analyze information, draw conclusions
VA 2 3 Mount Mitchell State Park, NC 3.1.1 September 1994 Instructions: are laid down on the table face it can be discarded. Play con- 1. Divide the class into groups up. tinues in this manner. of four. Copy the "Mountain 3. To play the game, the dealer4. If a player has two or three Community Cards" to make deals eight cards to each cards from one natural com- one set of 60 cards for each player, starting with the player munity, and another card from group. Cut the cards apart as on the dealer's left. Have the that same natural community indicated and laminate them dealer place the leftover cards is placed on the discard pile by for durability. Have the stu- in a stack face down in the the player whose turn was im- dents read the Student's Infor- center of the table, with the top mediately before him or her, mation sheet, then hand out a card turned over and placed the player may pick up the en- copy of the Mountain Commu-beside the stack as the start of tire discard pile, after showing nity Fact Sheet to each student. the discard pile. the two or three cards as proof. 2. Explain to the students that The player to the right of The player must then put the the object of the game is for the dealer starts the game. He whole discard pile in his or her each player to make as many or she will draw a card from hand, using as many cards as natural community "books" as the stack or pick a card from possible to make books. The possible out of the cards in his the discard pile. If the player player then discards one card. or her hand. The students will can use the new card, he or 5. When the stack has been need to refer to their Mountain she does so, laying down any used up, the discard pile is Community Fact Sheet to de- natural community books held. shuffled, then turned over and termine which cards will makeWhen laying down a book, the used as the stack. Play contin- a book. A book consists of player must name aloud the ues until there is no longer a four cards that all come from natural community it repre- stack or discard pile or when the same community type. sents. He or she will then dis- only one player is left holding The four cards must be differ- card one card into the discard cards. . ent plants or animals from the pile, face up. If a card drawn 6. The player with the greatest same community type. Books from the stack cannot be used, number of natural community books wins.
black bear
Mount Mitchell State Park. NC 3.1.2 2 4 September 1994 Would you believe northern places that were into distinct species and live that you can travel covered by the glaciers. nowhere else in the world. to a place very Animals and plants from the The plants and animals that much like southern Canada North were able to live in areaslive at the top of these moun- and still be in North Carolina? that had been too warm for tains are adapted to the cold, You can, and here's why: them before the Ice Age. whereas the plants and animals During the past two million Thousands of years passed, that live in the valleys are years, erosion and other forces and the earth gradually adapted to a warmer climate. have changed the mountains warmed up. The glaciers Between these valley and of North Carolina. During the shrank as they melted back to mountain communities is a last Ice Age, glaciers (wide, the far North, and the climate gradient in weather conditions thick rivers of ice) covered in the South warmed up again. from warm to cold, with a wide much of what is now the Some cold-weather plants and variety of plants and animals northern United States. As animals followed the melting living along this gradient. these glaciers slowly moved glaciers north. Others could If you were to travel from south from the polar regions to now live only in the coldest North Carolina to Canada by present day Illinois and places in the South moun- car, you would notice that the Indiana, they brought colder tain tops above 5500 feet, such asplants growing by the roadside weather into the southern those of the Black Mountains. and in fields and forests begin United States. Today, we still find plants to look different as you Some animals and plants and animals in North Carolina traveled farther north. That's that lived in the north spread which are adapted to cold because the average temp- south ahead of the glaciers, weather similar to that in the erature drops around 3 degrees since the weather was warmer northernmost United States Fahrenheit for every 300 in that direction. Although and southern Canada. They miles that you travel north. The the climate in the South was live on the peaks of the South- farther north, the cooler the colder during the Ice Age than ern Appalachian mountains. climate. Plants that grow well it had been previously, it was Some of these plants and ani- in the lower elevations of not as cold as the climate in mals have changed over time North Carolina generally do
Mount Mitchel! State Park. NC 3I .3 September 1994 not do well in southern Suppose you were to hike found in only one type of Canada. On the other hand, the Mount Michell Trail which natural community. For cold-loving plants that thrive starts at the Black Mountain example, Fraser fir trees are in southern Canada would find Campground near Busick found only in the spruce-fir North Carolina's climate in the (2800 feet above sea level) andforest community. In the piedmont or coastal plain too ends at the summit (6684 feet Southern Appalachians, hot. But traveling north is not above sea level). You would spruce-fir forests generally the only way to find a cooler pass through the same types of occur above 5500 feet. Some climate. Here's how you can forests and climate changes as animals, such as the white- take a quick trip to a forest like you would if you drove north tailed deer, are so adaptable that of southern Canada to southern Canada! There is they can be found from the without ever leaving North about 12 degrees Fahrenheit coast to the cool mountain Carolina. If you were to climb difference in temperature from tops, living in all the natural 1,000 feet up the side of a the base of Mount Mitchell to communities. mountain, you would find the its summit. You will be playing a game climate approximately 3 Here's how to calculate the where you match up four cards degrees Fahrenheit cooler than temperature drop on the trail: representing four members it was where you started. If Step 1: Find the difference in of the same natural commu- you began your trip at sea elevation between the summit nity. Five different natural level and kept going until you and the Black Mountain communities found on the reached the top of a 6,000 foot Campground at the base of slopes of the Black Mountain mountain, how much cooler the trail: 6,684 2,800 = 3,884 Range are represented in this would it be at the top than it game: oak-hickory forests, Step 2:3,884 ft. ÷ 1000 ft = 3.9 was at the beach where you cove hardwood forests, started (0 feet altitude)? Step 3: 3.9 x3° =11.7°F northern hardwood forests, Solution The "Mountain Commu- mountain bakls, and spruce-fir Step 1: 6000 ft ÷ 1000 ft = 6 nity" fact sheet lists some of forests. There are more than the plants and animals which five natural communities Step 2: 6 x 3° = 18° live in the natural communities found in the Black Mountains, Answer: The temperature found on the slopes of the but only five are used in this would be 18° F cooler at the Black Mountain Range. Some game. top of the mountain.) of these plants and animals are
2 (3 Mount Mitchell State Park. NC 3.1.4 September 1994 Here are five natural communities found at different elevations on the slopes of the Black Mountains:
Oak-Hickory Forest At lower elevations (below 3,500 feet), we find oak-hickory forests. These forests-occur over the southern- and eastern-facing outer slopes of the Blue Ridge Mountains below 3,500 feet and in the interior mountain basins. The most common trees are white, red and chestnut oaks, but black and scarlet oaks are plentiful as well. In the oak-hickory forests we find: white oak gray squirrel red oak black bear red maple white-tailed deer pignut hickory wild turkey white pine striped skunk raccoon box turtle
Cove Hardwood Forest In especially damp areas at lower elevations, we find cove hardwood forests. These forests occur in the Southern Appalachians in sheltered mountain valleys on north- and east-facing slopes from 1,500 to 4,500 feet. Cove forests are among the richest, most magnificent deciduous forest found anywhere on earth. This forest includes: American beech white-tailed deer red oak gray squirrel yellow poplar box turtle sugar maple black bear
Northern Hardwood Forest At higher elevations, between 3,500 and 5,500 feet, we find northern hardwood forests. These forests are like those found in the New England states. In them we find: American beech box turtle sugar maple spotted salamander yellOw birch black bear eastern hemlock red squirrel white-tailed deer New England cottontail rabbit gray squirrel raccoon
Mount Mitchell State Park. NC 3.1.5 September 199-1 Mountain Balds At these same elevations (3,500 5,500 ft.) we find some mountain tops that have few or no trees at all. These are called balds. There are two very different types of balds: heath balds and grassy balds. Heath balds are mainly composed of woody shrubssuch as mountain laurel, while grassy balds are composed of grass, mosses and other nonwoody plants. Plants and animals found on balds include: grasses white-tailed deer wild turkey sedges mountain laurel red-tailed hawk saw-whet owl eastern cottontail rabbit rhododendron screech owl meadow jumping mouse peregrine falcon
Spruce-Fir Forest At the highest elevations of the Southern Appalachians, over 5,500 feet, we find spruce-fir forests. These are like the forests in southern Canada and the 4 northern United States. In these forests we find: red spruce northern flying squirrel junco mountain ash yellow birch rhododendron yellow coneflower long-tailed weasel saw-whet owl black bear Fraser fir white-tailed deer cedar waxwing New England cottontail rabbit mountain laurel red squirrel
Mount Mitchell State Park, NC 3.1.6 September 1994 American beech black bear 4
AD American beech black bear cedar waxwing
black bear eastern cottontail rabbit 1-
black bear eastern hemlock
Mount Mitchell State Park. NC 3.1.7 September 1994 Mountain.Community Cards-Backing Sheet
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Mount Mitchell State Park. NC 3.1.8 3 0 September 1994 Mountain Community Cards
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Fraser fir gray squirrel E
grasses mountain laurel
long-tailed weasel mountain laurel L. J_
Mount Mitchell State Park, NC 3.1.9 September 1994 a 1 II
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Mount Mitchell State Park. NC 3.1. 10 0 ,) September 1994 Mountak CornmunityCards
New England cottontail rabbit pignut hickory 4
red spruce New England cottontail rabbit raccoon r-
northern flying squirrel
red squirrel peregrine falcon _J 1_
September 1994 Mount Mitchell State Park. NC 3.1.11 3 :3 RPM° NM AVM! AR! P I D fam
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red-tailed hawk rhododendron 4
saw-whet owl spotted salamander
red oak saw-whet owl sugar maple
rhododendron sugar maple
September 1994 Mount Mitchell State Park, NC 3.1.13 a D OPP
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Nlount Mitchell State Park. NC 3.1.14 September 1994 . e,
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yellow birch r-
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white-tailed deer wild turkey yellow coneflower _J
September 1994 Mount Mitchell State Park. NC 3. 1. 15 0 '1 -r
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Mount Mitchell State Park. NC 3.1. 16 3 8 September 1994 Major concepts: Tree anatomy and physiology Air pollution Insect pests Limiting factors Learning Skills: Observing, classifying, communicating and predicting Participating in creative interpretations Applying concepts and ideas Subject Areas: Science English Language Arts See the Activity Summary for a Correlation with the DPI objectives in these subject areas. Location: A large indoor play space or outside area is recom- mended Group Size: 27 to 30 students Objectives: introduced to the limiting factors that impact the Fraser Estimated Time:1 hour List three or more parts of firs at Mt. Mitchell. A basic Appropriate Season: Any a tree and describetheir function. understanding of how trees Materials: become sick will help the Provided by the educator: List three limitin2- factors students make sense of what Per class: Slips of paper with that impact the Fraser firs names of tree parts, paper at Mt. Mitchell and they observe during their visit bag, ball of yarn or string describe how each factor to Mt. Mitchell State Park, or Per student: One copy of similar areas with spruce-fir Student's Information affects the physiology of the tree. forests. Credits: Adapted from Project Learning Tree: Environmental Educator's Information: Important Note: The Education Activity Guide This pre-visit activity information given in the (Pre K-8). Activity #63. "Tree gives teachers a kinesthetic second simulation presents Factory,- pp. 223-227. strategy for introducing theories that scientists have important vocabulary words advanced to explain the used in the on-site activities. recent changes in the spruce- Students will participate in a fir forest. Forest ecologists. simulation to learn, or review, like medical doctors, do not basic tree anatomy and always agree on the diag- physiology. During a second noses and treatmentof their simulation. students will be patients. This is especially
December 190- Mount Mitchell State Park. NC 3.2.1 true in trying to determine Leaves or needles (4), Limiting factors (3-5). If you have the effects of acid rain, a fewer that 27 students, adjust the numbers as necessary. relatively new phenomenon. Finally, make four "branches" for your tree by cutting yarn Laboratory studies demon- or string into four, six-foot(1.8 m) lengths. strate a variety of patholo- 2. Ask your students to compare a tree with a human. Make gies when trees and food a chart on the chalkboard oroverhead. For example: crops are exposed to acid rain and/or ozone. However, Human Tree (Suggested Student Response) scientists are still investigat- Torso (Trunk) ing what is actually happen- Arms (Branches) ing to red spruce and Fraser Legs (Roots) firs in the environment of Mt. Mitchell. Many factors Hair/skin (Bark) such as pests, severe weather, Blood (Sap) logging and air pollution Arteries/veins (Tree' s pipes sapwood & phloem) could be interacting in very Bones (skeleton) (Heartwood) complicated ways. Because our current knowledge is Stomach & Intestines(Leaves) limited, it is difficult to give Lungs (Stomata or holes in leaves) an accurate prognosisfor the Mt. Mitchell spruce-fir The teacher should write human parts on the left side of forest. Will the trees the chart and solicit responses from the students for theright become sicker, as some side. If students have difficulties with this exercise, ask them scientists predict, or will the to read the Student's Information to learn moreabout the forest recover? In this parts of a tree and try again. activity, we have attempted 3. Continue the comparison by asking students to listhealth to provide the teacher with problems or diseases that people can experience and relate simple explanations of these to problems that can affect trees. For example: complicated theories. We hope that our simulation will People's Health Problems Tree's Health Problems not frighten the children, or Broken bones 'Broken branches put undue emphasis on one Tooth decay. Heart rot or other wood rot limiting factor over the others. Cancer Burl (looks like a wart on a tree) Instructions: Cut/wound Bark removed & sap dripping out 1. Study the Student's Infor- Parasites (fleas, ticks, tapeworms, etc.)Termites, beetles, aphids, etc. mation; photocopy for your Cold/infection/virus attack Trees are attacked by bacteria, students if desired. Prepare a infection and viruses too slip of paper for each student by writing the name of a tree 4. Tell the students that they are going to create a human tree part on each slip. Use the by acting out the tree parts discussed in the Student'sInfor- following formula if you mation. First they will role-play a healthy tree and thenthey have 27-30 students in your will role-play a sick Fraser fir tree on top of Mt. Mitchell. class: Heartwood (1), Ask each student to pick a slip of paper (prepared earlier) Sapwood (2), Taproot (1), from the bag to find out what role they will play. Those Lateral roots (2), Cambium students who have a piece of paper that says "limiting (3), Phloem (5), Bark (7), factor" will help the teacher build the human tree in thefirst
Mount Mitchell State Park. NC 3.2.2 4 0 December 1997 simulation and role-play a Have the roots make loud they do for the tree (make limiting factor that attacks sucking noises (the more food through photosynthe- the Fraser fir in the second disgusting the better). sis). Have the leaves flutter simulation. (Or, the teacher NOTE Be sure to warn their hands and chant in could also ask the "limiting other students not to step high-pitched, high-energy factor" students to join the on the roots! voices, "We make food; we students who are role- make food." 3. At this point you may want playing bark for the first the tree parts to practice their 5. Ask the leaves what simulation only.) roles simultaneously: happens to all the food they Simulation #1 The Heartwood "I support, I make using sunlight, air, and Healthy Tree: support." Sapwood "Gur- water (it gets transported to 1. Take your students to the gle, slurp. Gurgle, slurp. the rest of the tree). Ask large play space or outside Transport water." Roots everyone what part of the area. Ask them what tree "Shhlluuuck! Shhlluuuck!" tree transports the food from part supports the tree or acts the leaves to the rest of the like a skeleton for the tree tree (phloern). Have the (heartwood). The student "phloem" students join role-playing heartwood hands and form a large should stand center stage, circle around the sapwood. show off his/her muscles, Then have them simulate the and chant in a loud and role of the phloem by reach- powerful voice, "I support; I ing above their heads and support." grabbing (for food), and 2. Ask students what tree then squatting and opening part transports water to all their hands (releasing the parts of the tree (sapwood). food) while chanting, "Food Have the sapwood students to the tree! Food to the tree!" join hands to form a small 6. Now, have the five groups circle around the heartwood. (heartwood, roots, sapwood, These students chant, phloem and leaves) chant "Gurgle, slurp. Gurgle, their roles one at a time. slurp. Transport water," as they raise their joined hands 7. Ask students if they've up and down. Ask students left out an important part of where the water in the the tree. What layer produces sapwood comes from new sapwood and phloem to (absorbed by the roots). Ask keep the tree growing and the student role-playing the 4. Ask students where the healthy? (cambium) Have taproot to sit down with his/ water in the sapwood travels the "cambium" students her back against the sapwood. (to the leaves). Have the form a circle between the Next, ask the lateral roots to heartwood student hold the phloem and the sapwood. lie down on the ground with ends of the four "branches" Tell them to sway from side their feet toward the sapwood (pieces of yarn or string that to side and chant, "New and their arms and fingers you cut earlier). Give the phloem, new sapwood, and spread out to represent other end of each branch to carn-bee-um; new phloem, rootlets and root hairs. a student who represents new sapwood, and leaves. Ask the leaves what cam-bee-um."
Mount Mitchell State Park, NC 3.2.3 4 December 1997 8. Ask students what final in this skit.) The teacher than 100 miles per hour near component of their tree is should ask the lateral roots the top of Mt. Mitchell. missing it's something to reposition themselves by Bark, rub your arms and that protects the tree (bark). sitting against the sapwood legs and jog in place to try Have the "bark" students students (in a similar pose to and stay warm!OK, lock arms and form a circle the taproot) in order to avoid everyone playing a tree part, that faces out from the center an accident. The "limiting do your role-play, but give of the tree. Ask them to look factor" students will role- your chants in a very cold, tough. Have them march in play the various outside shivery-sounding voice. place chanting, "We are agents that are attacking the One-two-three-ACTION! bark, please keep out." Fraser fir tree. They should [Allow the students to role- Note: If the students are listen to the teacher's direc- play for 30 to 60 seconds.] unable to lock arms, have tions and work as a group to 3. CUT! Everybody, stop them fold their arms across role-play one limiting factor action! The winds blew so their chests and swing the at a time. The goal is to hard this winter that a upper part of their bodies make the action look realistic, branch on the west side of from side to side, as if they but like real actors on TV or the tree broke off. [Remove are guarding the inside of in the movies, the students one of the branches/needles. the tree. Again, their feet should not actually hit or Ask the student role-playing should remain in one place hurt another actor. this branch/needle to join to prevent injury to the The teacher's script the other students role- students role-playing the follows in regular type. playing limiting factors.] lateral roots! Additional directions to the Now it is summer time and 9. When the tree is completely teacher are given in italics lots of insects are flying assembled, have all students and brackets. around the tree. One insect act out and chant their parts, 2. When we visit Mt. in particular is a real pest. one group at a time, and then Mitchell State Park, we will Its name is the balsam simultaneously. see many dying or dead woolly adelgid. It was trees. The Fraser fir trees on introduced to North America Simulation #2 Fraser Mt. Mitchell and on other from Europe in the early Fir Under Attack: southern Appalachian peaks 1900s. Students playing 1. Once the students higher than 5,500 feet (1675 limiting factors you will understand how the tree meters) above sea level now become the balsam parts work together in a are under attack from high woolly adelgids. Hold your healthy tree, they will role- winds, ice storms, drought, hands in front of you, palms play a tree under attack! insects, and air pollution. together, with your arms For this second simulation, The first limiting factor to straight to represent your the students will be creating affect the tree will be the beak or rnouthpart. Try to a Fraser fir tree, one of the wind. stick your beak between the major forest trees above Winds, get in there and "bark- students in order to 5,500 feet on Mt. Mitchell. blow the needles around and feed on the phloem and Tell the students to stay make all the parts of the tree cambium. While feeding, where they are and continue shiver from the cold. Make you are also injecting your playing their assigned roles a noise that sounds like high saliva into the tree. Make but to also listen and react to winds blowing. It is winter high-pitched sucking and your directions. (The leaves time and the bitter winds are spitting noises as you feed will actually become needles blowing at speeds of more on the tree! (Please don't
Mount Mitchell State Park. NC 3.2.4 4 7 December 1997 actually spit!) Bark, try to and the roots. Other students, Assessment: guard the tree, but remember, show me how stressed you Discuss what happened to you can't move your feet or are by slowing down your the tree. Students can tell in slap the insects. Instead, use motions and whispering their own words what they your upper body to block your chants. One-two-three- experienced. their attack. The balsam ACTION! [Allow the stu- woolly adelgids can fly dents 30 60 seconds to What was responsible for around the tree to find a roleplay this new situation.] the death of the tree? (Really, weak place in the bark. it was a combination of 5. CUT! It is summer again They might work together to factors, rather than one limit- and THEY'RE BAACCKK! attack one particular spot. ing factor working alone.) (The balsam woolly adelgids, Be tough bark, hang in Which limiting factors are I mean.) Adelgids. wake up there!OK, balsam woolly caused by people? (Air and feed on the tree like you adelgids attack and every- pollution, and possibly, the did before. This time the body do your chants. One- balsam woolly adelgids Fraser fir is very weak due two-three-ACTION! [Allow since they were brought to to exposure to air pollution this country from Europe by students 30 60 seconds to and a serious drought this role-play this phase of the people.) year. The saliva that the simulation.] adelgids have injected into What was realistic about 4. Cut! Stop action. Finally, the cambium is causing it to this simulation and what fall has arrived. The balsam produce a dark, dense brittle was not? (Trees do not talk; woolly adelgids are dor- type of wood. This wood the limiting factors often mant. Fortunately these acts like a plug and prevents attack the tree simultaneously, insect pests did not do much the tree from moving sap and not one at a time.) harm. The tree was healthy; water through the phloem and Ask students to predict the bark was tough. sapwood. Needles, you are how the following limiting Years go by. The Fraser drying up and dying because factors might affect the fir survives wind storms. you can't get water. When I various parts of a tree and snow storms, and drought, say, ACTION, I want the their functions: fire, gypsy but now a mysterious enemy adelgids to attack. the needles moth caterpillars, ice storm, is coming air pollution. to fall off, the cambium to lack of sunlight, poor soil. Scientists think there are shrivel up and play dead. Then have the students act out two types of air pollution Sapwood and phloem, you their predictions to one of that can attack trees on Mt. will be silent to represent the these situations with another Mitchell ozone and acid fact that you aren't working. human tree simulation. rain. Both types of air Roots, slow down and make Extensions: pollution may harm the quieter sucking noises. needles which make food Bark, be very weak. OK, 1. Develop a play drama for the tree.Acid rain may one-two-three-ACTION! about trees to perform for another class. also affect the soil so that [Allow the students 30 60 tree roots can not absorb seconds to role-play this.final 2. Make an art project, the minerals needed by the tree. phase of the simulation.] centerpiece being the tree. Without enough food and Now, TREE COLLAPSE! 3. Read stories about trees minerals, the tree becomes such as The Lorax by Dr. weak or stressed.Students Suess or The Giving Tree by playing acid rain and ozone, Shel Silverstein. Write pretend to attack the needles stories of your own.
Mount Mitchell State Park, NC 3.2.5 December 1997 Student's hiformation:
A tree has many parts to its Heartwood forms the body just like you do. When central core of the tree, is all the parts are working well The roots anchor the tree made up of dense dead together, the tree is healthy. in the ground and absorb wood, and provides strength Sometimes things don't water and minerals from the for the tree. It supports the work the way they should. soil. Trees have lateral tree like the bones in your Then the tree becomes sick roots that spread out from skeleton support your body. and may die. It's important the tree and cover a broad Sapwood, also called that you know about healthy area. Some trees also have a the xylem (ZEYE-luhm), trees and how their parts taproot that grows straight represents the tree pipes that work, before you come to into the ground. The taproot bring water and minerals up Mt. Mitchell and see some and lateral roots branch into from the roots to the leaves. trees in trouble. smaller and smaller roots Older xylem cells become called rootlets. The rootlets part of the heartwood. Leaves:or-Needle& themselves are covered by Cambium (KAM-bee- very small root hairs. Ninety- uhm) is a very thin layer of Leaves or needles (modi- five percent of the water and growing tissue that makes fied leaves) are the food minerals for the tree are new sapwood, phloem, and factories of a tree. Leaves absorbed by the root hairs! cambium every year. contain a green-colored Phloem (FLOW-uhm), pigment called chlorophyll Trunkand:Branches! also called the inner bark, which helps them capture The trunk and branches represents the pipes that light energy from the sun. contain the tree's "pipes" that carry sap (sugar and nutrients Using this sun energy, the transport water and food dissolved in water) from the leaves change carbon diox- throughout the tree. The leaves to the rest of the tree. ide (the gas you exhale) and tree's pipes are similar to the At certain times of the year, water into sugar (food for arteries and veins in your phloem may also transport the tree) and oxygen (the gas body. If they are cut, broken sugars from the roots up to the you breathe). This process or clogged, the tree will die. rest of the tree. For example, is called photosynthesis. The trunk and branches also in springtime, the sap of sugar contain a special growing maples rises from the roots layer that adds new tree and is tapped by people to pipes every year.Here's a make maple syrup. look at a tree trunk (diagram Bark protects the tree left) and a from injuries caused by Barkdescription of what insects and other animals, by each layer does: other plants, by disease, and by fire. Bark is the tree's skin Phloem (inner bark) if too much is removed or damaged, the tree will die. Bark can be thin, thick, Cambium spongy, rough, smooth, or Sapwood(or xylem) covered with spines, Heartwood depending on the type of tree.
Mount Mitchell State Park. NC 3.2.6 December 1997 A
Major concepts: illustration, masking tape, Draw or list two sources Acidity and pH drawing paper, crayons or of acid rain. Acid rain formation markers, 10-20 balloons filled Given a list of terms, Effects of acid deposition with colored glitter (or paper correctly label a dia2ram on plants punches) and inflated, sharp pin, six (or more) healthy depicting acid rain Learning Skills: potted plants of the same type formation and its possible Observing, communicating, and age, three one-gallon effects. experimenting and containers with lids, tap predicting water, three measuring cups. Educator's Information: Measuring, averaging and Optional: litmus paper, graph In this activity, students graphing paper, calculators, camera Applying and expanding and film, or videocamera. will simulate the effects of information Credits: Adapted in part from acid rain on a variety of Project A.I.R.E. Air objects by experimenting Subject Areas: with household acids and Science Information Resources for Education, "Acid Rain and Social Studies uncooked eggs, pennies, and Plants," pp. 127-129. Mathematics plants. Information on pH English Language Arts was not included in the See the Activity Summary Objectives: Student's Information so for a Correlation with the Predict and observe the DPI objectives in these that teachers of younger subject areas. effects of household acids students could use this on nonliving objects and activity as written. Teachers Location: Classroom plants inside the class- of older or high-ability room. students can add information Appropriate Season: Any Using experimental about acidity and pH by Group Size: 20 to 30 students results, predict how acid photocopying and presenting rain might affect living the information from page Estimated Time: First day and nonliving things in 4.1.4 of this EELE. A 30 minutes: second day 60 the environment outside discussion of pH as part of minutes; third day 30 the classroom. minutes; the next two to three this pre-visit activity would weeks 10 to 15 minute spots every three or four days to water plants and make observations.
Materials: Provided by the educator: Per student: One copy of Student's Information and Acid Rain Tracking worksheet Per class: Eight jars (6-10 ounce size), one-gallon bottle of vinegar, one pint of milk, 7,11W 16 ounces of cola, ten or ====3. more pennies, five uncooked eggs. Acid Rain Tracking
Mount Mitchell State Park. NC' 3.3.1 December 1997 be especially vinegar, cola, and milk. For helpful if the older students, the educator teacher plans to could discuss the infor- conduct On-site mation on pH and acidity Activity #1 (page 4.1.4 of this EELE). during which If litmus paper is available, students will the educator should have measure the pH older students find the pH of of the soil at some hypotheses in each test solution before various sites on favor of others. Acid predicting results. Mt. Mitchell. rain research and other 2. The educator should fill Additional sug- atmospheric studies are two jars with gestions are given for older part of the exciting science vinegar, two students throughout the frontier which illustrates with cola, two teacher instructions in this well the principle that with milk, and activity. "scientific knowledge is two with tap The plants used in the shared, critiqued, and thrives water. The second experiment in this on scrutiny by other educator activity should be healthy scientists and the public." should also and of the same age. (DPI Science objective 1.1) label each jar Students could use plants according to that they have grown from Instructions: the liquid it seeds. This would be less FIRST DAY contains. expensive than purchasing Ask students full-grown plants, and more 1. Tell the students that they will be doing activities over to make plants would be available observations for averaging results. This the next few weeks that will teach them about acid rain. of each liquid experiment presents a good by looking, touching, and opportunity for older In the first experiment, they will observe what acids can smelling. Show the students to practice skills of students the five eggs and formulating a hypothesis, do to pennies and uncooked eggs. For younger students, the pennies; allow them to controlling variables, and observe these objects and interpreting data. the educator could define acid very simply by saying discuss observations. Then Important Note: In ask the students to predict presenting information on that an acid is a solution that reacts with things or changes what they think will happen acid rain and its possible them. In our experiment to each object if it is soaked effects on trees and forests, overnight in each test the teacher should stress the today, we will use common acids you have at home solution. The educator tentative nature of science. could record the students' The information given in predictions on the this activity highlights chalkboard in chart form. current theories on acid For example: deposition that scientists are now testing. As new data is collected from Mt. Mitchell, and other places in the world, scientists may reject
4 G Mount Mitchell State Park. NC 3.3.2 December 1997 Test Solutions Predictions for Egg Predictions for Pennies
Vinegar
Cola
Milk
Tap water
3. Finally, the educator 2. Ask students to carefully Ask the students which of should place one egg in each observe the objects soaked the test solutions were the test solution (four eggs in overnight in the test solu- strongest acids (caused the all). Also place several tions and compare them to greatest changes)? Which pennies in each of the four the objects that were not were the weakest acids solutions (in the four soaked. (In the vinegar jars, (caused the smallest remaining jars, separately the egg's shell should have changes)? Note to the from the eggs). The fifth egg dissolved and the pennies teacher: The pH of each and a few pennies should be should have turned black. solution is given on page left as -controls" so that The other solutions were 4.1.4. The lower the pH, the students can compare them weaker acids and less stromzer the acid. Vine.clar is with the items soaked in the dramatic changes will be the most acidic of the test test solutions. observed.) Compare the solutions with a pH of results with students' predic- around 2.25. Depending on SECOND DAY tions written on the chalk- your location, tap water may 1. Prepare the Acid Rain board. Were any of their be close to neutral with a pH Tracking_ illustration by predictions correct? of 7, or it could be a very making: an overhead 3. Ask students to make weak acid, similar to milk, transparency or sketching it inferences to explain what with a pH between 6 and 7. on the chalkboard before happened. Where did the 4. Now relate the stu- class begins. Photocopy the eggshell go? Why did dents' experiences with Student's Information in this the penny turn black? acids in the classroom activity as needed. Here is a simple to acid rain in the envi- explanation for ronment outside the younger students: classroom. Use the The solutions they Acid Rain Tracking_ used in the experi- illustration and the ment were acids. Student's Information Acid reacts with the in this activity to calcium in the egg- explain where the acid shell and dissolves it. in our atmosphere Acid Rain Tracking Illustration Acid reacts with the comes from and how it copper in pennies may affect the envi- and turns them black. ronment. Be sure to
Mount Mitchell State Park. NC 3-3.3 4 7 December 1907 explain that scientists are paper mills, factories, power backs. Spread the students still studying the effects of plants, cars, fires, furnaces, around the classroom, acid rain and other types of wood stoves, lawn mowers, interspersing the acid rain air pollution on trees, gasoline tools, boats, etc.) producers with things that are forests, animals and soils. Using the illustration, discuss affected by acid rain. The ideas presented in the how the sulfur dioxide and Announce that they will play chart represent some of the nitrogen oxides get into the the acid rain balloon game. theories about acid rain that atmosphere, how they react scientists are currently with water vapor to produce LTINriA tesiing (tentative nature of sulfuric and nitric acids, science). and how they return to MI llii 111Aliksti4 For older students: You earth in the rain, may want to supplement the snow, fog, or Student's Information with humidity. the following information on 6. Discuss pH. Normal rain has a pH things, both of about 5.4.This is about living and 8. Explain that the balloons 50 to 100 times more acidic nonliving, that could be will represent clouds contain- than distilled water with a affected by acid rain. ing nitric and sulfuric acids. pH of 7. The acidity in (Examples: lakes, trees, The object of the game is to normal rain results from the plants, mountains, rivers, fish. keep the balloons in the air reaction of atmospheric birds, statues, objects made of and away from you! Each carbon dioxide with water metal, soils, etc.) List these student should call out what vapor to form carbonic acid, on the chalk- they represent whenever they a weak acid. board or bat an acid rain balloon away (Carbon overhead under from themselves to another dioxide is the the heading person. To start the game, gas we exhale "Affected by Acid give a glitter-filled balloon to and is also produced Rain." Encourage each of the students portray- whenever fossil fuels are students to apply the ing an acid rain producer. burned.) Most acid deposi- results of their classroom They should bat their tion has a pH between 4.6 experiment to the larger and 5.4, but scientists have environment. measured pH values in acid rain in the eastern United 7. Pass out drawing paper States as low as 2.1. This is and crayons or markers. almost 100,000 times more Half of the students should acidic than distilled water! draw something from the "Acid Rain Producer" list 5. Ask the students to give and the other half should you examples of things that draw something from the burn fossil fuels to generate "Affected by Acid Rain" power or to produce list. Allow only five products. List these on the minutes for completion of chalkboard or overhead these drawings: then help under the heading "Acid the students tape their Rain Producers." (Examples: pictures to their chests or
z"t Mount Mitchell State Park. NC 3.3.4 December 1997 ar balloons towards a person container and their measur- 4. Give each team two or portraying something ing cup, "tap water." more plants and have them affected by acid rain. When 2. Have another team fill label the plants the same as the teacher is ready to end their container with one pint their container. Make each the game, say "the clouds (0.5 liters) of vinegar and team responsible for are about to release their seven pints (3.3 liters) of tap watering their plants from acid deposition onto the water. Use masking tape to the container with the land, lakes, trees, plants, and label the container and matching label. people." Pop the balloons measuring cup, "slightly Older students should one at a time with a sharp acidic." Older students write a hypothesis in which pin, allowing the glitter (or could find the pH of this they predict how varying paper punches) to fall on the water and write it on the amounts of acid will affect students. label. the plants. They should also discuss the importance of 3. Have the third team fill controlling variables such as DAY THREE (and for the their container with two light, heat, humidity, etc. next two to three weeks) pints (0.9 liters) of vinegar For example, why should we and six pints (2.8 liters) of 1. Divide the class into three place all the plants in the tap water. Have them use teams. Give each team a one- same area of the classroom? masking tape to label the gallon container with a lid (To ensure that they get the container and measuring and a measuring cup. Have same amount of light and cup, "very acidic." Again one team fill their container heat.) Students should water older students could find the with one gallon (3.8 liters) of the plants when they need it pH and write it on the label. tap water. They can use (every two to four days). It masking tape to label the is very important that plants
:VINEGAR
Mount Mitchell State Park. NC 3.3.5 December 1997 in all three groups get the hypothesis before experiment- Why is it difficult to same amount of water in ing, should they accept or determine exactly what each watering cycle (use reject their original hypothesis acid rain is doing to plants measuring cups). Have based on their experimental and animals in the environ- team members observe their data or observations? If they ment outside the classroom? plants every day and write were going to try this Answer: Too many vari- these observations in a chart experiment again, would they ables; it is hard to separate or journal color, leaf change any of their experi- one factor from another. The condition, overall health, mental methods? What do various factors may interact etc. For older students, they think would happen if with each other in ways that consider quantitative they used a different kind of are difficult to study. For measurements, too.For plant? Would their results be example, acid rain may example, measure and the same? weaken a plant's resistance to record the height of each 6. Ask students to apply the pests. The pests alone may plant on the watering days. results of their plant not be able to kill the plant, Prant#T experiment to outdoor but in the presence of acid plants. Point out that rain, the plant may succumb NIIMIMMNE...... 1111. although this activity gives to the pests. Without very MEMENIMMENNEMEN an indication of how acid careful study, it may look as MINEMMINMENNENNIME MENNIMMEMMIHIM rain could affect plant life if only the insects killed the EMEMMENIMENEMEN outside the classroom envi- plant, when in fact, both MEMENNIIIMMEMENNE ronment, outdoor plants insects and acid rain were IMMEMINIMMINNINMENNEMIIMMEN M1111MMIIMMEN might not react in the same necessary. DAY # ways as the indoor plants. How do the plants and It would also be helpful to Discussion Questions: the environment of Mt. have a photographic or Mitchell differ from those video record of the plants How are conditions in your classroom over time. Another.idea is outside the classroom experiment? to measure the pH Of the soil unlike the conditions in the classroom? Answer: The climate on at the start and end of the Mt. Mitchell is very cold experiment to determine any Answer: Outdoor plants and damp. The mountain is cumulative effects of acid may be exposed to acid rain enveloped in clouds eight rain on soil. on their leaves or needles out of every ten days. 5. Continue this activity for whereas the indoor plants Although the acidity of the two to three weeks. Have may have been watered so students summarize their that only the soil was in observations and write con- direct contact with the acidic clusions. (This may involve water. Outdoor plants may making inferences from their be hit with acid rain infre- observations.) If they have quently, rather than every recorded measurements, find few days, like the indoor an average for each experimental plants. Out- experimental group on each door plants may be attacked measuring day.Graph the by insects, bacteria, and results (for example, height temperature extremes while vs. time) for each group and the indoor plants were compare. If they wrote a protected from these things.
Mount Mitchell State Park. NC 3.3.6 3 0 December 1997 clouds is not always as great rain and its role in forest de- Classify impacts as environ- as the acidity of the solutionscline. Why might this be? mental, economic, social, or used to water your classroomThey use different method- political. Predict future plants, the trees on the ologies and equipment in changes that are likely to mountain may be bathed in studying the problem. There occur if nothing is done to acid rain or fog much of their may also be more than one reduce the formation of acid lives.If you performed the logical interpretation for a deposition. List ways that experiment again, you might given set of field data. individuals and governments consider spraying the plants Why do we say that could work together to with the solutions, in addi- science is tentative? New reduce air pollution and the tion to watering them, to research may reveal new damage to human health and simulate acid fog.Also, things that necessitate the environment. trees on Mt. Mitchell are changes in our working Assessment: exposed to ice storms in the theories or hypotheses about Use the "Acid Rain winter and insect pests such acid rain and forest decline. Tracking" worksheet as the balsam woolly We must always be ready to (unlabelled version of the adelgid. Your classroom change our theories in the Acid Rain Tracking plants were not exposed to a light of new discoveries. illustration) to check the harsh climate or insect pests. Being tentative means being students' understanding of The soil on the mountain willing to accept new and theories regarding acid rain may be very different from changing information. the soil you used in your formation and effects. experiment. Of course, the 8. Ask students to assess the Provide the following terms kinds of plants on Mt. possible impacts of acid rain on the chalkboard or overhead Mitchell are different from on their community, state, and ask the students to label the plants you used in your nation, or another country. the worksheet: experiment. You may have (This may involve some acid rain library research, interviews used a broad-leafed plant acid snow rather than a tree with with local officials, and needles. The plants on Mt. possibly their own inferences aquatic animals affected Mitchell might be more, or based on observations that changes in the soil less sensitive to acid rain they make of rain or outdoor trees' leaves and roots than your experimental plants in their community.) affected (hint: requires plants. two lines on chart) 7. Older students could nitrogen & sulfur oxides research (magazine articles form nitric & sulfuric or Internet search) to find out acids (hint: requires two about current scientific lines on chart) studies on acid deposition. prevailing wind Discuss difficulties scientists have when conducting field spring runoff research and how scientists sulfur dioxide attempt to model natural nitrogen oxides systems in laboratories or greenhouses. Students will find that scientists have different opinions about acid
Mount Mitchell State Park, NC 3.3.7 5 i December 1997 Student's,Information
you have just com- for many miles, crossing rain may weaken trees and pleted a simple regional and international other plants by harming their experiment to learn boundaries, before falling to leaves and root systems. about common earth as acid rain. For Some scientists think trees acids and their effects on example, scientists think that exposed to acid rain may be pennies and eggs. There are most of the acid deposition in more easily attacked by pests acids in the air and clouds the eastern United States and diseases. The harmful above us, too. Scientists and Canada comes from effects of acid refer to the acids that fall power plants in the rain on plants and from the skies as acid Midwest that release animals may not precipitation, or acid depo- large amounts of always be directly sition.Acid deposition sulfur dioxide. caused by the acidity. includes any rain, snow, The effects of acid rain There may be indirect sleet, fog, dust, or humidity are not always easy to effects that scientists are just with acidity levels similar to observe. At first glance, a beginning to investigate. soft drinks (like cola) and lake may look clear and For example, acid rain may vinegar. Normal rain is a beautiful, but looks can be change the soil by releasing much weaker acid, with an deceiving. Years of exposure poisonous metals, such as acidity level somewhere to acid rain will increase the aluminum and mercury, between milk and cola. acidity levels of the lake, and by washing away Scientists are just beginning interrupting the normal valuable plant nutrients, to study the effects of acid decomposition process. such as calcium. The deposition and to test Dead plants and animals "released" aluminum may various theories about how it settle to the bottom, making interfere with a plant's may affect the environment. the water look crystal clear, ability to absorb nutrients Nearly 95 percent but nothing is alive!If through its roots. The r. "released" mercury may be of the acid , acidity levels of lakes wifiL- deposition and streams are taken up by plants and then comes from two increased even a eaten by animals. Mercury, gases sulfur small amount, some which is stored in the fatty a tissues of animals, can be dioxide and --41.,_ species of fish nitrogen oxides. The cannot reproduce. passed on through the food water vapor in the Spring runoff from acid chain affecting many more atmosphere reacts with these snow could increase the animals. t,aases to make sulfuric and acidity of lakes and streams There is much more for us nitric acids. Sulfur at the very time that fish are to learn about acid deposition dioxide is usually produced trying to reproduce. Clams, and its long-term effect on when coal, containing sulfur, snails, crayfish, bullfrogs and plants, animals, people, and is burned as a fuel in power many insects are especially soil.If you were a scientist, plants that generate sensitive to higher acidity what kinds of experiments electricity.Nitrogen oxides levels. If these smaller would you do to investigate are produced by cars, trucks, animals die, birds and acid rain? Would you do and buses.Like sulfur mammals that depend on laboratory dioxide, nitrogen oxides can them for food are also studies or be transported by the wind affected.Over time, acid field studies?
Mount Mitchell State Park. NC 3.3.8 December 1997 1997December a3.3.9 NCPark.StateMitchellMount cid Rain Trac n , *.tt irt "Of * llustration r vos, v, prevailing wind form nitric & sulfuric acids acid snow sulfur dioxide \ \ \\\ \ acid rain \ \ \ \ \\ \ ft (1) ) nitrogeti oxides 3 trees' leaves a \\\ \\\ \\.\\\\ ( roots affected aquatic animals affected A
Curriculum Objectives: Location: Grade 4 Mount Mitchell State Park, Communication Skill's: lis- Balsam Trail tening, reading, voCabulary and viewing comprehension Group Size: Guidance: competency for 30 or smaller, class size; stu- interacting-with others dents should be separated into Healthful Living: recreational groups of three- safety Mathematics: solVe problems Estimated Tune:- in measurement 45-60 minutes Science: adaptation to envi- ronment, weather and climate Appropriate Season: Social Studies: gather, orga- Late spring to late fall nize and analyze information, Educator's Information: draw conclusions, participate Materials: effectively in groups Provided by the park: rr he students will record in- Per group: string, litmus paper. 1 formation about the plants Grade 5 litmus color chart, distilled and soil found within assigned Communication Skills: lis- water, papereaps, pencils, plots along the Balsam Trail. tening, reading, vocabulary clipboards, Mier, map of the and viewing comprehension Balsam Trait; Using the "Alpine Forest Guidance: competency for Provided by the educator. Fact Sheet," each student team interacting with others Per group: "Alpine Forest Fact will identify the different plant Healthful Living::recreational Sheet," "Alpineforest Work- species within their plot. They safety . sheet," calculator, pencils Mathematics: solve problems Per class: poster-size-"Alpine will also estimate the diam- in measurement Forest Data Sammary Table- eter of each live tree and de- Science: living things termine the soil pH in their plants. interdepencknce of plot. The teams will share plants and animalS, Earth their data with the rest of the science. environment class. Together, they will Social Studies: gather, orga- Major ConceptS: nize and analyze information, summarize what they learned draw conclusions, participate tcoloecif the spruce-fir about Mt. Mitchell's alpine effectively in groups forests ofthe Southern forest. Grade 6 Appalachians Communication Skills: lis- Plot sampling methods Special Considerations: tening, reading, vocabulary Soil pH This activity requires a short and viewing comprehension hike along a trail. Students with Guidance: coMpetency and Objectives: physical disabilities should have skill for interacting with Identify the four most no problem getting to the site, others Healthful Living: recreational common trees on Mount but may have difficulty with safety Mitchell. the activity as it occurs on the Mathematics: solve problems Determine the number of uneven ground along a trail. It is recommended that students in temperature and measure- trees in a plot. ment wear sturdy shoes, a hat with a Science: ecology Measure each tree's diam- visor, old clothes and sunscreen. Social Studies: gather, orga- eter at 4 1/2 feet above the Be prepared for rainy, cool nize and analyze information, around. weather and dress accordingly. draw conclusions Determine soil pH.
Mount Mii,.11011 Statc Park. NC 5 '7 September 199-1 Instructions: necessary materials (see Mate- 4 1/2 feet from the ground) 1. Students should read the rials section). STUDENTS against the tree. They will Student's Information, the SHOULD BE CAUTIONED record the estimated diameter "Alpine Forest Fact Sheet," NOT TO TOUCH DEAD on their worksheet. and the instructions on the TREES DURING THEIR 9. After all the data is collected "Alpine Forest Worksheet" PLOT STUDY! and worksheets are completed, before arriving at the park. If 4. Have each group complete gather the students together at possible, the students should the top portion of their "Alpinethe concession stand area to practice measuring the diam- Forest Worksheet" and answer discuss each group's results. eter of different trees on the question #1 about the weather Show these results on the school grounds as explained conditions. The weather gauges"Alpine Forest Data Summary in the worksheet instructions. are located in the breezeway Table" and answer the discus- 2. Make a poster-sized "Alpineof the concession stand. sion questions. Forest Data Summary Table." 5. Assign each group a num- (See page 4.1.10.) Divide the ber. These numbers corre- Suggested Extensions: class into groups or teams of spond to numbered posts along three. The teacher may wish the Balsam Trail. The post willAt the park: to assign specific roles to indi- be the center of that group's Visit the park's natural his- vidual group members, such plot. tory museum and hike to the as data recorder (records data 6. Have the groups locate their observation tower. and does calculations), soil pre-assigned numbered post on Back at the school: scientist (determines soil pH), the Balsam Trail map. After and forester (identifies and the students locate their post on1. Lay out plots in a forest measures trees). Although the map, the students must findnear your school. Collect data group members will work their assigned post on the trail. like that on the "Alpine Forest Worksheet." Complete a large together as a team to accom- 7. Each group of students data summary table, similar to plish the tasks described on the should have a 15-foot section the "Alpine Forest Data Sum- worksheet, individual mem- of string. With one student mary Table," and compare the bers could take responsibility (data recorder) holding the forest near your school to the for organizing and conducting end of the string on the post, forest on Mount Mitchell. specific tasks. Give the groups another student will pull the time to read the worksheet string tight so that he or she is 2. Determine the total area of instructions together and dis- standing 15 feet from the post. your plot. cuss how they will get their After noting where he or she Area = pi x radius squared work done while at Mt. Mitch- started, the student will make ell. Make sure students read Answer: The string length (15 a circle around the post while feet) is the radius of the circle. the warning about dead treesholding onto the string. Every and discuss-how to work Fifteen squared (15 x 15) = 225. time the string touches a tree, 225 x pi (3.14) = 706.5 sq. ft. safely around them. the students Will record what 3. Complete the "Alpine For- 3. Upon arriving at the summit species of tree it is on the "Al- est Worksheet" and "Alpine parking area, a restroom break pine Forest Worksheet." Forest Data Summary Table" is suggested before beginning 8. When the string touches a the on-site activity. After the a second time using the metric tree, the students will also mea-system. break, ask the students to get sure the diameter of the tree, into their groups. Work with by taking the ruler and holding the park ranger to distribute theit at eye level (approximately
Mount Mitchell State Park, NC 4. 1 .2 5 8 September 1994 Ecology is defined A natural community includes alpine (high elevation) forest as the study of the all the plant and animal popu- in North Carolina. relationships be- lations that interact with each The climate is one of the tween organisms other and share a common en- major environmental factors and their environments. The vironment. Usually a natural that affects the natural com- environment includes both liv- community is named for the munity on top of Mount ing and nonliving things. For most abundant trees, or other Mitchell. Due to the high el- example, the environment plants, in that environment. evation, the climate on Mount of a tree includes the air that The spruce-fir forest, for Mitchell is very similar to that surrounds it, the weather that example, is named for the of southern Canada. Peaks affects it, the animals that eat dominant trees (red spruce in the Southern Appalachians it or nest in it, the soil beneath and Fraser fir) that live in above 5,500 feet are high it, and the other plants, that this natural community. enough that they have a dra- live nearby. The relationships However, the spruce-fir matically different climate of the tree to its environment forest contains many than the rest of the state. are constantly changing. The other plants, such as The air is thinner and tree itself changes as it grows mountain ash and colder, and the winters older. yellow birch, as well ;are cold and long. In The tree belongs to a natu- as an assortment of , fact, the coldest tem- ral community just as you animals. The spnice,- perature ever recorded belong to a human community.fir forest is the in North Carolina was on
Mount Mitchell State Park. NC September 1994 Mount Mitchell in January of we eat or drink has a pH and matically in the past 20 years. 1985, when the thermometer so does the soil at your feet. Some of the rain falling on reached -34 degrees Fahren- Scientists use the pH scale to Mount Mitchell has had a pH heit. define degrees of acidity. The as low as 3. This means that Winds of 100 miles per scale is represented by num- the rain water is very acidic hour are common in the winter.bers from 1 to 14. A pH of 1 iswhich is why it is called acid The winds on Mount Mitchell extremely acidic, while a pH rain. This type of rain also af- usually come out of the west. of 14 is extremely non-acidic, fects the pH of the soil, making You can infer this from the or basic. A pH of 7 is neutral, it more acidic as well. Many shape of the trees. Instead of neither acidic nor basic. Pure scientists believe that as the soil being cone-shaped like Christ- water has a neutral pH of 7. becomes more acidic, the trees mas trees, the trees on Mount Some examples of the pH of growing on Mount Mitchell, Mitchell have short branches common things around you and in other alpine forests on the west side and longer include: worldwide, will become sick branches on the east side. Vinegar pH of 2.25 and die. 'Branches on the west side,of Cola pH of 4 What causes acid rain? the treewhere the wind iS .; Rain pH of 5.4 Sometimes nature makes acid tr'011,gc$fgePbrOken,',,While,:: Milk pH of 6.5 rain when a volcano belches those branches gt` p*ing aw4y Sea water pH of 7.5 out sulfur dioxide gas which s fromthe:preailing Winctare, pH Scale mixes with rain water. But most acid rain is caused by protected by,the 4:peg**. 1 7 14 These tree§ atedalla"flag" acidic neutral basic people and the.things we do. The gases that come from t*s,because.their long Soils that have a pH close to branches:point in the direction the tall pipes of our cars and neutral are considered"rich" the Wihd is gOing, just tike a from the smoke stacks of our because many minerals and factories, especially coal real flag. nutrients are readily available. burning electrical plants, all Most plants become Acidic soils, on the other hand, contribute to acid rain. dormant to survive the harsh are often called "poor" because winter conditions. They enter the minerals tend to "leach" or Scientists use a variety of a resting stage in which some wash out of them easily. Thus,tools to measure pH. One of their life processes are the pH of soil is an important simple tool is litmus paper. slowed down. They drop their factor in determining which When litmus paper is dipPed leaves and thicken their sap plants can thrive in a given in water or a wet soil sOlution( so that it acts like antifreeze. environment. it changes color. This color/ These types of plants are called is compared to a spectunyof The soil on Mount Mitchell deciduous. Evergreen plants colors on a color gauge.)Each is acidic. It is not acidic color on the color gaug e. corre- such as the red spruce, Fraser enough to hurt you, but it may fir, mountain laurel and rhodo- lates to a known pH./When be hurting the plants and ani- dendron have waxy leaves that the matchingColorjs found, mals that live on Mount Mitch- help keep these plants from the pH can be determined from ell as the soil becomes more drying out in the cold, dry, the gauge:. You_and your acidic due to acid rain. windy winter air. group will use litmus paper to As the example listed shows, Another factor affecting determinethepH of the soil rain water has a normal pH plants is the pH of the soil they on MountMitchell. of 5.4, meaning it is slightly grow in and the precipitation acidic. Unfortunately, the pH that falls on them. Everything of rain water has changed dra- /litmus paper BEST COPY AVAILABLE Mount Mitchell State Park. NC 4.1.4 t; September 1994 Alpine Forest Fact Sheet
There are many ways these same plants and animals whitish stripes are present on plants can be categorized. The are also found living in south- the underside of the needles, following categories relate to ern Canada where environ- giving the underside of the question #3 on the "Alpine mental factors are similar, branches a grayish or whitish ^ Forest Worksheet." especially rainfall and tem- appearance. The cones, when Shrubs: Woody plants that perature patterns. present, project upward from usually branch from the base There are only four com- the branch. with several main stems, not mon tree species found within Red spruce, when viewed usually from a single trunk. Mount Mitchell State Park's from a dis- Trees: Usually tall, woody 1,600 acres. In a tropical tance, looks plants, distinguished from rain forest of this size there very similar shrubs by comparatively could be as many as 500 to the balsam. greater height, and characteris- species of trees. This shows Closer exami- tically a single trunk rather that fewer species are able nation, how- than several stems. to adapt to harsher environ- ever, will re- ments. veal that the Grasses: Plants with long There are only two needles are slender leaves which are often four-sided or rolled inward. evergreen trees commonly found on Mount Mitchell: nearly round Ferns: Any flowerless, Fraser fir (Abies fraseri) and in cross seedless plants, having fronds red spruce (Picea rubens). section as with divided leaflets, and re- Both of these trees are opposed to producing by means of spores. coniferous. the flattened Herbaceous plants: Plants needles of the Fraser fir. Also, The Fraser fir is the most that have flowers and seeds. the needles are stiff, abundant tree in the park. They have fleshy stems, as Fraser fir is distinguished from the also known woody tissue of shrubs as balsam and trees. They gener- because of its ally die back at the end aromatic odor. of each growing season_ Red spruce On young needles & cone Vines: Plants that Fraser fir tree pointed, and sharp to the touch. have flexible stems and trunks, resin The cones, when present in the support themselves by blisters are fall, project downward from climbing, twining, or more pro- the limb. The easiest way to creeping along a sur- nounced than distinguish these two trees is face. on the trunks to remember that spruce trees of red spruce. The plants and ani- have sharp needles. mals that live above The needles
5,500 feet in the South- of the Fraser _ ern Appalachians do so be- fir are flat and rounded at ;:54, r cause they have adapted the tips. Both the needles to the alpine environment of and the branches are also Mount Mitchell. Many of soft to the touch. Gray or Fraser fir, needles & cone
Mount Mitchell State Park. NC 4 .1.5 6 i September 1994 There are only two common There are nine shrub species deciduous trees found along found on Mount Mitchell. the Balsam Trail: the mountain Among these, mountain laurel ash (Sorbus americana) and the(Kalmia latifolia) and purple yellow birch (Betula lutea). rhododendron (Rhododendron The mountain ash has brightcatawbiense) are the two most red berries in the fall and winter which are a favorite food for bears and birds, especially grouse, grosbeaks and cedar waxwings. In the spring and summer, the tree is easily identified by its compound leaves. The yellow birch common evergreen shrubs. can be distinguished from the Both have shiny, waxy mountain ash by its simple, ser- leaves but the laurel's rated leaves, with fuzzy veins leaves are smaller than the rhododen- dron's. The easiest way to tell these two shrubs apart is to remember that the one with the longest name, rhododen- dron, has the longest leaves.
on the bottom of the leaf. This tree does not have berries, but winged seeds. The leaves and twigs give off a wintergreen odor if crushed.
6 Mount Mitchell State Park, NC 4.1.6 September 1994 Post #: Date: School: Group members:
As a group, supply the following information. 1. Weather description Temperature, wind speed, and wind direction can be obtained from the weather information display. This is located in the breezeway between the two concession stand buildingsnear the summit parking area. Fill in the appropriate information below. Temperature: Wind Speed: Wind Direction: Circle today's weather conditions. You can circle more than one weather descriptionor state today's weather in your own words in the space below. rainy sunny cloudy foggy windy calm
2. Location Which side of the mountain are you on? Clue: The road that you traveled to get to the park runs in a northerly direction and the Balsam Trail is located to the right of that road. 3. Plot description Circle the types of plants growing in your plot. You can circle more thanone type of plant. trees shrubs grass ferns vines herbaceous Which one of these types of plants covers the biggest portion of your plot?
In your plot, a low growing plant such as a tree seedling would receive how much sunlight? (circle your answer) little sunlight a lot of sunlight Why? Explain.
6 3 Mount Mitchell State Park. NC 4. 1.7 September 1994 Are there any animals or signs of animals in your plot? (Do you see tracks, hair, insects, spiders, etc.?) Circle your answer. yes no If yes, write down what animals or animal signs you saw.
4. Tree survey To begin sampling the plot, one student should hold one end of the string on the top of the numbered post while another student holds the other end of the string, keeping the string straight and fairly tight. The second student will be 15 feet from the numbered post. This student should mark where he/she is standing by making a line on the ground, laying a stick down, or putting.; a stick in the ground as a marker. After marking the spot, the second student will walk in a circle around the numbered post. Every time the string touches a tree, the third person in the group should record that tree's data onthis worksheet. The data from all the trees within the group's 15-foot circle must be obtained. First, determine the tree's species using the "Alpine Forest Fact Sheet." Place its name (common and/or scientific) in the data table below. If there are standing dead trees in your plot, do not try to determine the species. Just count them. CAUTION: A standing dead tree can be dangerous! Do not get too close, or touch the tree. The top could break off, fall and injure you. Do not try to measure 1 the diameter of a dead tree. i 4 ,I, Measure each live tree's diameter. Hold the !i"...i, \H: T.-\.1'. ,,\ 41 ruler against the tree about four and one half feet above the tl\ ,, ; ground. Close one eye, tilt your head to the left and line up i01 1, ,,,,,\. .. t.,41 the left side of the tree with the zero mark on the ruler. Hol the ruler steady, tilt your head to the right, still keeping one eye closed, and line up theright side of the tree with the ruler. The number on the ruler at the right edge of the tree is thetree's diameter in inches. Record this number below. Record every tree and its diameter on this worksheet as you complete the circle by walking around the numbered post. Remember to use the illustrations and descriptions foundin the "Alpine Forest Fact Sheet" to identify the plants. Under Health, write a few wordsdescribing the condition of each tree you measure. For example, if the tree has few, or no dead branches, describe it as "healthy." If the tree has some dead branches try to estimate how muchof the tree is dead. Use a fraction such as 1/4, 1/3 or 1/2 "dead." Tree Species Diameter Health Tree 1 Tree 2 Tree 3 Tree 4 Tree 5
Mount Mitchell State Park. NC 4.1.8 61 September 1994 Tree 6 Tree 7 Tree 8 Tree 9 Tree 10 Tree 11 Tree 12 Tree 13 Tree 14 Tree 15 Tree 16 Tree 17 Tree 18 Tree 19 Tree 20 Tree 21 Tree 22 Tree 23 Tree 24 Tree 25
Total number of yellow birch Total number of mountain ash Total number of Fraser fir Total number of red spruce Total number of live trees Total number of standing dead trees Average of the diameters of yellow birch Average of the diameters of mountain ash Average of the diameters of Fraser fir Average of the diameters of red spruce Average of the diameters of all the trees 5. Soil pH After collecting the tree data, measure the pH of the soil inyour plot. You will do this by using the cup, the distilled water, and litmuspaper given to you earlier. By hand, collect enough soil from your plot to fill one quarter of thecup. Put enough distilled water in the cup so that the soil and water together fill one half of the cup, then stir the soil and water usingany small stick you find. (Remember, breaking of plants ina state park is prohibited use a dead stick already on the ground.) Place a two-inch piece of litmuspaper in the muddy water and compare the color change on the litmus paper with the litmus color chart. Record your findings here. Soil pH
Mount Mitchell State Park. NC 4.1.9 5 September 1994 Circle which best describes your plot's soil: acidic neutral basic How would you describe the soil in your plot in terms of moisture? Pick the soil up and squeeze it in your hand. Does it sticktogether and hold its form after you open your hand? If it does, that means the soil is moist. Does the soil fall apart after you squeeze it and then open your hand? If it does, that means thesoil is dry. Circle your answer. moist dry What is the soil's color? What is the soil's texture? Does the soil feel sandy, smooth, gritty or soft when you rub it between your fingers?
6. After you complete this worksheet, return to the summit parking area. 7. Each group will present the data collected from their plots. The educator will record this information on the "Alpine Forest Data Summary Table." You will discuss what you learned about the spruce-fir forest on Mount Mitchell.
6 G
Mount Mitchell State Park, NC 4.1.10 September 1994 A II `,,, II P,II I 0 v 0 g -.
Plot #Soil Yellow Mountain Red Fraser Total # Total # pH Birch Ash Spruce Fir Live TreesDead Trees
1 ?
3 4
5 6
7
8
10 Example:you could write down the average diameter or list all diameters as shown here. Plot # Yellow Birch Mountain Ash Red Spruce Fraser Fir Dead Trees
1 3 trees, 8%10%12" 2 trees, 6", 3" 2 trees, 12. 4" 2 trees, 6,12" 4 trees Discussion Questions Was the data from each of the plots the same? (Answer: No two plots will be exactly alike. But, by taking the average of all the plots we get a better concept of the different kinds, numbers and sizes of trees that are growing in the spruce- fir forest.) Of the four most common trees growing on Mt. Mitchell. which is the most abundant? What is the second most abundant tree? What is the third most abundant tree? Which is the least abundant tree? , Which plot had the greatest number of trees? Which plot had the least number of trees? Which plot had the largest diameter tree and what was the species? How Many dead trees were found in the plots? What was the health or condition of the live trees in each plot? How miEzht the data in each of the plots change over time? (Ask students to give their predictions.) (Answer: We believe that the plots will change over time, but no one really knows how. The data the students collected can be compared to data collected by other classes and possibly by researchers. Data collected like this over time is a very valuable tool for researchers, for this is one of the best ways to find out how the spruce-fir forest is changing.) What is different about the spruce-fir forest compared to the forests growing where you live?
Mount Mitchell State Park. NC 4. 1. 11 September 1994 Ilk A
Major Concepts: Objectives: Instructions: Life cycle of a tree Observe and describe 1. Check with the park ranger Spruce-fir forest three plants and three to choose an appropriate site Interdependence of plants animals inhabiting the for the guided imagery activity. and animals spruce-fir forest on Mt. If possible, divide the class into Learning Skills: Mitchell. two smaller groups. One Communicating and Describe the condition of group could do the guided observing Responding personally and the trees on Mt. Mitchell imagery activity while the creatively to a story/ and list two possible causes other group is hiking the experience of tree mortality. Balsam Trail. Then, switch Subject Areas: Complete a journal entry places at a predetermined Science with observations, sketches, time. English Language Arts poetry, or other written See Activity Summary for response after participating a Correlation with DPI in a guided imagery activity 2. Using the instructions in objectives in these subject on Mt. Mitchell. this activity, lead the students areas. through the guided imagery Location: Educator's Information: (Fraser fir story, p. 4.2.3). Balsam Trail and grassy he teacher should be Afterwards, have the students areas near the parking lot (See park ranger for other Tfamiliar with the guided sit in a circle to share their suggestions.) imagery (story) in this activity experiences. Group Size: 15 or less and the Balsam Trail Guide Possible questions: for Mt. Mitchell. Students Estiniated Time: 1 hour Were they successful at should have completed one of imagining what it would be Appropriate Season: Warm the pre-visit activities before weather like to be a Fraser fir on coming to the park, so that top of Mt. Mitchell? Materials: they are familiar with the Provided by the educator: When did they feel the Per class: Song sheets ("My spruce-fir forest and the happiest? Roots Go Down") and copy possible effects of acid rain What did they like best of guided imagery script on trees. about the spruce-fir forest? Per student: Clipboard or (favorite color, plant, notebook for journal activity, pencil animal, etc.) Provided by the park: Trail How did they feel when Guide for the Balsam Trail they were attacked by insects? Bathed in acid fog? If the mountain could talk, what would it say to the trees? To people? Did they like the guided imagery activity? Why? Why not?
68 Mount Mitchell State Park, NC 4.2. 1 December 1997 3. Conduct a silent sensory 4. Discuss the silent sensory 6. Sing the song, "My Roots awareness hike for half an hike. What kinds of things Go Down" (p. 4.2.7). Ask hour on the Balsam Trail. did you see? Hear? individual students or The object of the hike is to Smell? Feel? Did you volunteers to make up observe as much of the forest see any trees that you different verses using as you can without leaving thought might be sick? things they saw or imagined the trail. Review park rules What did they look like? on Mt. Mitchell. with the students (pages 1.3 Based on your observations, Examples: and 1.4 in this EELE). Stresswhat do you think is "I am a hawk, flying o'er the importance of using all hurting the trees?Did the trees ..." of the senses, except taste. you see any signs of the Before hiking, the educator balsam woolly adelgids, or "I am a fir, reaching toward the sky ..." should teach the students bark injuries caused by the some signals to help them adelgids? Did you see any "I am acid rain, stressing communicate without yellow needles that might out the trees ..." speaking. For example, if indicate damage from air "I am a cloud, raining on the teacher wants the students pollution? Describe the the mountain ..." to look at something, she willweather on Mt. Mitchell "I am a bug, feeding on fir form her hands into circles today. How does it feel to trees..." and put them up to her eyes you? Normally, the mountain Assessment: (like binoculars), then point is enveloped in clouds eight to the object. The signal for out of every ten days. The Back in the classroom, hearing might be to cup your cold, damp climate helps the have students either draw a hands behind your ears and, fir and spruce trees to thrive, picture or write a short story again, point in the direction but may be a limiting factor about Mt. Mitchell including of the sound. Older students for other plants and animals. at least three plants, three animals, and two problems could write their observations What about you? in notebooks or journals as that affect the trees. Students they hike. This would help could also write an ending to 5. Conclude the activity with them to remain silent, as they the guided imagery story a 15-minute period for journal write down comments and they experienced on Mt. writing. Students could observations to share later Mitchell. What happens record their observations with friends and the teacher. next to the Fraser fir tree and feelings about Mt. The educator should'always and its relatives? Will the stay in the lead and guide Mitchell, or they could make spruce-fir forest continue to sketches, write pieces of the students by pointing out decline or will it make a stories, poems or songs, etc. objects to smell and feel, and come-back? It is best if students do this also by stopping the group activity alone, perhaps sitting along the trail to listen to the in the same spot they used wind, birds, and other animals. for the guided imagery. In Give students time to examinc case of inclement weather, the trees, but caution them check with the park ranger against getting too close to a to see if the lounge in the standins dead tree. The tree Mt. Mitchell restaurant is could fall over and hurt available for this activity. someone.
6 9
Mount Mitchell State Park. NC 4.2.7 December 1997 GUIDED IMAGERY SCRIPT-- A STORY OFA FRASER FIR ON MT. MITCHELL.
NOTE:The teacher should Looking around you, read the following story you're amazed at how far the slowly and clearly, leaving a mountains reach out in all five-second break after each directions, the blueness of asterisk (*). Separate the the sky and softness of the students so that physical fluffy-white clouds floating contact is not possible; above you. And look at what however, students should be lies below, so many beautiful close enough to the teacher to colors. The many shades of hear the story. forest green are as glorious SCRIPT How many of I want you to imagine that as anything you could you like to use your imagina- you're a tiny seed lying quietly possibly imagine. You also. tion? You're going to have a inside the warm dark see patches of white and gold chance to do just that.I will protection of a fir cone, a among all the green firs and read you a story about a dark purple cone that points spruce. You quickly sail Fraser fir tree on Mt. Mitchell straight up into the air. over the gold patches to and I would like you to try to You're 40 feet up in the investigate. You see fast- imagine what I am telling branches of an 80-year-old growing, shiny, yellow birch you. First I'd like you to lie Fraser fir tree here on top of trees growing in the openings down on the ground, on Mt. Mitchell. Imagine what of the spruce-fir forest. your back, and close your it's like up there as a late Cool! Now you visit the eyes. You may need to summer breeze rocks you white patches. Zooming in wiggle around a bit to back and forth...back and make yourself comfortable. forth.* Relax your arms and legs You sleep, warm and cozy, and remember to keep your in your fir cone for two years, eyes closed. Now take a until one day...POP! deep breath and hold it in... Suddenly, an explosion of hold it...hold it. Now ex- blinding light shatters the hale slowly and fully, feeling darkness, as your cone bursts your body relax. Let's try open and the wind carries that again. Take a deep you, whirling and twirling breath...feel the air filling through the air. You look your lungs with oxygen ... around and see other seeds, hold it...hold it. Now exhale your brothers and sisters, slowly and steadily, feeling for a closer look you see the twirling above and below bleached bodies of dead your whole body relaxing on you. What an exciting the earth beneath you. * trees. How creepy like a adventure! You are surfing cemetery! But, then you on the air currents with your notice lots of baby trees special wing. Imagine what growing underneath the dead it must feel like, whirling andtrees. Maybe this is a nursery, twirling high above the tree- and not a cemetery after all? tops.*
Mount Mitchell State Park. NC 4.2.3 To December 1997 Down... down...down moment to dream about the you continue, past large tall, healthy fir tree you'll outcroppings of metamorphic become. ** rock, millions of years old, When you wake up, you speckled with shimmering feel very different. You've flakes of mica and quartz. actually slept for a very long Some of the rocks are dotted time months, in fact. Hey, look over there. What's with gray, green and orange Once again you're in a warm, all that red? It's the bright- lichens, a combination of cozy, dark place. While you red berries of the mountain algae and fungus which were sleeping, layers of ash tree and the fire cherry. slowly break the rock into colorful leaves and other There's a big black bear particles of soil. More debris covered you during eating the berries. You also texture and color take shape the autumn months. see an unbelievable as the forest floor rises to Blankets of snow fell assortment of birds. Watch meet you. There are during the winter, purple turtlehead out! Don't let a bird eat 7 adding moisture you!* blossoms welcoming and insulation to fat bumblebees, the the leaf layer. If Now feel yourself slowly sunny yellow flow- starting to descend ... down ... you listen care- ers of St. John's fully, you can hear down...down, past uncles, Wort smelling like the snow melting aunts and cousins other butterscotch, and firs that are part of your and dripping all patches of delicate bluets around you.* family, part of your heritage. blooming in abundance. You feel proud to be made up Take a few moments to enjoy You begin to feel warmer of the same fibers as these the colors and smells around as the springtime sun melts beautiful stately creatures you.* away the snow above you of your natural community. and reaches down through You smile and wave as you the leaves to touch your face. continue on your journey Finally, the warm breeze Suddenly, you feel yourself down...down...down. You lays you gently down upon changing! First your tiny the forest floor. You look roots reach down and out, back up in amazement at finding water and nutrients in where you've been. Every- the soil. Then you burst out thing looks so monstrous in of your seed covering, size, towering above you. sprouting up... up ... up How does this make you through the leaf layer and feel? Are you alone? Or toward the sun. You're so afraid? Well, you're not alone for long. Other seeds, pine needles, twigs and debris fall around you, making you feel welcome and comfortable. You're also beginning to feel pass a few red spruce trees, a bit sleepy after your long with their sharp, prickly journey, so you settle into needles and cones that pointyour new home and fall into down toward the forest floor. a long, deep sleep. Take a
"1 Mount Mitchell State Park. NC 4.2.4 -t. December 1997 hungry and thirsty from live! The animals and plantson Mt. Mitchell, 80-90 years sleeping all winter. Take in your natural community ago. You've never seen a some time to enjoy these new depend on you. The red forest fire. Could you be on experiences.* squirrel scurries fire now? through your branches. "Help, I'm on fire!" you The years pass by The junco eats yell to the other trees. as you begin to grow your seeds tall and strong. Your "No, you're not on fire," heavy roots anchor answers an older tree nearby. you to the ground. "You're experiencing acid Your branches if deposition." reach up and out, "Yikes! What's that?" you their needles dark green and ask. flat, absorb carbon dioxide "The fog and from the atmosphere. They clouds this combine it with energy from morning the sun to produce sugars contain large and starches, food to help amounts of air pollution you grow. Feel your trunk, from power plants and auto- your branches, your needles, and nests on the ground mobiles," says the older tree. working and growing to below. The white-tailed deer, "Chemicals like sulfur dioxide make you healthy and the bobcat, the cottontail and nitrogen oxide combine strong.* rabbit, the weasel, the chip- with water in the air to form munk and the deer mouse all acids. This acid is carried You are a lucky tree. enjoy your company and down to our branches and to You've lived some 40 years protection. All of the plants, the soil in the form of fog, now and are almost 20 feet animals, rocks and soil rain, sleet and snow. People tall. You are especially depend on each other lucky that you landed on the for food, shelter east side of the mountain and support. Take when you were just a little a few moments to seed. Trees on the east side thank your forest of Mt. Mitchell are protected friends and to listen from the prevailing winds to all the life around that blow out of the west. you.* Thanks to your protected spot, you've survived ice Early one spring day, you are enjoying your call this acid storms, heavy winds and deposition or acid rain." even a few years of drought. morning bath of cold, wet You really like your fog when...ouch! You "Will it kill us?" you cry in alarm. neighborhood. The spruce- notice that the tips of your fir forest is a great place to new needles are turning "Nobody seems to know yellow. OUCH! It feels like that for sure," answers the your needles are burning. older tree sadly. "But some You remember the stories scientists think that acid rain that old trees like to tell isn't good for trees it about the terrible fires that stresses our needles and root occurred after the logging systems."
Mount Mitchell State Park, NC 4.2.5 72 December 1997 "Oh, I hate stress!" you attack you, they could kill POSTSCRIPT TO TEACHERS: say. You are very glad when you in just a few years. The acid cloud incident the acid cloud goes away Where's the fly swatter? described in this story is later in the day. Whew! You'd like these bugs to based on an actual event on You hope you don't get "bug off'!* Mt. Mitchell witnessed by another acid bath like that Dr. Robert Bruck and other one anytime soon.* research scientists from N.C. A little later, you feel State University in June something stab you 1987. The coincidenCe of OUCH! Several tiny, white- new buds opening at the woolly bugs are sticking same time that a very acid their mouthparts into your cloud envelops the moun- trunk. Oh no... it's the balsam tain will, hopefully, remain woolly adelgids. You have a rare event.However, heard all about these nasty there may be other, less critters. These tiny insects obvious ways that acid rain feed on fir trees, injecting a affects trees over time. substance into your bark (See Pre-visit Activity #3 in that changes the way your By now you are beginning this EELE.) The balsam cells grow. Now less food to realize that it isn't easy woolly adelgids described in and water will be able to being a Fraser fir tree on Mt. the guided imagery are still reach your roots and branches. Mitchell. Even fir trees have attacking and killing fir trees If enough of these bugs bad days! Take a few on Mt. Mitchell today. There moments to think about your are no environmentally-safe life as a tree and what might pesticides or other methods happen to you in the weeks to combat these bugs. They and months ahead.* were first discovered on Mt. Mitchell in the late 1.950s and, a few years later, these Before you open your exotic pests (originating eyes. I'd like you to clear from Europe) had killed your mind and take one last over 275,000 Fraser fir trees deep breath, holding it for a in the Mt. Mitchell region. few seconds. Hold it...hold it ..: now exhale bringing your hand up to cover your eyes as you slowly open them. Take some time to let yourself adjust, then sit up, or stand up, and stretch. We are going to make a circle and share some of our experiences as Fraser fir trees.
7 3 Mount IVlitchell State Park. NC 4.2.6 December 1997 "My Roots Go Down"
Words and Music by Sarah Pirtle Copied with permission. Copyright 1984 & 1989
intro:
My (DOLS go down, down to the earth my roots go
-0 0 V # F --i--;- --1- 6 wr down, down to the earth my rootsgo down, down to the earth my roots godown.
Verse:-
-J. dr It--4- v. #....___, # # # # -41- 1. I am a pine_tree ona_ moun - tain - side, 2. I am a wil - low swayin in the stars, am a pine_ 3. I arn a wild flow'r reachin1forthesun, 4. I am a wa - ter - fall skip -pin' home,
1# 40* --1- 4- 4 F din ilk#I
_ tree on amoun-tain - side. I am a pine_ tree on a moun -tain - side, my roots go
Chorus:
V
down. my roots go down, down tothe earth my roots go
=NM* V # 10 4IF 4.77 7, down, down to the earth my roots godown, down to the earth my roots go down.
74 Mount Mitchell State Park. NC 4.2.7 December 1997 On-Site Activity #3 Planting for Tomorrow
r :;e4 /7. " C-* 7 _ Major Concepts: Special Considerations: Benefits of trees Students will be using tools Planting trees and following procedures that Spruce-fir forest decline may require supervision or help. Extra adult supervision, Learning Skills: other than the teacher and Observing, measuring, ranger, may be appropriate inferring, predicting depending on group size and Participating in a age of the students. Students stewardship activity should use safe procedures Graphing and interpreting with all tools. data
Subject Areas: Objectives: Scienoe Observe and describe the Social Studies condition of Fraser firs on Mathematics Mt. Mitchell. English Language Arts List two limiting factors See the Activity Summary for a Correlation with the that stress Fraser firs on DPI objectives in these Mt. Mitchell. subject areas. List at least three ways that trees benefit people. Location: Successfully plant Fraser Mount Mitchell State Park (specific area designated by fir seedlings on Mt. park ranger) Mitchell, or observe and measure trees that were Group Size: planted by other groups. 20 or fewer
Estimated Time: 1 hour Educator's Information: Appropriate Season: Late By planting trees at Mt. spring or early fall Mitchell State Park, students Materials: participate in a stewardship Provided by park staff: activity and express their Per class: Fraser fir appreciation of trees. This seedlings, 8 shovels or tree activity fits well with spades, 20 wooden stakes, Science Objective 4.2 for all four 10-foot measuring tapes, eight or more grade levels. Pre-visit yardsticks, plastic marking activity #2 is recommended ribbon, 50 pounds of rock as a prerequisite to this dust or lime, paper, pencils, activity. and four clipboards.
, V4d,r,
Mount Mitchell State Park. NC 4.3.1 7 5 December 1997 Instructions: Assessment: 1. Review the Have students Student's Information discuss or write their with the class. This answers to the can be done verbally following questions. at the park or the The educator might do material can be read this as a field activity by the students prior on the school grounds. to their visit to Mt Describe the Mitchell. condition of Fraser fir 2. At the park, the trees on Mt. Mitchell. ranger will discuss Compare the Fraser fir and demonstrate the trees with the trees safe use of shovels around the school. and lime, and the Are the school trees procedure for healthier than the planting seedlings. Fraser firs? What observations support The seedlings should be 4. Have each group use a your conclusion? planted at least 20 inches yardstick or tape measure to List two limiting factors apart. find the height of each seed- affecting Fraser firs on Mt. During planting, try not to ling in their plot. Using the Mitchell. Do you think these handle the roots. paper and clipboards provided same factors may be stressing by the ranger, the students Dig the holes a little trees growing near our school? should record the data for Why or why not? What limit- deeper than the length of each seedling on a diagram of the roots of each seedling. ing factors may be stressing their plot. The ranger will our school trees? (Use actual Rock dust or lime should give the teacher a copy of this observations if possible.) be added to the soil under data for future use. and around the seedlings. Explain how trees help 5. Find the average height of people. Give at least three The dirt should be packed seedlings in each plot. Did benefits of trees. What firmly around the roots. each plot have the same benefits do we receive from but not too tightly. number of seedlings? If the trees near our school or in Soak the soil around the possible, visit the plot once a our neighborhood? seedling to encourage year. Record the height of deep rooting. remaining trees in each plot. Extensions: Make observations on the 1. Have future classes 3. Divide the students into conditions of trees in each publish the growth of plots in four groups. Have the plot. Calculate the mortality a newsletter for the class or groups lay out four l 0' x 0' rate over the past year. Make school. plots using tape measures graphs of tree height versus 2. Adapt this activity to an and wooden stakes to mark year for each plot, or number area around your school and corners. Then, they should of surviving trees versus year plant trees there. The plant as many seedlings as for each plot. Compare the Morganton Forestry Center at possible in their plots, plots. If possible. make a vid- I -888-NCTREES sells native according to the ranger's eotape or photographic record tree seedling packages. instructions. of your plots each year.
Mount Mitchell State Park. NC 4.3.2 December 1997 StudenCs;Infinmation::
tree exposed to acid deposi- Absorb sulfur dioxide and tion and growing in other pollutants. contaminated soil may become weak and less Replenish the atmosphere resistant to disease and with oxygen. pests. As we plant trees Hold soil with roots, today at Mt. Mitchell preventing erosion. State Park, we will be adding rock dust or Provide homes and food lime to the soil to for birds and other animals. make the soil more Serve as a windbreak, basic. We hope we keeping buildings warmer. can bring the soil, which the rain, snow and Provide shade, keeping fog has made more acidic, buildings cooler. What is happening to the back to a normal level for trees? Take a look around the fir trees. We hope that Lower energy bills (by you. Many of the older providing shade and young healthy trees may Fraser fir trees are dying. serving as a windbreak). have a better chance of There are many limiting survival, and that the trees factors that impact the Muffle traffic noise. you plant today will replace health of the trees. Natural some of the trees being Provide beauty and factors include ice storms, killed by the balsam woolly enjoyment. high winds, insect damage adelgid. and drouzht. Some scien- Humidify or add moisture tists think that natural Why do we want to plant to the air. factors alone can not explain new trees?In addition to the increased death rate of giving us an amazing array Have you thanked a tree Fraser firs and red spruce on of paper and wood products, today? Mt. Mitchell. (The death trees provide many rate has increased by 30 other benefits. They: percent over the past 10 Help settle, trap, and years.)Some scientists hold small particles theorize that air pollution is (dust, ash, smoke) that a major contributor to tree can damage lungs. mortality because, on eight out of ten days, Mt. Mitchell Remove carbon dioxide is covered in clouds and fog, from the atmosphere dur- sometimes as acidic as ing photosynthesis. vineg.ar.In addition, the soil on Mt. Mitchell has a Help prevent global greater amount of heavy warming (by removing metals, such as lead and carbon dioxide which aluminum, than soil in urban traps heat). environments. A healthy
Mount Mitchell State Park. NC 4.3.3 December 1997 A
Educator's Information: Location: A field, or somewhere outside with plenty of space rr his activity is a 444- simulation where Group Size: Any the students role play various Estimated Time: 40 minutes members of a Appropriate Season: Any natural com- munity which Materials: are working to- Curriculum Objectives: Provided by the-Educator: Grade 4 gether to keep the Per student: one copy of the forest alive. The main objec- Arts Education: develop Student's Information sheet creative drama skills Per group: One pound of dried tive of this forest simulation Communication Skills: beans and two 1-gallon plastic is reproduction and survival. listening, comprehension buckets The manner in which the Guidance: competency for interacting with others alpine forest in this activity Science: living things reproduces., and therefore sur- animals. adaptation to envi- Major Concepts: vives, is by moving its seeds ronment, weather and climate Environmental factors from the bucket containing Social Studies: participate affecting forest growth beans to the empty bucket. A effectively in groups Objectives: healthy forest will regenerate Grade 5 List five elements that can (create young trees) very Arts Education: participate adversely affect natural quickly. in creative dramas communities. Communication Skills: There will be no talking dur- listening, comprehension List three ways to help ing the game. Natural cornmu- Guidance: competency for protect the spruce-fir nity members must communi- interacting with others forest. cate with each other in ways Science: living things other than using words. If the plants, earth science, envir- onment members of the natural com- Social Studies: participate munity need to communicate. effectively in groups they should do so by quietly simulating their given parts. Grade 6 i.e. birds may chirp, trees can Arts Education: participating effectively in creative drama be blown by the wind. etc. activities, develop positive It is also important for the attitudes students to listen carefully. Communication Skills: listening, comprehension Forest creatures need to know Guidance: competency and what is going on around them. skill for interacting with oth- The educator will be telling a ers Forest Story, and students will Healthful Living: environ- be acting it out, but they won't mental health, how people affect the environment be able to hear their part if Science: ecology they are not listening.
Niount Mitchell Slate Park. NC 5. 1. 1 7 c3 September Instructions: small birds that hop around on awhile, to get everyone used to 1. Discuss the Student's Infor- the ground and pick up small the cycle. mation with the class. Intro- seeds to eat, thus dispersing 8. When the educator says duce the new vocabulary seeds over a larger area. They "stop," every natural commu- words, limiting factor and make a loud chirping noise. nity member should stop balsam woolly adelgid. Tell All the students playing juncos where he or she is and listen to the students they will be should hop around and chirp the instructions. Follow those playing a game that shows loudly. Juncos instructions until new ones are how the should hop dur- given. If new instructions are spruce-fir ing the whole not given for a particular spe- forest reacts to differ- game. cies (fir, spnice. junco), that ent limiting factors. 3. Place the student will continue doing 2. Divide the class into three buckets containing what he or she was doing be- groups of 8 or 10 students. beans in a line on one fore. If the student is given Within these groups, the stu- edge of the field, aboutnew instructions, he or she dents will count off by "3"s, three to four feet away from should act out this new role in as the students will be role each other. addition to what he or she was playing three different natural 4. Place empty buckets di- doing before. Students should community members. The rectly across from the buckets not begin role playing again "ones" will be Fraser firs, the containing beans, approxi- until the educator says "go!" "twos" will be red spruce trees,mately 30 yards away. (Do notNote: and the "threes" will be slate- place the buckets too far apart This activity is especially fun colored juncos. because you will need to be when the directions are given Explain the characteristics heard clearly by everybody.) dramatically. Also, the story pre- of each species and have the 5. Have the groups line up sented here is only one version. We encourage you to make it students role play their parts behind their bucket of beans. more complicated, or to simplify using the following descrip- 6. When the educator says it. See the Suggested Extensions.. tions, or roles they make up: "go," each student is to take a. Red spruce trees are tall one bean from the bucket of Suggested Extensions: evergreen trees with short, beans for their group and start 1. To demonstrate that differ- sharp pointed needles and walking (or hopping) quietly ent natural communities have cones that hang down from the over to their group's empty to contend with different branches. All students playing bucket.- Everyone should put factors (in terms of elevation, red spruce trees should stand their bean into their group's etc.), have the buckets at dif- up as tall as they can, hanging empty bucket and walk or hop ferent distances for different their hands down to represent quietly back to get another groups. bean. Continue this cycle until cones. 2. Repeat the aame using any other directions are given. b. Fraser fir trees are tall ever- of the following, additional ele- speed green trees with short needles, This is not a relay race ments or any that you or your is not the object of this game. but they have cones that stand students create: All the students can be coming up on their branches. All stu- Lo2ging and going at the same time, dents playing Fraser fir trees Destructive caterpillars being careful not to knock should stand tall with their Good soil due to decay over the buckets. (Remind the hands pointed up to represent People planting seedlings juncos to keep hopping.) cones. Flood c. Slate-colored juncos are 7. Let this process continue for Second home development
Mount Mitchell State Park, NC 5.1.2 79 September 1994 Forest Story: With the coming of spring peratures ever experienced in- rainfall, tree seedlings start to North Carolina. The tempera- Note: Leave appropriate grow. Dead treesyou are ture reaches -34 degrees Fahr- pauses after each step in the now young trees of the same enheit, which is really cold! story. species that you were before. Stop! 1. You are all parts of a healthy Go! This affects all the plants spruce-fir forest. You get rain 5. The next winter, there is a and animals in the forest. In and sunshine in just the right very heavy ice and snow addition to what the trees were amounts. Go! storm. Stop! doing before, the juncos must 2. Then one year, there is a The snow is so heavy that now walk or hop while bob drought. Stop! the fir trees can not hold the bing their heads up and down. All the trees and birds in the weight of the snow. Many of Go! forests have less water to their branches break off. This 8. Now it is spring! The trees drink, and this slows down means that they have fewer are still trying to recover from their ability to reproduce. Ev- needles to make food in the the winter storms. A city, eryone must go in slow mo- spring. Fir trees must hop on which is 60 miles away, is pol- tion. Go! one foot. Go! luting by putting sulfur and ni- 3. Because everything is so 6. That same winter, another trogen into the air. Stop! dry that summer, there is a fire. storm comes, and winds hit the The extra sulfur and nitro- Stop! mountains at speeds up to 100 gen in the air is contributing to The fire kills all of the trees. miles an hour. Stop! acid rain. The acid rain makes Trees(this is where things get All the spruce trees lose a it even harder for the injured dramatic) act like you are dy- lot of their branches, which trees to make food. In addition ing. Now lay on the ground, means they have fewer needlesto what they were doing be- dead. Birds you escape to to make food in the spring. fore, each tree must now twirl nearby forests and you are None of the spruce trees in circles. Juncos have recov- okay. Go! may use their hands to ered from the winter cold and r 4. Trees - You carry beans. They can now hop normally. Go! ' decompose until the must have help from 9. Some balsam woolly next spring, en- the juncos or fir trees to adelgids come to the forest and riching the soil get a bean out of the can start eating the fir trees. This as you do so. and put it in their pockets, insect injects a substance into Stop! or on top of their heads, or the bark of the trees, which in their socks, etc. If a makes it hard for the fir trees "spruce tree" loses his to transport food and water. or her bean, someone Stop! else must help him or Combined with the effect her get it back. Go! of acid rain, this eventually 7. One night, kills all the fir trees. All the temperatures fir trees - Lie down dead. drop to the Go! coldest tern- 10. The humans have dis- covered ways to reduce air pollution and to con- trol the balsam woolly adelgids. Stop!
Mount Mitchell State Park. NC 5.1.3 8 0 September 1994 Scrubbers were put in the the class visit to Mount Mitch- could at the beginning of the smokestacks of coal-burning ell. What are the differences game? What limiting factor, electric power plants. Trees and similarities regarding the or combination of limiting fac- will no longer have to twirl limiting factors which affect tors, made it the most difficult around because acid rain has this tree and those of the for you to survive and repro- been reduced. Spruce 'trees spruce-fir forest on Mount duce? have also recovered from the Mitchell? Is there anything we can wind damage and can use their How was this simulation do to help protect the sruce-fir "hands" again to pick up beans. game like a real natural com- forest like the one we simu- The fir trees begin to regener- munity? (Answer: Different lated? (Answer: There are ate after the last attack of the natural communities respond many things we can do. For adelgid and acid rain. Fir trees differently to environmental example, learn more about the may reproduce again, but they stresses depending on their forest and how it functions so must walk in slow motion. health, their elevation, which that we can appreciate it and Go! side of a mountain they are use it more wisely; use less 11. We will stop our simula- growing on, etc. There are paper and recycle paper so tion at this point, with our many limiting factors that fewer forest communities are natural community recovering affect a natural community. cut down; work in your local from the effects of several The interactions between the community to reduce the limiting factors. Stop! various members of a natural amount of pollution by doing Note: Students may want to community change due to theirsuch things as riding a bicycle, count the number of beans response to these factors.) walking instead of driving, their natural community was How was this simulation and using less electricity so the able to transport during the game not like a real natural power plants do not need to game. community? (Answer: Trees produce as much; write letters to the city council and to state 12. After completing the really can't move. Storms and winds affect all the trees and federal legislators express- game, collect all the beans and ing your concern about protect- buckets. instead of only one kind of tree, etc.) ing natural communities such Find a tree on the school's as the spruce-fir forest on Mt. What did it feel like when campus and have the class sit Mitchell.) in its shade. Discuss the limit- you were not able to get the ing factors that affect this tree'sbean in the can as easily as you growth. Examine the tree for signs of stress. Think back to
Mount Mitchell State Park. NC 5.1.4 September 1994 Dead trees on Mount Mitchell Various factors can contribute to forest Many plants and animals affect natu- decline. Very seldom is there one limiting ral communities, but none more so than factor that stunts or kills tees; rather, it humans. We clear-cut forests and is usually a combination of factors. often plant only one tree species Limiting factors such as extremes in.their place. We build dams, of climate, air pollution, roads, and developments which diseases, and insects affect the natural world around us. (such as the balsam We pollute the air and water, and woolly adelgid) will spray chemicals to weaken a tree at various stages in its life. kill weeds Some signs of stress are yellowed leaves and insects.\ or needles, wilted or dead As our popu- branches, deformed lation contin- leaves or needles, and ues to grow, slow growth. Several we are placing limiting factors acting even greater on the tree at the same demands on time can kill the tree or our forests and even an entire other natural resources. forest. 8 2 Mount Mitchell State Park, NC 5.1.5 September 1994 A
Major Concepts: Credits: The story, "The 2. Discuss their plans and, Conservation of natural Tailor" by Nancy Schemmel, if desired, provide materials resources and paper facts, are from and class time for students Stewardship Spinning Tales Weaving Hope, to take responsible action. Responsible environmental edited by Ed Brody, Jay action Goldspinner, Katie Green, Another possibility is to Rona Lenthal, and Jack allow students to vote on the Learning Skills: Porcino. Stories for World best action plan and the Writing a stewardship plan Change Network, New Society entire class could work on Carefully considering Publishing, Philadelphia, PA, the plan together. consequencees of actions 1992 (pp. 211, 214). Assessment: Subject Areas: English Language Arts Objectives: Several weeks after stu- Social Studies List at least two dents have written their Science stewardship actions that stewardship plans, ask them See the Activity Summary to report on actions they for a Correlation with the individuals could take to DPI objectives in these improve the health of have taken. They should subject areas. trees and forests. also evaluate the success of Explain the positive their actions when they have Location: Classroom consequences of each concluded their activities. Group Size: Class action listed above. Modifications: Define at least two of the Estimated Time: 1 - 1 1/2 four types of responsible 1. Write the following paper hours environmental actions: facts on the blackboard: ecomanagement, Paper makes up a least 50 Appropriate Season: Any persuasion, consumerism, percent of the United States' municipal waste. Materials: and political action. Provided by educator: Choose one type of Publishing a typical big- Per student: One copy of responsible environmental city Sunday newspaper Student's Information and action and write a forest uses 10,000 trees. Forest Stewardship Plan stewardship plan, Making recycled paper Per class: (Optional activity) takes 61 percent less empty cereal or other food outlining the steps in boxes made from paper, old taking action. water and produces 70 nature magazines, recycled percent less pollution drawing paper, scissors, Instructions: than making new paper. paste or glue sticks, crayons, markers, pens or pencils, 1. Photocopy the Student's Ask students to create names and addresses of Information and Forest bumper stickers or posters politicians, postcard stamps Stewardship Plan for each based on these facts. Or, ask student. Ask them to read students to do research in the Student's Information the media center or on the and then work on their World Wide Web to find plans.(Students could more statistics about trees work individually or in and forest products. small groups to write their plans.) 8 3 Mount Mitchell State Park. NC 5.2.1 December 1997 I
Nari Nriv )*1 \\\\, \\\
.44, 'lib, ilk 2. Read or tell the story; the many ways we depend and paste onto the colored "The Tailor" by Nancy on them. (See Student's In- side of the postcard. Let Schimmel (see page 5.2.7). formation in On-site dry. Ask students to write a After reading the story, look Activity #3.) few short sentences about recycling or other issues that up the word "recycle" in the 3. Guide students in making dictionary and copy it onto involve trees and forests. recycled postcards from They should include their the chalkboard. Discuss cereal boxes and magazines what recycling is and why it name and a return address. by cutting off the ends and Have students address is important. Point the sides of boxes with scissors. discussion toward trees and postcards to a political Cut pictures of trees from official local, state or magazines, or draw pictures national. Teacher or students on recycled drawing paper, can be responsible for stamping and mailing 'postcards.
Elected Officials' Addresses: The President The White House 1600 Pennsylvania Ave., NW Washington, DC 20500
The Honorable... United States Senate Washington, DC 20515
The Honorable... United States House of Representatives 000.40.- Washington, DC 20515
*If addressing any particular bill, identify its name and number.
Mount Mitchell State Park. NC 5.2.2 8 /1. December 1997 In the early 1900s, logging operations nearly destroyed the magnificent spruce-fir forest of Mt. Mitchell. Alarmed citizens worked with Governor Locke Craig, to convince the state legislature to pass a bill protecting Mt. Mitchell by making it the first state park in North Carolina. The Division of Parks and Recreation is now responsible for protecting Mt. Mitchell and all its natural communities. The division manages the park for the safe enjoyment of all North Carolina citizens. The division, along with all the park visitors, must exercise good stewardship so that future generations will be able to see and enjoy the natural resources and scenic beauty of Mt. Mitchell, the highest peak The Result of Logging Operations in the Black Mountains in the east of the Mississippi. early 1900s. Photograph from Raymond Pulliam, "Destroying Mt. Mitchell," American Forestry, XXI (February, 1915), p. 89. What do you think might have happened if concerned wisely to protect and conserve park and made some citizens, back in 1915, had our natural resources, or to firsthand observations. You not taken action? One act thoughtlessly, with little may be wondering how you possibility is that you might or no concern for others and can help the trees and forests not have had the opportunity other forms of life. Some- on Mt. Mitchell, or in other to visit Mt. Mitchell, or if times it is difficult to decide areas of our state. Generally you were able to visit, it which actions are the best there are four kinds of might look very different ones to take. We may need stewardship actions you can than it does today. Actions to do some research before take: ecomanagement, each of us take every day we choose the best course of persuasion, political action, can make a difference in the action. and consumerism. natural environment and can During your visit to Mt. Ecomanagement This affect our families, friends, Mitchell State Park, you action is a direct, physical and future generations. learned some facts about the action to manne the Each of us can choose to act
Mount Mitchell State Park. NC 5.7.3 u0 r: December 1997 BEST COPY AVAII r environment. For killed when fishermen example, you or your class harvested tuna. This may plant new trees or consumerism convinced recycle paper. Both these fishermen to change their actions help trees. By fishing methods so that tuna OOSe planting new trees, you are could be harvested without replacing trees that have killing dolphins. died or have been harvested. Political action This By recycling paper, you are action involves the political reducing the nuniber of new process. The action that trees that need to be cut to North Carolina citizens took make new paper. in 1915 to make Mt. Persuasion This Mitchell a state park is an AcT action involves educating example of political action. other people about an If you are not old enough to environmental problem and vote, you can still write to motivating them to take elected officials about Educa action to solve the problem. environmental issues of te For example, you would be concern to you. using persuasion if you Being a responsible created a poster, a song, or a citizen and a good steward play that tells other people of our natural resources about the possible effects of takes courage and careful acid rain on trees and what thinking. It is important that they could do to reduce air you think through all the CC:11 pollution. consequences of any action Consumerism This you take to make sure you type of action involves what are doing your best for our you choose, or refuse to buy. natural resources and for For example, you could other people. The staff of choose to buy only recycled Mt. Mitchell State Park paper. If enough people hopes you will join them in used recycled paper, there protecting and preserving would be a greater demand our beautiful alpine forest! for this product.The paper companies would be encouraged to produce more PLANT recycled paper and use TREES fewer new trees to make paper. This action is an Reduce economic action and can be very effective. Have you consuroaigm ever heard of dolphin-safe tactice tuna? For many years. people refused to buy tuna Increase fish because so many aWareness dolphins were accidently
Mount Mitchell State Park, NC 5.2.4 8 r December 1997 Forest, Stewardship, Plani
Name:
1. List six things in the classroom that are made from trees.
2. List three ways that trees benefit people, other than by providing useful paper and wood products.
3. Explain why it is important to protect and conserve our trees and forests.
4. How do you think you could help save trees? Develop a forest stewardship plan. First, describe the action you would like to take in one sentence:
5. What type of environmental action is this? Circle the best answer:
Ecomanagement Persuasion Consumerism Political action
Mount Mitchell State Park. NC 5.2.58 7 December 1997 6. What are the steps you will take before, during and after you perform your stewardship action? List the steps you will take, one at a time. Continue on another sheet of paper, if needed.
7. What will be the positive consequences, or good effects, of your stewardship action? List them below:
8. Will there be any negative consequences, or harmful effects?If yes, list them below:
9. How could you avoid these negative consequences?
10. What materials and information will you need in order to take your stewardship action?
Mount Mitchell State Park, NC 5.2.6 83 December 1997 "The Tador" by Nancy Schimmel
INA VILLAGE once lived a poor tailor. He had made overcoats formany people, but he had never made one for himself, though an overcoat was the one thing he wanted. He never had enough money to buy material and set it aside for himself, without making something to sell. But he saved and saved, bit by bit, and at last he had saved enough. He bought the cloth and cut it carefully, so as not to waste any. He sewed up the coat, and it fit him perfectly. He was proud of that coat. He wore it whenever it was the least bit cold. He wore it until it was all worn out. At least he thought it was all worn out, but then he looked closely and he could see that there was just enough good material left to make a jacket. So ,he cut up the coat and made a jacket. It fit just as well as the coat had, and he could wear it even more often. He wore it until it was all worn out. At least he thought it was all worn out, but he looked again, and he could see that there was still enough good material to make a vest. So he cut up the jacket and sewed up a vest. He tried it on. He looked most distinguished in that vest. He wore it every single day. He wore it until it was all worn out. At least he thought it was all worn out, but when he looked it over carefully, he saw some places here and there that were not worn. So he cut them out, sewed them together, and made a cap. He tried it on, and it looked just right. He wore that cap outdoors and in, until it was all worn out. At least it seemed to be all worn out, but when he looked, he could see that there was just enough left to make a button. So he cut up the cap and made a button. It was a good button. He wore it every day until it was all worn out. At least he thought it was all worn out, but when he looked closely, he could see that there was just enough left of that button to make a story, so he made a story out of it and I just told it to you.
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Mount Mitchell State Park, NC 5.2.7 December 1997 A
Major Concepts: Materials: Educator's Information: Decomposers and Provided by educator: This post-visit activity decomposition Per student: Student's makes students aware of Forest resource Information and worksheet management Per class: The Magic School how beneficial rotting logs Bus Meets the Rot Squad. by are to all living things. Learning Skills: Joanna Cole, Scholastic Inc., During the activity students Listening; participating in 1995. identify the various creative interpretations Applying concepts and Credits: The Magic School decomposers in a rotting ideas Bus Meets the Rot Squad, log. They then participate in Observing, classifying, Schoolastic's, 1995; The a simulation to learn the communicating and Secret Life of a Forest by different roles each of these predicting Richard M. Ketchum, decomposers plays in pp. 48-51. Subject Areas: breaking down logs and English Language Arts enriching the soil. Social Studies Objectives: Science List three decomposers Instructions: See the Activity Summary and describe their roles in 1. Ask for volunteers to for a Correlation with the returning dead trees to look up the word DPI objectives in these subject areas. soil. decomposition in the Explain why park managers dictionary and copy it onto Location: Classroom often choose to leave dead the chalkboard. If available. trees and logs alone. read the book, The Magic Group Size: Class List the pros and cons of School Bus Meets the Rot Estimated Time: 50 minutes not disturbing dead trees Squad. (35 minutes without "Magic or logs on the school 2. After reading the story, School Bus" story) grounds or in the students' distribute copies of the neighborhoods. Appropriate Season: Any Student's Information sheet to each student. 3. Ask different students to read sections of the Student's
Mount Mitchell State Park. NC 5.3.1 9 0 December 1997 Information aloud. Write 3. Ask the students what Discuss: Why do park these key words on the feeds on the slime, releasing managers often choose to board as they read: fungi, carbon into the air (bacteria). leave dead trees alone? bacteria, slime, earth- The students role-playing Possible answers: Dead worms, insects. bacteria should crouch on trees are an important part of 4. Clear an area in the center the floor near the slime and most natural communities. of the classroom. Divide the chant, "We care, we care, Dead trees provide habitat students into five groups by making carbon for the air." (food, shelter and moisture) having them number off 4. Ask the students which for many living things. from one to five. decomposer feeds on the Decaying leaves and wood 5. Assign each number to a dead wood and digs access enrich the forest soil by key word that was listed on tunnels for water, fungi, and releasing nutrients needed the board earlier. Group 1 = bacteria (insects). Tell the for plant growth. If dead fungi, Group 2 = bacteria, insects to move freely plant materials were removed, Group 3 = slime, Group 4 = around and between the the natural community earthworms, Group 5 = other decomposers. Tell would lose nutrients over insects. them to chant, "Bore, bore, time. The nutrients might we want more." 6. Explain to the students have to be replaced through that they will role play 5. Ask the students which the use of fertilizers and new decomposers as they break decomposers burrow topsoil before healthy plants down an imaginary log in through the soil making could grow. the center of the room. channels for air and water 8. Discuss: Is it always wise (earthworms). The earth- to leave dead trees alone? Simulation Activity worms should get down on Should we ever remove The Decomposing Log the floor, stretch out, and dead trees or branches on 1. Ask the students which begin moving slowly in the the school grounds or in our decomposer produces soil around the log. They own backyards? (Have stu- rhizomorphs which help chant, "Eat it all, make it dents recall times when them attach to logs (fungi). small." storms may have caused tree The students role-playing 6. When the rotting log is damage and what was done fungi should stand on the completely assembled, have in these instances.) sides of the imaginary log, all students act out and chant Possible answers: bend over slightly, and hang their parts, one group at a Sometimes standing dead their arms down. They are time, and then trees or dead limbs are now rhizomorphs. Have simultaneously. them chant, "Our job is eating logs. 7. When the simulation is 2. Ask the students what complete, ask the fungi produce as they feed students to return to on dead logs (slime). Have their seats. Review the students role-playing the major slime lie down in the middle decomposers and how Of the log. These students each one helps to recycle chant. "Fungi to slime takes the dead tree by returning it time." to the soil. Ji Mount Mitchell State Park, NC 5.3.2 December 1997 eir removed to prevent them from falling on people, houses or cars. Sometimes dead trees are removed to may have reduce the amount of fuel killed it and available for a forest fire. whether it presents Sometimes dead trees or a danger to other trees limbs are removed and in your neighborhood. burned to prevent the spread Ask your county forester of disease, to healthy trees in to evaluate your property the area (if the trees were if you are concerned living things by killed by a disease). about forest fire hazard. kingdom Assessment: Extensions: groups: monera, Ask the students to list 1. The next time you're in protists, fungi, (on the Leave A Log Alone the woods with your plants and animals. Worksheet) the pros and students and you see a After you have finished cons of leaving dead trees rotting log, do some your exploration, please alone in their backyards or exploring. Have the return the log and the on the school grounds. As a students stand next to the creatures to their original class, develop guidelines log and close their eyes. locations. Ask the students that might help people de- Ask them to tap the rotting what they think this log will cide when to remove a dead wood and listen. Is the look like ten years from tree and when to leave it sound sharp or dull? Have now, and tell them about alone. them run their hands over humus and how important it the surface of the log. What is to life. Pros does it feel like? Is it cool provide habitat for many or warm, wet or dry, rough 2. Ask the students to draw animals and plants or smooth? Ask them to cup a picture of a decaying log enrich the soil by provid- some of the decaying wood community. Color it and ing humus in their hands, if possible, label the different members. recycle nutrients such as and smell. What does the 3. Develop a play for a PTO carbon odor remind them of? meeting or another class Cons - Next, ask them to explore demonstrating the need to could fall on people or the log with their eyes open. leave logs alone. (The main damage property Tell them to look at what's character could be a spruce might create a fire hazard on top, underneath and or fir seedling needing the might cause disease to inside the log by prying off right soil.) spread to healthy trees small pieces at a time. Ask 4. Do research on animals Guidelines or rules- them to find several that depend on standing dead Try to leave dead trees decomposers and investigate trees for nesting habitat. alone whenever possible. them closely. How did the 5. Ask students to write For safety reasons, dead living things get there? stories or draw pictures that trees next to buildings, What are they doing now? illustrate what they predict roads and trails should What and how do they eat? the natural community on probably be removed. Identify the living things if Mt. Mitchell might look like If a tree is killed by a you can, using field guides in 50 years, if left alone. disease, find out what to aid you. Classify the
Mount Mitchell State Park, NC 5.3.39 2 December 1997 Student's hifOrmation
Nvhen you visited are left alone for a number Mt. Mitchell, of reasons. First, standing what was the dead trees provide habitat most surprising for a variety of animals. or shocking thing you saw? Birds and mammals such as If you answered, "all the owls, woodpeckers, dead trees," you're not bluebirds, raccoons, alone. Many visitors and squirrels often comment on the large live and nest in them. number of dead trees In addition, both standing and lying on the standing and fallen ground. They want to know trees provide wood- what's killing the trees and eating insects such why the rangers don't as termites and remove them from the park. beetles with food, Because you participated shelter, and nesting areas. in the pre-visit and on-site These insects feed on the activities in this EELE, you trees, softening the wood be no plant growth. And already know what scientists and digging access tunnels without plant growth, many think may be killing the through which water, fungi, animals would starve. trees at Mt. Mitchell. Past bacteria, and small animals Humus is a critical part of logging operations and fires, can enter. They lay their the food chain. air pollution, the balsam eggs in the soft wood, Let's look more closely at woolly adelgid, severe providing the newly hatched weather and the tree's slow how the decomposition or larvae with an immediate the rotting process occurs. growth rate all contribute to food source. Other animals tree death. As a tree When a branch or tree falls feed on the fungi and insects to the ground, it is becomes older, it has trouble already living in the dead transporting water and immediately attacked by trees. insects and other small nutrients to its different When a tree falls to the parts. The number of dead animals on the ground. ground, decomposers such These animals bore through wood cells in the tree as bacteria, fungi and insects increases year after year the tree, crunching it into work to break down the tree until the tree finally dies. smaller pieces, and leave into rich topsoil called their excretions behind. So why doesn't the park humus. Humus provides Beetles, termites, snails, staff remove the dead trees valuable nutrients which slugs, and millipedes all at Mt. Mitchell? Unless they plants must have to live. participate in this activity. pose a threat to park visitors, Without humus, there would the dead trees at Mt. Mitchell Next, water enters the fallen tree through the holes dug by these insects making the log a perfect spot for fungi to grow. Fungi thrive in dark, moist places. They
Mount Mitchell State Park. NC 5.3.4 93 December 1997 earthworms add their nutrient-rich excretions to Millipede the soil. In summary, the standing dead trees and fallen logs at Mt. Mitchell are not carbon dioxide to make removed because they are an food and new plant tissues. important part of the spruce- The recycling of carbon in fir forest. They provide this way is very important to food and shelter for many all natural communities. living things. They help Earthworms also help new plants to grow by are neither plants nor this process along by releasing carbon into the air animals, but represent a burrowing through the soil and decomposing into a rich unique group of living and making channels for air layer of soil called humus. things that live on decaying and water to reach plant material. Common examples roots. Millions of are mushrooms, molds and earthworms in each acre of mildew. Fungi spores are forest floor are capable of transported to the decaying eating 18 tons of decaying log by wind, rain, and material in just one year! insects. After they digest leaves and Some fungi produce wood pieces, the rootlike structures called rhizomorphs that help them attach to logs. As they feed on the dead log, they produce a slimy substance. In turn, small animals feed on this slime and add their own excretions to the decay. The slime also provides a great place for bacteria to grow. The bacteria that feed on the slime and excretions put the carbon from the dead tree back into the environment in the form of carbon dioxide, a gas. Green plants then use the
Mount Mitchell State Park, NC December 1997 Leave a Lo AloneWorksheet
What are some of the pros and cons of leaving dead trees in your backyard? Would you ever remove a dead tree from your yard?
PROS - Dead trees should be left alone because ... 1. 2. 3. CONS - Dead trees may cause a safety hazard if... 1. 2. 3. My recommendations for dead trees and logs: In a state park:
In my backyard:
At my school:
Mount Mitchell State Park. NC 5.3.6 December 1997 9 Acidic Having a pH less than 7; the Bark - Layers of dead woodor cork on the chemical state of water or other substance in outside of the tree that protect the phloem which the hydrogen (H+) ions exceed the and other parts of the tree from injury and hydroxyl (OH-) ions. For example,a car's disease. Each tree species hasa characteristic battery acid has a pH of 1. See pH. bark which helps in identification of thetree. Acid rain or acid depostionRain, or other Basic - Having a pH greater than 7; the precipitation, having a pH below the normal chemical state of wateror other substance in pH of rain (pH 5.4), usually caused by air which the hydroxyl (OH) ions exceed the pollution from vehicle exhausts and coal- hydrogen (H+) ions. For example,soap has burning furnaces. a pH of 10. See pH. Adapted Changed or developed to best Calcium A fairly soft, silvery-white survive a particular environment. For alkaline-earth metal. Itoccurs naturally as example, forests develop only where soil calcite, gypsum and fluorite. Calcium is types, moisture and sunlight are balanced to very reactive, reacting with water to give a the proper degree. Mountain plants have surface layer of calcium hydroxide, and made adjustments, so they are able to liveat burning in air to give a nitride and oxide. high altitudes with intense cold,on poor quality soils. Cambium The growing layer of thetree between the phloem and the sapwood. The Alpine- Of, or pertaining to, high cambium makes new phloem, sapwood and mountains. cambium cells every year. Aluminum- A silvery-white, ductile Carbon dioxide The atmosphericgas that metallic element, the most abundant in the plants use for photosynthesis. Carbon earth's crust, but found only in combination dioxide is produced with animals exhale and with other elements, chiefly in bauxiteore. when plant materials or fossil fuelsare BacteriaUnicellular microorganisms, the burned. (Scientists call carbon dioxidea majority of which exist independently of "greenhouse gas" because it traps heat in the living hosts and are involved inprocesses of earth's atmosphere. Some scientists predict decomposition of dead animal and plant global warming due to-the increase in the material. amount of atmospheric carbon dioxide in recent history.) Balds Natural grasslandsor shrub thickets occurring on high mountain peaks. Chlorophyll The green pigment in the leaves or needles of a tree that helpscapture Balsam- Any of the various trees yielding light energy needed for photosynthesisto an aromatic, resinous substance, especially occur. the balsam fir. Coniferous- Any tree that bears cones such Balsam woolly adelgid Adelges piceae is as pine. Fraser fir, and red spruce. a small sucking insect that attacks only fir trees (Abies species). This pest was introduced into eastern North America from Europe at the turn of the 20th century. 0
Mount Mitchell State Park, NC 6.1 December 1997 Cove hardwood forestThese forests Fungi - A kingdom grouping which occur in the SouthernAppalachians in includes yeasts, mushrooms, molds, and sheltered mountain valleys on north- and mildews which reproduce mostly by means east-facing slopes, from 1,500 to 4,500 feet. of spores and lack chlorophyll. Cove forests are among the richest, most Global warming The observed increase in magnificent deciduous forests found the average temperature of the Earth's anywhere on earth. innermost atmosphere, which is believed to Deciduous Trees and shrubs which lose be the result of the greenhouse effect. their leaves during seasonal changes. Gradient An ascending or descending Decomposer Something that causes once- part; an incline. living plants or animals to rot or decay. Habitat - An area that provides an animal or Decomposition - The process in which plant with adequate food, water, shelter, and once-living plants or animals decay, or are living space in a suitable arrangement. broken down by bacteria, fungi or other Heartwood Dense, dead wood that forms decomposers. the central core of the tree. It provides Diameter The thickness or width of support for the tree. anything, especially a circle or sphere. Humus - Decomposed material in the soil Dormant A relatively inactive or resting that is a highly complex mixture of organic condition in which some processes are and inorganic substances. slowed down or suspended. Insect A small invertebrate animal having Earthworm A terrestrial annelid worm of an adult stage characterizedby three pairs of the class Oligochaeta that burrows into and legs, a segmented body with three major helps aerate and enrich soil. divisions, and usually two pairs of wings. Erosion The natural process by which Larva The wingless, often worm-like form material is removed from the earth's surface. of a newly hatched insect. In complete metamorphosis, the larva is the stage Evergreen Having foliage that persists between the egg and the pupa. and remains green throughout the year. Lateral root - Roots that spread out from Excretion - The waste matter that is the tree and cover a broad area. Lateral eliminated from the blood, tissues, or organs. roots are usually close to the surface ofthe Fahrenheit A temperature scale that earth. registers the freezing point of water at 32 Lead A soft, malleable, ductile, bluish- degrees Fahrenheit and the boiling point of white, dense metallic element, extracted water as 212 degrees Fahrenheit under chiefly from galena and used in containers standard atmospheric pressure. and pipes for corrosives, in solder and type Food chain The transfer of food energy metal, bullets, radiation shielding, and from the source in plants through a series of paints. animals, with repeated eating and being Limiting factor An environmental eaten. condition that, when present in too great or Fossil fuel A fuel such as gasoline, oil or too little an amount, has a negative effect on coal, which is made from dead plants and the survival of a species or population. animals that lived millions of years ago.
7 Mount Mitchell State Park. NC 6.2 December 1997 Litmus paper- Specially treated paper used Organism - Any living individual; any plant as an acid-base indicator. or animal. Mercury A silvery-white poisonous Ozone A gas that is found in two layers of metallic element, liquid at room temperature. the Earth's atmosphere the troposphere It is used in thermometers, barometers, (ground-level) and the stratosphere (seven to vapor lamps, and batteries, and in the ten miles above the earth). The ozone in the preparation of chemical pesticides. stratosphere protects living things from the Migration The movement of animals from harmful UV rays of the sun. The ground- one region to another by chance, instinct or level ozone is a major component ofsmog plan. and can seriously impair the human respiratory system.Ground-level ozone is Natural community- A collection of also implicated in plant damage, suchas populations of plants and animals that yellowing of the leaves or needles. associate with each other and their physical environment. pH (p)otential of (H)ydrogen ion activity; a measure that indicates the relative acidity Nitric acid- A transparent, colorless or or alkalinity (basicity) of a substance. Thern yellowish, fuming corrosive liquid. This pH scale is a logarithmic scale ranging from highly reactive oxidizing agent is used in the 0 (most acidic) to 14 (most basic), witha pH production of fertilizers, explosives, and of 7 being neutral. rocket fuels and in a wide variety of indus- trial metallurgical processes. Phloem Wood cells forming tubes which transport sap (sugar and other nutrients) Nitrogen oxide A family of gases thatare from the leaves to the rest of the tree. Phloem produced when fossil fuels are burned. is also called the inner bark. Nitrogen oxides are major contributors to the formation of ground-level ozone and acid Photosynthesis The process, occurring in deposition. all green plants, in which water and carbon dioxide are transformed into simplesugars Northern hardwood forest- These forests and oxygen in the presence of sunlight. occur at hig_her elevations, between 3,500 and 5,500 feet. They are like those found in Piedmont An area lying at the foot ofa the New England states, and are comprised mountain or mountain range. primarily of American beech, sugar maple, Plot - A small piece of ground, generally yellow birch and eastern hemlock. used for a specific purpose. A measured Nutrient- A substance required for growth area of land. and development. Plants, for example, need Rhizomorphs- A rootlike part, such as a water and minerals in order to grow and threadlike structure, that forms the vegeta- reproduce. tive body of some fungi. Oak-hickory forest- These forests occur Sapwood Dead, wood cells that form tubes over the southern- and eastern-facing outer which transport water and minerals from the slopes of the Blue Ridge Mountains below roots to all other parts of the tree.Sapwood 3,500 feet and in the interior mountain is also called xylem. basins. The most common treesare white, red and chestnut oaks, but black and scarlet Slime Any of varioLis fungi havinga oaks are plentiful as well. vegetative body consisting of a slimy mass of protoplasm.
9 Mount Mitchell State Park. NC 6.3 December 1997 Spruce-fir forestConiferous forests of Sulfuric acid A highly corrosive, dense the northern United States, southern oily liquid, colorless to dark-brown Canada, and peaks in the Southern depending on its purity and used to Appalachians above 5,500 feet. manufacture a wide variety of chemicals and materials including fertilizers, paints, Stomata Microscopic holes on the under- detergents and explosives. side of a leaf or needle which allow gases to enter and exit. Plants take in carbondioxide Taproot A root that goes straight into the and give off oxygen and water vapor. ground and helps to anchor the tree or plant. Taproots go much deeper than lateral roots. Sulfur dioxide A pungent, colorless Not all trees or plants have a taproot. gaseous pollutant formed primarilyby the combustion of fossil fuels, especially coal. Windbreak A hedge, fence, or row of trees serving to lessen or break the forceof the wind. Xylem See Sapwood.
BEST COPY AVAILABLE
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Mount Mitchell State Park. NC 6.4 December 1997 ID a a -
American Forest Foundation. 1994. Project Luoma, Jon R. and Kimberly C. Joyner. Learning Tree. For information contact the May, 1990. "Air Pollution and Forest North Carolina Division of Forest Re- Decline: Is there a link?" U. S. Department sources, P.O. Box 29581, Raleigh, NC of Agriculture Forest Service Bulletin No. 27626. 595. For more information, contact the Brody, Ed, Jay Goldspinner, Katie Green, Acid Rain Foundation, Inc., 1410 Varsity Rona Lenthal, and Jack Porcino. 1992. Dr., Raleigh, NC 27606. Spinning Tales Weaving Hope. Stories for North Carolina State University. 1995. The World Change Network, Philadephia, PA: Search for Clean Air Continues. For infor- New Society Publishing, mation contact SCI-LINK, 1410 Varsity Bronowski, Jacob. 1973. The Ascent of Drive, Raleigh, NC 27606. Man. Boston, MA: Little and Brown. Mount Mitchell State Park. 1984. Balsam Clay, James W., Douglas M. Orr, Jr., Alfred Trail Guide. For more information, contact W. Stuart. 1975. North Carolina Atlas, Mount Mitchell State Park, Route 5, Box Portrait of a Changing Southern State. 700, Burnsville, NC 28761. Chapel Hill, NC: The University of North Selby, Samuel M., ed. 1965. Standard Carolina Press. Mathematical Tables, Fourteenth Edition. Cole, Joanna, and Bruce Degen. 1995. The For more information, contact the Chemical Magic School Bus Meets the Rot Squad. Rubber Company, 2310 Superior Avenue, New York, NY: Scholastic, Inc. Cleveland, OH 44114. Gleason, Henry A. 1952. The New Britton United States Environmental Protection and Brown Illustrated Flora of the North- Agency. 1994. Project A.I.R.E. Air eastern United States and Adjacent Canada. Information Resources for Education. For New York: Hafner Press, McMillan Publish- information contact the U.S. EPA, MD-15, ing Co. Research Triangle Park, NC 27711. Ketchum, Richard M. 1970. The Secret von Baeyer, Hans Christian. March, 1994. Life of a Forest. New York, NY: American "The Ocean, the Stars, and the Kitchen Heritage Press. Sink," Discover, vol. 15, 3. Lehr, Paul E., R. Will Burnett, Herbert S. Webster, David, James R. Parnell, and Zim. 1957. Golden Guide to the Weather. Walter C. Biggs, Jr. 1985. Mammals of the Racine, WI: Golden Press, Western Publish- Carolinas, Virginia, and Maryland. Chapel ing Company, Inc. Hill, NC: The University of North Carolina Press.
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Mount Mitchell State Park, NC 7.1 December 1997 SCHEDULING WORKSHEET
For office use only: Date request received Request received by
1) Name of group (school)
2) Contact person name phone (work) (home)
address 3) Day/date/time of requested program
4) Program desired and program length
5) Meeting place
6) Time of arrival at park Time of departure from park
7)Number of students Age range (grade) (Note: A maximum of 30 participants is recommended.)
8) Number of chaperones (Note: One adult for every 10 students is recommended.)
9) Areas of special emphasis
10) Special considerations of group (e.g. allergies, health concerns, physical limitations)
11) Have you or your group participated in park programs before? If yes, please indicate previous programs attended:
12) Are parental permission forms required? If yes, please use the Parental Permission form on page 8.2.
have read the entire Environmental Education Learning Experience and understand and agree to all the conditions within it.
Return to: Mount Mitchell State Park Fax: ( .) 675-4611 Route 5, Box 700 Burnsville, NC 28714 0
Mount Mitchell State Park. NC 8. I September 1994 PARENTAL PERMISSION FORM
Dear Parent:
Your child will soon be involved in an exciting learning adventure an environmental education experience at Mount Mitchell State Park. Studies have shown that "hands-on" learning improves children's attitudes and performance in a broad range of school subjects.
In order to make your child's visit to "nature's classroom" as safe as possible, we ask that you provide the following information and sign at the bottom. Please note that insects, poison ivy and other potential risks are a natural part of any outdoor setting. We advise that children bring appropriate clothing (long pants, rain gear, sturdy shoes) for their planned activities.
Child's name
Does your child:
Have an allergy to bee stings or insect bites? If so, please have them bring their medication and stress that they, or the group leader, be able to administer it.
Have other allergies?
Have any other health problems we should be aware of?
In case of an emergency, I give permission for my child to be treated by the attending physician. I understand that I would be notified as soon as possible.
Parent's signature date
Parent's name Home phone (please print) Work phone
Family Physician's name phone
Alternate Emergency Contact
Name phone
1 2.
Mount Mitchell State Park, NC 8.2 September 1994 NORTH CAROLINA PARKS & RECREATION PROGRAM EVALUATION or
Please take a few moments to evaluate the program(s) you received. This will help us improve our service to you in the future.
1. Program title(s) Date Program leader(s)
2. What part of the program(s) did you find the most interesting and useful?
3. What part(s) did you find the least interesting and useful?
4. What can we do to improve the program(s)?
5. General comments
LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS PLEASE ANSWER THESE ADDITIONAL QUESTIONS: 6. Group (school) name
7. Did the program(s) meet the stated objectives or curriculum needs? If not, why?
Please return the completed form to park staff. Thank you.
Mount Mitchell State Park Route 5, Box 700 Burnsville, NC 28714 Fax: (704) 675-4611'
Mount Mitchell State Park. NC 8.3 103 September 1994 U.S. DEPARTMENT OF EDUCATION Mice ol Educational Research and Improvement (OERI) Educational Resources Information Center (ERIC) IERIC1
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